Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach

Participants

The purpose of this study is to provide an in-depth understanding of the experiences of Christian religious education teachers in implementing independent curriculum. We employed a purposive sampling technique to select two public senior high schools, each with one Christian religious education teacher, and two private senior high schools, each with one Christian religious education teacher, in North Tapanuli Regency as participants.

In a Phenomenological approach, four was the ideal sample size for this study since it is manageable for data collection and effective data analysis, and qualitative research necessitates time spent in touch with each participant.¹⁴ Given that the research questions focused on Christian religious teachers’ subjective experiences in implementing the independent curriculum, the sample size was suitable for the study. A smaller sample size allowed for thicker, richer, and more detailed comments from the data, which in turn made it possible to pinpoint patterns and conclusions based on how the independent curriculum was implemented¹⁵ and their names were pseudonymzed to ensure research ethics.¹⁶

As part of the research process, we obtained written informed consent from all participants prior to data collection. The participants in this study were senior high school’s religion teachers aged 18 years and above and therefore were not minors. Each participant was fully informed about the purpose of the study, the voluntary nature of their participation, and their right to withdraw at any time without penalty. They were also assured that the information provided would be used strictly for research purposes, that their identities would remain confidential, and that all data would be anonymized during analysis and reporting. Since no minors were involved in the study, parental or guardian consent and child assent were not applicable. By ensuring full transparency and respecting participants’ rights, the research process upheld the principles of ethical integrity and maintained participants’ trust, thereby strengthening the overall credibility of the study.

The selection of participants is based on data from local education authorities, which indicate that the participants currently implement an independent curriculum. There are many high schools in North Tapanuli. However, the researcher chose teachers who have worked for five years because we assume they have sufficient experience to provide answers to our research questions. The descriptive data on demographic characteristics, including gender, age, educational background, and length of teaching, are shown in Table 1.

Data collection and analysis

The research data collection was conducted over a period of three months, from January 2025 to May 2025. Before the interview began, we informed the participants that their anonymity would be ensured and each participant had an individual interview with the researcher, which lasted approximately an hour in their workplace. To protect participant confidentiality, the interviews were conducted in the Indonesian language. We obtained each participant’s signed informed consent for all research methods, including the recording of the interview.¹⁷ Additionally, we gave the participants an overview of the research and its scope.

We used semi-structured interviews to collect data. Using a set of questions, we conducted interviews with participants in the first round of data collection. From their answers, we were able to identify significant themes, we conducted in-depth interviews and discussions in the following round to gain a deeper understanding of their experiences and to provide participants with the opportunity to discuss topics not addressed in the interviews, we requested that each participant write an essay and share their thoughts on their knowledge, experiences, and opinions, including any challenges they encountered while implementing the independent curriculum.

A qualitative content analysis of the interview data was conducted. In essence, content analysis is the process of arranging and interpreting related facts into distinct concepts and themes that the reader can comprehend.¹⁸ In this study, the notes taken by the researchers during the interviews was transcribed verbatim without any alterations. In order to become acquainted with the information regarding teachers’ professional experiences, the researchers first read the transcripts several times in order to identify any themes that immediately stood out. After that, preliminary codes were created, themes were found using the research questions as a guide, themes were reviewed, themes were defined and given names, and the results were finally presented using the themes that emerged from the process.¹⁹

Furthermore, we conducted member checks to guarantee the validity of the data by giving the participants the opportunity to review, edit, and provide feedback on the interview transcripts and the identified themes.²⁰ Finally, we shared our interpretations of the data and conclusions with the research team, colleagues who participated in the study, and specialists involved in the implementation of independent curriculum.

Information technology skills gap and adaptation

In the era of independent curriculum, the transformation of the teacher paradigm is underway, and teachers become learning facilitators rather than education administrators. This shift enables teachers to strengthen their IT skills, adapt to new perspectives, and enhance their motivation, including the ability to utilize digital technology to support learning in the classroom. This digital technology is not a substitute for the traditional teaching role of teachers but rather a set of technologies that will simplify and enhance the learning process, making it more effective and efficient. However, there is a high possibility that digital learning applications will completely replace the role of conventional teachers in the classroom if they cannot be used effectively. In addition to the teaching skills and abilities that teachers have previously possessed, they must be technology literate to adapt to the technological advances of the current digital era, as students in this era are already accustomed to the development of digital technology.

Technologies such as tablets, laptops, mobile phones, cameras, and others are currently the main trends in the existing technology landscape. As if technology is food for everyone, both men and women, regardless of age, size, or background, they all continue to follow the development of current technology. With the facilities available in technology, students can easily find references or information for their assignments, allowing them to be completed quickly. The existence of technology will enable students to communicate remotely without needing to be physically present at the location. In addition, students can soon ask their friends about assignments they do not understand using technology such as social media, which is readily available today. For instance, platforms like WhatsApp make it easier for students to find friends, even those from far away.

The Independent Curriculum emphasizes the use of technology as a tool in the learning process. However, not all schools have adequate infrastructure and access to technology. Schools are not only located in urban areas but also remote areas. The disparity in school infrastructure between urban and remote areas makes the independent curriculum burdensome for some parties, particularly for teachers in remote areas. Teachers in remote places or with limited facilities emphasized that they face difficulties in implementing the independent curriculum. The varying levels of understanding, thinking ability, skills, and concentration of students are some of the challenges teachers face in the learning process. Teachers observe that some students are not willing to participate actively or are not creative in the learning process.

Teachers often struggle to pose various questions that can stimulate students’ thinking, and they have limitations in understanding students’ psychology, which hinders their ability to encourage students to ask questions during the learning process. In addition, teachers are unable to appreciate the active students, so students are reluctant to ask or answer the given questions. Senior teachers are expected to be able to operate digital devices; however, the complexity of operating digital-based learning devices presents a challenge. Senior teachers tend to ask for help from junior teachers who are more proficient in using digital devices when dealing with tasks that involve technology.

The availability of inadequate facilities and infrastructure causes a lack of smoothness and comfort in the learning process. To address the lack of adequate facilities and infrastructure, the principal proposed the procurement of digital devices for senior teachers, including at least a laptop and a personal internet quota.

Differences in understanding the independent curriculum concept among teachers

Although many factors are involved in implementing the independent curriculum, teachers remain the main factor in helping students succeed. Unfortunately, many teachers still do not fully understand the concept of the independent curriculum, which can lead to its implementation not always going smoothly. The primary reason is that the government implemented the independent curriculum without prior training. Thus, teachers often lack a proper understanding of the objectives of the independent curriculum and its associated strategies.

Another challenge faced by teachers is a deep understanding of the philosophy, objectives, and strategies of the independent curriculum, which they are unable to translate into concrete and meaningful learning activities. For example, teachers have not been able to integrate national values and characters relevant to Indonesia’s foundational philosophical theory into learning, thereby hindering students’ development into a generation with good personalities and respect for cultural diversity in Indonesia. In its implementation, teachers also find it difficult because in the teaching module, at the beginning of learning, there must be a diagnostic test, the passing grade is eliminated, and the learning assessments must use the academic assessment report cards and project assessment report cards which require teachers to add a long time and find it challenging to achieve student success.

Based on the differences in understanding the concept of the independent curriculum among teachers, teachers hope to receive training and development of teacher and education personnel competencies in applying creative and innovative learning methods that will be able to help create a more conducive and supportive learning environment for students such as facilities and infrastructure such as classrooms, laboratory facilities, libraries, and textbooks. In addition, teachers hope that there will be cooperation between stakeholders and experts to create a conducive and supportive learning environment that fosters the development of teacher abilities and potential in students.

Teachers collaborate with students in various ways, one of which is through a student leadership program that involves joint planning, implementation, and evaluation. This form of collaboration is expected to help students develop leadership skills. Additionally, teachers collaborate with students to develop learning materials tailored to their individual needs. Teachers collaborate with parents to inform students about their learning progress through regular meetings and involve parents in the learning process. Then, collaboration with related offices is carried out through advocacy, communication, and coordination. The office itself promotes policies that support its role as a key human resource for the region.

Through collaboration, it can bring about positive changes in the world of education, where teachers will undoubtedly continue to be pioneers of change in Indonesian education. Every teacher has a unique background, experience, and expertise that, through collaboration, can learn from one another to strategize and combine the strengths they have mastered, creating a more comprehensive and balanced learning objective flow. Then, teachers can share information about best practices and the latest resources, ensuring that the learning objectives set are always relevant and up to date.

Unavailability of materials for christian religious education

One of the obstacles faced by teachers is not mastering the material, tasks, responsibilities, and roles based on the independent curriculum. For example, a monotonous mastery of material can lead students to feel bored because teachers who are still accustomed to learning in the 2013 Curriculum (K13), where even though the independent curriculum was introduced in Christian religious education subjects, certain practices such as preaching, singing spiritual songs, and religious demonstrations such as the way of the cross have been carried out previously in Christian religious education lessons. Then, the lack of facilities, technology, and textbooks makes it irrelevant to implement the independent curriculum.

The unavailability of materials is evident in teachers who must integrate Christian religious education subjects with other subjects, which can be incorporated into the independent curriculum alongside subjects such as science, mathematics, biology, and history. In science, students can learn about the greatness of God as the creator of the universe and for students how to protect the environment as a form of social responsibility. Then, Christian religious education must be integrated lesson into extracurricular activities, such as learning music, art, and culture, which students can later use to serve in society.

The integration of Christian religious education into the independent curriculum has a positive impact on the development of students’ independence. Therefore, schools need to prioritize and enhance the role of Christian religious education as part of their efforts to foster student independence within the independent curriculum. Teachers take the initiative to add material to the curriculum. Teachers do use modules and textbooks provided by the ministry. However, they still have to create additional relevant materials themselves, in line with the expectation that all educational units will be able to produce superior human resources in various fields in the future.

The independent curriculum provides the broadest possible freedom for students to choose learning materials, which are expected to maximize the learning process, allowing students sufficient time to explore concepts and strengthen their competencies. This is the reason why teachers take the initiative to develop themselves by adding more relevant materials. Teachers have the freedom to offer theories and concepts to students and then return the responsibility to students to understand and develop their understanding.

This approach encourages students to give their opinions and does not force them to follow the material rigidly according to the textbook. Although not all students are active, some students give strong emotional responses, showing the relevance of the material to their own lives. This suggests that an independent curriculum can be effective in fostering meaningful learning.

The classroom learning method involves initial assessment and ongoing guidance by the teacher, although there is a push for more independent learning in the independent curriculum. Student enthusiasm is very high, especially in activities that involve freedom of choice, such as dancing. This shows that students are more motivated when they have the freedom to determine their activities. In the project, teachers act as observers and facilitators. Although they have trained the students, they monitor their activities based on their respective roles, such as the religious teacher who observes specific aspects of the event.

Student assessment is done by observing how students do their assignments, including the theological aspects they apply and their contributions to biblical concepts. Students’ creativity in their work also shows their understanding of biblical and theological concepts. How students approach assignments and projects can reveal the depth of their knowledge of theological material. Teachers mentioned that students’ understanding of the Bible and Theology is seen in their work. In other words, students’ theological understanding is reflected in how they approach and carry out the tasks and projects assigned to them.

Lack of mentoring and special training

The lack of mentoring and special training for the independent curriculum significantly hampers teachers’ ability to adopt new approaches in adapting the independent curriculum to students’ needs. The government often holds webinars for training, but these only explain the importance of the concept of independent curriculum. What schools and teachers need, however, is the implementation of an independent curriculum within the learning process. Moreover, if teachers ask the resource person in the webinar what they do not understand, the resource person’s answer is often unsatisfactory in addressing the teachers’ concerns, so teachers do not truly understand the implementation of the learning process in the context of the independent curriculum.

Teachers often hope for more specialized assistance and training, considering the lack of understanding of the independent curriculum program, limited resources, proper time management, assessment and evaluation, and other competency improvements, including the effective use of the independent teaching platform. In addition, most teachers still use the old curriculum structure and adopt traditional methods, but this can still be said to be implementing the principles of the independent curriculum. This stage is referred to as level 1 in the implementation of the independent curriculum or as being in the independent learning stage. Overall, teachers are still not ready to implement the independent curriculum; however, they continue to strive to develop themselves and evaluate their progress continuously. Teacher expertise, particularly in the effective learning process, encompasses teaching, utilizing various approaches, learning methods, and learning media, as well as fostering student enthusiasm and engagement. However, unfortunately, most teachers are still unclear about implementing it by the expectations of the Independent Curriculum.

Teachers are a profession that requires proven skills yet still employs outdated teaching methods, lacks clear communication about the curriculum, and fails to address various parts of books and materials. To ensure adequate understanding and implementation of the independent curriculum, ongoing direct mentoring is needed for teachers, similar to the approach used in the previous curriculum. One way to implement the independent curriculum more effectively is to increase collaboration between teachers. Teachers have many choices in designing or building learning models that suit students’ needs by involving anyone and in any way that teachers hope can guide students to become the best versions of themselves in the future. Teachers work together to create learning modules. The process of discussion and teaching each other among teachers, especially with guidance from younger teachers, reflects a joint effort to understand and implement the new curriculum.

Advancing education in Indonesia cannot be done by just one or two people or by the Minister or the curriculum alone. The entire education system must collaborate, especially among teachers. The role of teachers is vital, especially in the era of the independent curriculum. Therefore, collaboration is one of the keys to teacher success and has a positive impact, such as holding training and developing teacher competencies. The teacher-learning community is built on a shared commitment aimed at improving teacher competency. This community comprises teachers from the same subject at various schools within the same district, meeting regularly to set clear and measurable goals that enhance the quality of learning, which has a direct impact on student learning outcomes. One of these communities is the Subject Teacher’s Conference Association. This learning community is essential because it fosters a culture of collaboration among educators. Several activities are carried out by reflecting between teachers, finding meaning, and following up. On this occasion, educators can advise, remind, and develop related to educator competency in pedagogical, personality, social, and professional aspects that are relevant to the independent curriculum.

In the implementation of learning communities in each teacher’s school, the principal implements learning communities within schools and learning communities with other schools (in one branch or one cluster), learning communities on the independent curriculum platform and the learning communities within schools consist of educators in one school can be made into groups based on subjects.

Recommendations

The experience of implementing the independent curriculum reveals that the IT skills gap and the challenges of adapting to technology are the primary concerns. To overcome this, it is recommended that: