IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN ANAK USIA DINI BERKEBUTUHAN KHUSUS AUTISME DI PAUD UNIVERSAL AGAPE KIDS

Abstract

This study aimed to describe the implementation of the Merdeka Curriculum in learning for early childhood children with autism at PAUD Universal Agape Kids Wonosobo, identify supporting and inhibiting factors, and examine the outcomes of its implementation. This research employed a descriptive qualitative approach with a field research design. Data were collected through observation, interviews, and documentation involving the principal, teachers, and children with autism. Data were analyzed using data reduction, data display, and conclusion drawing. The findings showed that the implementation of the Merdeka Curriculum was carried out through planning, implementation, and assessment stages tailored to the characteristics and needs of children with autism. Learning activities were conducted using individualized approaches supported by visual media, puzzles, blocks, loose parts, and simple experiments. Supporting factors included teacher commitment, curriculum flexibility, student learning motivation, and parental involvement, while limited teacher competence, inadequate facilities, and teacher-student ratios became obstacles. The implementation of the curriculum contributed positively to the development of communication, social interaction, cognitive abilities, fine motor skills, and independence of children with autism.