This study aims to analyze the implementation of the Independent Curriculum in the development of Indonesian Language teaching modules for Senior High Schools (SMA) in Karawang. The research method used is qualitative with a case study approach. This approach was chosen to gain an in-depth understanding of the dynamics in the field that are complex and contextual, especially in the experience of teachers in compiling teaching modules independently in accordance with the new curriculum policy. Data were collected through in-depth interviews, participatory observations, and document analysis in five high schools that have implemented the Independent Curriculum. The results of the study indicate that the implementation of the Independent Curriculum presents a number of challenges, including limited training received by teachers, lack of understanding of curriculum principles, and limited time in compiling teaching modules. However, there are also opportunities, such as flexibility in material development, opportunities to adjust learning to student needs, and support from the school through internal training. As many as 40% of teachers stated that they had difficulty in understanding the learning outcomes as a whole, but 60% also stated that they were helped by the existence of a learning community forum. This finding is in line with previous studies (Nurjanah, 2024) which showed that institutional support plays an important role in the successful implementation of the new curriculum. This study contributes to formulating adaptive mentoring strategies for teachers in developing teaching modules.

Penelitian ini bertujuan untuk menganalisis implementasi Kurikulum Merdeka dalam pengembangan modul ajar Bahasa Indonesia Sekolah Menengah Atas (SMA) di Karawang. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Pendekatan ini dipilih untuk mendapatkan pemahaman mendalam mengenai dinamika di lapangan yang kompleks dan kontekstual, khususnya dalam pengalaman guru menyusun modul ajar secara mandiri sesuai dengan kebijakan kurikulum baru. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen pada lima SMA yang telah menerapkan Kurikulum Merdeka.. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka dalam pengembangan modul ajar Bahasa Indonesia di SMA Karawang memiliki beberapa tantangan dan peluang. Tantangannya, sekitar 40% guru menyatakan kurangnya akses terhadap pelatihan dan 60% guru mengungkapkan perlunya dukungan tambahan yang menghambat kemampuan mereka dalam merancang modul ajar sesuai Kurikulum Merdeka. Temuan ini selaras dengan studi sebelumnya (Nurjanah, 2024) yang menunjukkan bahwa dukungan institusional memainkan peran penting dalam keberhasilan implementasi kurikulum baru. Namun demikian, terdapat pula peluang yaitu adanya fleksibilitas dalam pembelajaran yang memungkinkan guru untuk mengembangkan modul ajar yang kreatif dan inovatif, serta adanya dukungan dari pihak sekolah dengan memberikan pelatihan dan pendampingan bagi guru.