Penelitian ini bertujuan untuk mengidentifikasi pemahaman serta menganalisis kesiapan guru Biologi di SMA Negeri 3 Majene dalam
mengimplementasikan Kurikulum Merdeka. Pendekatan yang digunakan adalah kualitatif dengan desain deskriptif kualitatif, yang bertujuan untuk menggambarkan secara mendalam pandangan subjek penelitian terhadap fenomena implementasi kurikulum. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi, dengan fokus pada pengalaman dan persepsi subjektif para guru. Hasil penelitian menunjukkan bahwa guru Biologi di SMA Negeri 3 Majene umumnya telah memahami konsep dasar dan prinsip Kurikulum Merdeka, seperti fleksibilitas pembelajaran, keterlibatan aktif siswa, dan kontekstualisasi materi. Namun, pemahaman ini belum merata dan masih memerlukan penguatan melalui sosialisasi serta pendampingan intensif. Dari segi kesiapan, para guru menunjukkan inisiatif dalam menyesuaikan strategi pembelajaran dan menyusun perangkat ajar sesuai prinsip Kurikulum Merdeka. Kendati demikian, mereka masih menghadapi tantangan seperti keterbatasan waktu, fasilitas, dan kebutuhanpelatihan teknis. Penelitian ini merekomendasikan adanya dukungan berkelanjutan dari berbagai pihak agar implementasi Kurikulum Merdeka dapat berjalan lebih optimal dan berdampak positif terhadap kualitas pembelajaran Biologi.
This study aims to identify the understanding and analyze the readiness of Biology teachers at SMA Negeri 3 Majene in implementing the Merdeka Curriculum. A qualitative approach with a descriptive qualitative design was employed to provide an in-depth depiction of the teachers’ perspectives on the implementation of the curriculum. Data were collected through in-depth interviews, participatory observations, and document studies, focusing on the subjective experiences and perceptions of the respondents. The findings reveal
that Biology teachers at SMA Negeri 3 Majene generally understand the core concepts and principles of the Merdeka Curriculum, including flexibility in learning, active student involvement, and contextualization of materials. However, this understanding is not yet evenly distributed and requires further reinforcement through more intensive socialization and mentoring. In terms of readiness, teachers have shown efforts to adapt their teaching strategies and develop instructional materials in accordance with the new curriculum. Nevertheless, challenges remain in preparing teaching modules, managing limited time and facilities, and fulfilling the need for more specific technical training. The study recommends continuous support from various stakeholders to ensure a more optimal implementation of the Merdeka Curriculum, ultimately improving the quality of Biology education.