Evaluating Kindergarten Teachers‘ Assessment Practices: Analyzing Methods, Instruments, and Challenges, in the Era of the Merdeka Curriculum

As early childhood education shifts towards holistic development, assessment practices play a pivotal role in bridging curriculum goals and student growth. However, in the context of Indonesia’s Merdeka curriculum, the question arises: Are teachers equipped to implement assessments that align with the ambitious vision of the Pancasila Student Profile (P3)? This study investigates the assessment practices of kindergarten teachers in implementing the Kurikulum Merdeka, focusing on methods, instruments, and challenges in aligning with the Pancasila Student Profile (P3) dimensions. Moreover, the absence of monitoring and feedback mechanisms limits opportunities for professional growth and innovation, undermining the potential of the curriculum to transform early childhood education. The study highlights the need for systemic interventions, including targeted teacher training, the provision of structured resources such as rubrics and indicators, and the establishment of robust institutional validation systems. These findings have implications for policy, particularly in creating measurable benchmarks similar to the Standar Tingkat Pencapaian Perkembangan Anak (STTPA), to ensure coherence between assessment practices and developmental goals. This research underscores the critical role of structured and validated assessment systems in realizing the transformative goals of the Merdeka curriculum.