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Jurnal Pendidikan Sains

Abstract

Teachers’ ability to develop teaching modules is essential for implementing the Merdeka Curriculum because it enables curriculum expectations to be translated into flexible and context-responsive learning. This study aimed to describe Biology teachers’ ability to develop teaching modules at State Islamic Senior High Schools (Madrasah Aliyah Negeri [MAN]) in Palu City and to identify the factors supporting or constraining this ability. A descriptive qualitative study was conducted with seven Biology teachers from MAN 1 Palu, MAN 2 Palu, and MAN Insan Cendekia Palu during February–March 2026. Data were collected through questionnaires, interviews, documentation, and analysis of teaching modules using an evaluation rubric. Qualitative data were analyzed through coding, categorization, and identification of recurring patterns, while questionnaire and module-assessment data were used descriptively to support and triangulate the qualitative findings. The findings showed that teachers generally reported a sound understanding of the Merdeka Curriculum and confidence in developing teaching modules. However, document analysis revealed that the consistent application of differentiated learning, alignment of instructional methods and media with students’ characteristics, and assessment planning still required strengthening. Module development was supported by training and workshops, collaboration with colleagues, school facilities, digital resources, and institutional support, while competing teaching and administrative responsibilities, limited preparation time, and difficulties in particular aspects of instructional and assessment planning acted as constraints. These findings indicate that teaching-module development is a context-dependent professional competence shaped by the interaction among curriculum understanding, pedagogical competence, professional experience, and institutional conditions.

First Page

310

Last Page

327

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