Navigating Curriculum Dynamics: Teachers’ Strategies for Pedagogical Adaptation in Learning at MI Sunan Kalijogo Karangbesuki Malang

Abstract

This study examines teachers' strategies in dealing with curriculum changes through adaptation of learning methods at MI Sunan Kalijogo Karangbesuki Malang. The change from the 2013 Curriculum to the Independent Curriculum requires teachers to adapt quickly and effectively in the learning process. In the field, approximately 20% of grade 2B students still experience difficulties understanding the material, requiring flexible learning strategies tailored to student needs. This study used a qualitative approach with a case study design. Data were collected through observations, interviews with grade 2 teachers, and documentation of learning activities. Then, they were analyzed descriptively and interpretively to understand teachers' adaptation patterns to curriculum changes. The results showed that teachers implemented three phases of change management: identification, implementation, and stabilization. During the implementation phase, teachers used oral methods, memorization, question and answer sessions, and direct practice with the aid of LCDs, speakers, and learning videos. Teachers also established intensive communication with parents via WhatsApp to assist students experiencing learning difficulties. This study concluded that successful adaptation was influenced by teachers' abilities as change agents, school support, and parental involvement.