ABSTRACT

‘Guru Penggerak’ is a term for teachers who are selected as agents of change in the implementation of the independent curriculum in Indonesia. This study aims to explore the perception of teachers as agents the independent of change in curriculum implementation in Indonesia. This study used a qualitative research approach with a phenomenological method involving 20 "guru penggerak". The results of this study show that “guru penggerak” perceive that in implementing the independent curriculum they must develop their early childhood teaching skills, innovate classroom learning, share experiences with other teachers, striving to gain support from peers and the principal, and overcome various limitations by attending various trainings. To be able to fulfil their role as change agents, they also expect to be given resource support. In light of these findings, implications for supporting teachers' practice as change agents in the implementation of the new curriculum are presented and discussed. Finally, suggestions for future practice and research are made based on the limitations of this study.

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