The research was carried out at SDK Harapan Denpasar, an inclusive private elementary school in Bali where students with and without special educational needs learn together in the same classrooms. The findings provide valuable insight into how Indonesia's Learning Process Standard is implemented under the Merdeka Curriculum and highlight the challenges schools continue to face in delivering truly inclusive and differentiated education.
Elementary education serves as the foundation for children's academic achievement, character development, and social skills. To ensure quality learning across the country, the Indonesian government established the National Learning Process Standard, which regulates four interconnected components of classroom practice: lesson planning, learning implementation, assessment, and supervision.
With the introduction of the Merdeka Curriculum, assessment is expected to become more than a tool for assigning grades. Teachers are encouraged to use diagnostic, formative, and summative assessments as an integrated cycle to identify students' learning needs and adjust instruction accordingly. This approach is particularly important in inclusive schools where students have diverse learning abilities and educational backgrounds.
To understand how these policies are applied in everyday classrooms, the researchers employed a qualitative case study approach. They collected data through classroom observations, semi-structured interviews with teachers, and analysis of lesson plans and instructional documents. The information was then analyzed to build a comprehensive picture of classroom practice at the school.
Lesson Planning Reflects the Principles of the Merdeka Curriculum
The study found that teachers at SDK Harapan Denpasar carefully align Learning Objectives (Tujuan Pembelajaran) with Learning Outcomes (Capaian Pembelajaran) when preparing lessons.
Teachers frequently integrate Problem-Based Learning (PBL) into subjects that require analytical thinking and problem-solving. However, the model is not used rigidly. Instead, teachers choose instructional strategies based on the nature of the learning material, demonstrating professional flexibility rather than following a single teaching formula.
Lesson planning also takes children's cognitive development into account. Teachers regularly use concrete teaching materials, visual aids, digital animations, and interactive simulations to help students understand abstract concepts more easily.
For students with special educational needs, teachers prepare differentiated learning activities by adjusting assignments and classroom tasks according to each learner's abilities. Although these adaptations are consistently practiced, they are generally implemented informally and are not yet documented in individualized learning plans.
Classroom Learning Is Inclusive and Student-Centered
Classroom observations revealed that learning activities follow a structured sequence consisting of opening, core, and closing sessions.
Teachers begin lessons with greetings, prayers, attendance, and short discussions that connect previous learning with new topics. During the main learning activities, teachers serve primarily as facilitators, guiding students as they work individually or collaboratively to solve authentic problems.
Digital technology plays an important supporting role throughout instruction. Videos, animations, and interactive media are combined with physical teaching materials to make learning more engaging and meaningful. Teachers also introduce brief ice-breaking activities whenever students appear tired or lose concentration, helping maintain motivation and classroom participation.
One of the study's most notable findings is that inclusive learning continues to function effectively despite the absence of a dedicated shadow teacher. Classroom teachers collaborate with general companion teachers to provide differentiated instruction, ensuring that students with special educational needs remain actively involved in mainstream classroom activities.
According to the researchers, this demonstrates a strong commitment among teachers to creating inclusive learning environments despite limited specialist support.
Assessment Remains the Biggest Challenge
Among the four components of the Learning Process Standard, assessment emerged as the area requiring the greatest improvement.
The researchers found that classroom assessment is still dominated by summative evaluations, including written examinations and end-of-unit assignments used primarily for report card grading. In contrast, diagnostic assessments, which should identify students' readiness before learning begins, and formative assessments, which provide continuous feedback during instruction, are not yet systematically implemented.
Teachers regularly provide verbal guidance and immediate feedback when students encounter learning difficulties. However, these observations are rarely recorded using structured tools such as assessment rubrics, observation checklists, or progress monitoring forms.
The same pattern was observed for students with special educational needs. Although teachers appropriately modify task difficulty based on students' abilities, these adjustments are generally undocumented and are not supported by individualized assessment records that could guide future instructional planning.
The researchers emphasize that this situation does not reflect a lack of teacher commitment. Instead, it highlights the absence of practical assessment systems that can be integrated into everyday classroom routines without creating excessive administrative workloads.
Why These Findings Matter
The study demonstrates that successful implementation of the Merdeka Curriculum requires more than well-designed lesson plans and innovative teaching strategies. Continuous, evidence-based assessment is equally essential because it allows teachers to understand students' progress and adapt instruction to meet individual learning needs.
This is particularly critical in inclusive education. Without reliable diagnostic and formative assessment data, teachers may unintentionally provide learning activities that are either too easy or too challenging for students with special educational needs.
The researchers recommend that schools develop simple diagnostic assessment tools, observation checklists, and formative assessment rubrics that can be easily incorporated into daily teaching. They also suggest providing professional development and shared assessment templates to help teachers strengthen differentiated and inclusive instructional practices.
These findings offer valuable guidance for teachers, school leaders, educational policymakers, and curriculum developers seeking to improve the quality of inclusive elementary education under Indonesia's Merdeka Curriculum. By strengthening assessment practices alongside planning and classroom implementation, schools can build a more responsive, equitable, and student-centered learning environment.
Author Profile
Kadek Lisda Agistia Wiharta Pratiwi is a postgraduate student in the Elementary Education Program at Universitas Pendidikan Ganesha (Undiksha). This research was conducted in collaboration with Ni Luh Kade Wahyu Pramacintya Putri, S.Pd., M.Pd., Dr. Ni Wayan Rati, S.Pd., M.Pd., and Prof. Dr. I Wayan Lasmawan, M.Pd., whose expertise includes elementary education, curriculum development, instructional design, and educational assessment.
Research Source
Article Title: Implementation of the Learning Process Standard at the Elementary School Level: A Qualitative Case Study of Planning, Implementation, and Assessment Practices at SDK Harapan Denpasar
Authors: Kadek Lisda Agistia Wiharta Pratiwi, Ni Luh Kade Wahyu Pramacintya Putri, Ni Wayan Rati, and I Wayan Lasmawan
Journal: International Journal of Education and Psychological Science (IJEPS), Volume 4, Issue 4, 2026.
DOI: https://doi.org/10.59890/ijeps.v4i4.25
Journal Website: https://journalijeps.my.id/index.php/ijeps
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