TEACHER STRATEGIES IN DEVELOPING TPACK-BASED LEARNING IN THE INDEPENDENT CURRICULUM IN PRIMARY SCHOOLS

Abstract

The purpose of this research is to find out the strategies used by teachers in developing TPACK-based learning in implementing the Merdeka Curriculum in elementary schools through a literature study approach. Teachers have a crucial role, both in the curriculum development process and its implementation in the field. This also applies to the implementation of Merdeka Belajar policy, where teachers play a significant role. They can actively contribute and effectively collaborate in the preparation of the school curriculum, including in designing teaching materials, selecting textbooks, and compiling learning content. In the context of developing Merdeka Belajar curriculum, teachers are tasked with designing learning strategies that use digital platforms to optimally support students in achieving predetermined competencies or learning objectives. In line with these demands, currently the Technological, Pedagogical, and Content Knowledge (TPACK) based learning approach is very important, especially at the elementary school level. This TPACK approach integrates three main components, namely pedagogical knowledge, understanding of technology, and mastery of material content, all of which support the creation of relevant and effective learning in the digital era.

Keywords: Merdeka Curriculum, TPACK, Teacher Strategy, Primary School.