Penelitian ini dilatarbelakangi karena beberapa kendala atau kesulitan yang dialami guru dalam penerapan Kurikulum Merdeka, khususnya di Sekolah Dasar. Beberapa kendala yang telah diidentifikasi antara lain keterbatasan literasi teknologi, Soft Skill atau kompetensi, kurangnya sumber daya dan lingkungan pembelajaran yang fleksibel, kesulitan dalam mendesain perangkat pembelajaran, keterbatasan pemahaman psikologis siswa, kurangnya pemahaman yang cukup mengenai cara menurunkan atau menerjemahkan Capaian Pembelajaran (CP) menjadi tujuan pembelajaran, kesulitan merancang asesmen yang sesuai dengan kurikulum merdeka, serta keterbatasan fasilitas dan infrastruktur. Penelitian ini bertujuan untuk mengidentifikasi dan mendeskripsikan problematika dalam penerapan Kurikulum Merdeka pada kelas IV Sekolah Dasar di Kecamatan Panawangan, Kabupaten Ciamis. Metode penelitian yang digunakan adalah penelitian deskriptif kualitatif. Subjek penelitian adalah tiga Sekolah Dasar yang berada di Kecamatan Panawangan, yaitu SDN 1 Gardujaya, SDN 2 Sagalaherang, dan SDN 3 Panawangan. Hasil penelitian ini menunjukkan bahwa penerapam Kurikulum Merdeka di Kelas IV Sekolah Dasar pada ketiga subjek sudah berjalan dengan baik, meskipun masih terdapat beberapa problematika yang dihadapi, yaitu seperti kesulitan dalam menganalisis Capaian Pembelajaran, merumuskan Tujuan Pembelajaran, menyusun Alur Tujuan Pembelajaran, keterbatasan bahan ajar, minimnya variasi metode pembelajaran, dan kesulitan membuat kisi-kisi soal evaluasi untuk pembelajaran berbasis proyek. Untuk mengatasinya, guru berkoordinasi dan berdiskusi dengan sesama guru, menggunakan papan tulis, menyediakan bahan ajar tambahan seperti LKS, dan berdiskusi untuk membuat kisi-kisi soal evaluasi. Penelitian ini mengidentifikasi kendala seperti keterbatasan referensi bahan ajar, kesulitan merancang perangkat pembelajaran, kurangnya pemahaman terhadap pembelajaran berdiferensiasi, serta tantangan dalam merancang asesmen yang efektif
Kata Kunci: Kurikulum Merdeka, Problematika, Sekolah Dasar

This research is motivated by several obstacles or difficulties experienced by teachers in implementing the Independent Curriculum, especially in elementary schools. Some of the obstacles that have been identified include limited technological literacy, soft skills or competencies, lack of resources and flexible learning environments, difficulties in designing learning tools, limited psychological understanding of students, lack of sufficient understanding of how to reduce or translate Learning Outcomes (CP) into learning objectives, difficulty designing assessments in accordance with the independent curriculum, and limited facilities and Infrastructure. This study aims to identify and describe the problems in implementing the Independent Curriculum in grade IV elementary schools in Panawangan District, Ciamis Regency. The research method used is descriptive qualitative research. The research subjects were three elementary schools in Panawangan Subdistrict, namely SDN 1 Gardujaya, SDN 2 Sagalaherang, and SDN 3 Panawangan. The results of this study indicate that the implementation of Independent Curriculum in Class IV Elementary Schools in the three subjects has been going well, although there are still some problems encountered, such as difficulties in analyzing Learning Outcomes, formulating Learning Objectives, Compiling Learning Objective Flow, limited teaching materials, lack of variety in learning methods, and difficulty in making evaluation question grids for project-based learning. To overcome this, teachers coordinate and discuss with fellow teachers, use the whiteboard, provide additional teaching materials such as LKS, and discuss to make Evaluation question grids. This research identifies obstacles such as limited teaching material references, difficulties in designing learning tools, lack of understanding of Differentiated learning, and challenges in designing
effective assessments.
Keywords: Independent Curriculum, Problems, Elementary School