Exploring Teachers Challenges in Implementing Literacy and STEAM in Early-Childhood Classrooms
Keywords:
literacy; Kurikulum Merdeka Belajar; early childhood; challengesAbstract
The Independent Learning Curriculum, known as the Kurikulum Merdeka Belajar (KMB), was introduced in Indonesia in 2021 to replace the 2013 Curriculum, marking a significant shift in early?childhood education in Indonesia. This transition emphasizes a project-based approach in which teachers act as facilitators, promote pupil-centered learning, and are responsible for creating their own learning modules. The KMB prioritizes three key areas, namely (i) religious values and character, (ii) self-identity, and (iii) literacy and Science, Technology, Engineering, Arts, and Mathematics (STEAM). However, teachers have experienced challenges in implementing literacy and STEAM activities, as these areas cover a broad range of interdisciplinary knowledge. This study explores the difficulties that teachers encounter when integrating literacy and STEAM in their classrooms. Fifteen participants were selected using purposive sampling to ensure relevant insights into the research objectives. One-on-one and online interviews were conducted, recorded, transcribed, and analyzed thematically. Five key challenges emerged: limited knowledge, time constraints, pupil characteristics, technological limitations, and teachers’ attitudes. The findings highlight that despite the positive intentions behind the KMB, early?childhood teachers face significant barriers in successfully integrating literacy and STEAM. To address these challenges, more comprehensive support is needed, including targeted professional development and better access to resources. Overcoming these obstacles is crucial for the effective implementation of the KMB and its goal of fostering independent learning and creativity in young children.
https://doi.org/10.26803/ijlter.24.6.37
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