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

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The independent curriculum in Indonesia was developed as a more adaptive curriculum framework as part of the learning reform initiative, focusing on essential materials and the development of students’ character and skills. The government explains that the main characteristics of this curriculum that support learning recovery are project-based learning, which develops soft skills and character. Methods This study employs a qualitative phenomenological approach to examine how Christian religious education teachers engage with the independent curriculum. Given that the research questions focused on the subjective experiences of Christian religious education teachers, data were collected through semi-structured and in-depth interviews with four selected participants, chosen based on the study’s objectives and a purposive sampling approach in North Tapanuli Regency, Indonesia. Results The study revealed that teachers encountered several challenges, including IT skills gaps, differences in understanding the concept of independent curriculum, and the scarcity of relevant materials for Christian education. Teachers need help adapting to the limitations of old learning methods and the special training and mentoring required to implement the new technology system of the independent curriculum. However, there are initiatives from teachers to collaborate, add materials, and learn from the teacher community to improve their competence. Therefore, this study ultimately offers a new perspective on understanding a phenomenon, namely, the experiences of Christian religious education teachers in implementing the independent curriculum. Conclusion This study emphasizes the importance of more comprehensive support from the government and schools to enhance the effectiveness of implementing the independent curriculum, especially in Christian religious education. This study offers valuable insights for policymakers and education practitioners to support the effective and sustainable implementation of the independent curriculum. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/15-113/v1", "name": "Experiences of Indonesian Christian Religious Education Teachers in..." } } ] } Home Browse Experiences of Indonesian Christian Religious Education Teachers in... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Aritonang OT, Silalahi WP, Saragih O and Situmeang DM. Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.12688/f1000research.169661.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] Oktober Tua Aritonang 1 , Wolter Parlindungan Silalahi https://orcid.org/0000-0001-6225-2738 1 , Ordekoria Saragih 1 , Diana Martiani Situmeang 1 Oktober Tua Aritonang 1 , Wolter Parlindungan Silalahi https://orcid.org/0000-0001-6225-2738 1 , Ordekoria Saragih 1 , Diana Martiani Situmeang 1 PUBLISHED 24 Jan 2026 Author details Author details 1 Education, Institut Agama Kristen Negeri Tarutung, Tarutung, North Sumatra, 22471, Indonesia Oktober Tua Aritonang Roles: Conceptualization, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Wolter Parlindungan Silalahi Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Ordekoria Saragih Roles: Conceptualization, Data Curation, Formal Analysis, Methodology Diana Martiani Situmeang Roles: Data Curation, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background This study explores the experiences of Christian religious education teachers in implementing the independent curriculum. The independent curriculum in Indonesia was developed as a more adaptive curriculum framework as part of the learning reform initiative, focusing on essential materials and the development of students’ character and skills. The government explains that the main characteristics of this curriculum that support learning recovery are project-based learning, which develops soft skills and character. Methods This study employs a qualitative phenomenological approach to examine how Christian religious education teachers engage with the independent curriculum. Given that the research questions focused on the subjective experiences of Christian religious education teachers, data were collected through semi-structured and in-depth interviews with four selected participants, chosen based on the study’s objectives and a purposive sampling approach in North Tapanuli Regency, Indonesia. Results The study revealed that teachers encountered several challenges, including IT skills gaps, differences in understanding the concept of independent curriculum, and the scarcity of relevant materials for Christian education. Teachers need help adapting to the limitations of old learning methods and the special training and mentoring required to implement the new technology system of the independent curriculum. However, there are initiatives from teachers to collaborate, add materials, and learn from the teacher community to improve their competence. Therefore, this study ultimately offers a new perspective on understanding a phenomenon, namely, the experiences of Christian religious education teachers in implementing the independent curriculum. Conclusion This study emphasizes the importance of more comprehensive support from the government and schools to enhance the effectiveness of implementing the independent curriculum, especially in Christian religious education. This study offers valuable insights for policymakers and education practitioners to support the effective and sustainable implementation of the independent curriculum. READ ALL READ LESS Keywords Independent curriculum, Phenomenology, Senior high school, Teachers’ experiences, Christian religious education. Corresponding Author(s) Oktober Tua Aritonang ( [email protected] ) Wolter Parlindungan Silalahi ( [email protected] ) Close Corresponding authors: Oktober Tua Aritonang, Wolter Parlindungan Silalahi Competing interests: No competing interests were disclosed. Grant information: This research was funded by the Tarutung State Christian Institute, Indonesia. The funding body provided financial support for data collection and research activities but had no role in the study design, data analysis, manuscript preparation, or the decision to publish this article. This re-search was supported under grant number 322/ 2024 about research grant recipients. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Aritonang OT et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Aritonang OT, Silalahi WP, Saragih O and Situmeang DM. Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.12688/f1000research.169661.1 ) First published: 24 Jan 2026, 15 :113 ( https://doi.org/10.12688/f1000research.169661.1 ) Latest published: 24 Jan 2026, 15 :113 ( https://doi.org/10.12688/f1000research.169661.1 ) Introduction The independent curriculum, which has been in place since February 2022, provides teachers with the freedom to select various teaching resources, allowing them to tailor instruction to the interests and needs of their students. Its goal is to improve students’ character by helping them meet the student profile, and this is consistent with the values of fostering human potential and offering inclusive education. 1 Nevertheless, the independent curriculum’s implementation is not just theoretical; it heavily depends on effective school-level management, which accounts for any potential limitations that schools might encounter in overseeing the curriculum, and these might include challenges in creating, implementing, or assessing a suitable curriculum, and it was developed as a more adaptive curriculum framework as part of the learning reform initiative, focusing on essential materials and the development of student’s character and skills. 2 The government explains that the main characteristics of independent curriculum that support learning recovery are project-based learning for the development of soft skills and character according to the official philosophical foundation and ideology of Indonesia, focus on important material so that there is sufficient time for in-depth learning of basic competencies such as literacy and numeracy and freedom for teachers to carry out differentiated learning based on the student. 3 The independent curriculum is inseparable from the development of the digital era, and it is a progressive step in facing the changes in the industrial era 4.0 as well as changes in the learning approach by emphasizing learning that is responsive to the needs and interests of students and providing freedom for teachers to design learning that is appropriate to the local context, it is impossible to implement the Independent Curriculum without integrating the latest technology into it as well. 4 Teachers continue to face challenges in implementing the independent curriculum effectively due to the lack of pedagogical competence they possess, both in designing teaching modules and applying them in the classroom 5 and not to mention the teachers’ skill limitation in utilizing the new independent learning platform, where they need to create modules, videos, pictures, and reports of their teaching to upload to the platform. Thus, a deep understanding is required of how teachers implement the independent curriculum and enhance their competence to adapt to the changes in the learning paradigm that the independent curriculum brings. Amidst the pros and cons of the independent curriculum in Indonesia, the government has adopted it as the national curriculum. Although there are many issues regarding the independent curriculum, the Ministry of Education has designated it as the national curriculum for early childhood education, elementary education, and secondary education. 6 Therefore, the independent curriculum officially becomes the basic framework and curriculum structure for all schools in Indonesia. The contribution of Christian religious education teachers to implementing Christian religious education and character education as a subject of religion remains significant and relevant for the Indonesian nation. Christian religious education teachers are the focus and participants of this study because its subject is the spearhead in the development of morals and character of students in Indonesia, especially in North Tapanuli. Christian religious education is a learning experience that is expected to equip individuals to become educated and prepared to develop noble morals and a strong faith in God Almighty. 7 The implementation of an independent curriculum in Christian religious education in schools, it is hoped that students will develop based on their potential and exhibit a character like Christ. 8 Thus, there remains a lack of in-depth understanding of how the implementation is experienced. Consequently, the research questions are: What experiences do Christian religious education teachers have when implementing the independent curriculum at the senior high school level in North Tapanuli Regency, Indonesia? Additionally, the Republic of Indonesia’s government is developing a different curriculum, and this study is crucial since it can offer insights. Methods In this study, one of the qualitative research designs, phenomenological study was employed in this study to investigate Christian education teachers’ experiences with Independent Curriculum. A phenomenological approach was selected due to its capacity to facilitate a more profound comprehension of a recognized human experience within a situational and observable environment. 9 For this study, a quantitative approach was not selected since it is not conducive to capturing the emotions and viewpoints of research participants. Research may be limited in its ability to identify statistical links, and significant, broader patterns may go unnoticed. 10 Tracking unexpected and distinctive phenomena is made possible by the application of phenomenology, 11 which highlights interpretations and experiences of events, because it gives the Christian religious teachers a chance to think back on and share their unique experiences, phenomenological approach were judged to be the most suitable for this study. 12 This method gives individuals a voice who might not have otherwise had the chance to be heard, and it was employed to delve deeply into the experiences and ideas of specific themes. 13 The data provided by the study participants led to the organization of participant experiences into emerging themes. 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 implemented 15 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 . Table 1. Participants profile. Pseudonym Gender Age Educational background Length of teaching Workplace P1 Female 26 Bachelor 5 Years Private P2 Female 30 Master 5 Years Private P3 Male 26 Bachelor 5 Years State P4 Male 29 Master 5 Years State 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. Results 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. P1 “There is a difference in IT skills between teachers and students in grades X and XI. The Independent Curriculum was only implemented when students were in grade X, so each had to adapt to the changes quickly.” 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. P2 “Although technology has many benefits, it has several adverse effects on students, such as the tendency for students to play games rather than study, which reduces their focus and motivation in learning activities.” 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. P2 “Yes, although I see that around 70 percent of students are still inactive, that is the obstacle. These students don’t want to be active; they are not creative.” 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. P4 “We senior teachers must learn from younger teachers who are more accustomed to the new concepts and technology used in the Independent Curriculum, which they can teach us.” 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. P3 “Despite attending training on my initiative from the webinar and attempting to implement the independent curriculum, a misalignment exists between the training received and the practices carried out in the field, which confuses teachers.” 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. P4 “In the transition to the independent curriculum, the lack of training and socialization makes our understanding of this curriculum as teachers still unclear, especially in terms of its realization or implementation.” 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. P3 “In this independent curriculum, one of the benefits is that we can collaborate with students to achieve learning success, which is also supported by their parents. The district office is also very supportive of this independent curriculum even though this form of collaboration has been carried out in the previous curriculum.” 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. P1 “Despite the challenges, the role of teachers is recognized as key to shaping morals and promoting diversity among students, as outlined in the objectives of 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. P4 “The independent curriculum accommodates values of diversity and aspects such as divinity and perseverance, but does not specifically contain guidelines explaining how Christian religious material can be adapted into a freer and more independent learning approach.” 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. P2 “Teachers take the initiative to add material from the previous curriculum called KTSP, which is considered richer in content, especially in relevant matters such as juvenile delinquency, discrimination, and issues that need to be watched out for in modern times.” 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. P1 “An independent curriculum can be enjoyable and make the teaching process more relaxed if implemented effectively.” 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. P2 “The main challenge faced is the lack of reciprocal communication from students. This hampers the full potential of the independent curriculum, which should encourage active student engagement.” 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. P2 “There is no special assistance or training available for teachers, especially religious teachers, in the Independent Curriculum. In the past, during K13, there was special assistance for teachers and schools directly, but now there is none.” 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. P1 “Older teachers find it challenging and confusing to adapt to the independent curriculum, but they still strive to adapt and implement it by learning from their younger colleagues.” 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. P4 “Yes, we made the module together. We discussed with each other, especially the young people who were willing to give their hearts and time to teach us, the old people.” 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. P3 “Although there is a teacher community, many teachers still feel that they do not understand the independent curriculum, indicating that the learning process in the group is not yet fully effective.” 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. Discussion To foster students’ interests and abilities and to reinforce Indonesia’s official state philosophy principles, the Ministry of Education released a policy directing schools to apply the independent curriculum, and the lack of IT skills makes it difficult for Christian religious teachers, especially in remote areas to use the independent curriculum. 21 Teachers are even less clear on what they need to educate students because of the government’s lack of socialization. A significant amount of government assistance is required, and this can aid in the adoption of an independent curriculum. 22 Additionally, as part of Indonesia’s transition to an independent curriculum, Christian religious education teachers should receive training to enhance their professional and pedagogical skills and participate in teacher mobilization activities. 23 The way the independent curriculum is being implemented places more emphasis on each student’s preparation in terms of their unique interests, abilities, and cognitive characteristics. The goal of learning activities is to make students happy while they are learning, with a greater emphasis on character development and reinforcement. 24 When it comes to the teacher’s perspective on creating learning materials that are as innovative as feasible and current with the times, the principal must be the one to initiate and facilitate change for the teachers. 25 To facilitate diverse learning, schools and universities should collaborate in evaluating students’ emotional, mental, and psychological growth, 26 to implement the independent curriculum, schools and universities must collaborate closely to develop the curriculum, 27 provide resources, 28 offer mentorship through lectures, 29 and offer students access to higher education facilities. 30 Conclusions Teachers’ experiences in implementing the independent curriculum show several challenges that need to be addressed. The gap in IT skills and adaptation is a significant issue where teachers must develop technological capabilities to facilitate learning. Additionally, there is a considerable lack of understanding among teachers regarding the concept of the independent curriculum, which is exacerbated by the lack of training before its implementation. These difficulties include understanding the curriculum’s philosophy and integrating values into the learning process. A lack of facilities and materials hampers implementation, especially in Christian religious education subjects, where teachers face challenges in adapting the curriculum to the available resources. However, the flexible approach offered by the independent curriculum can have a positive impact on student motivation if implemented well. Teachers act as facilitators, while students are given the freedom to explore and develop their understanding. Despite challenges such as a lack of reciprocal communication from students, this approach can be practical in creating more meaningful learning and supporting student independence. 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: a. Continuous Training: Conducting continuous technology training for teachers to strengthen their skills in using digital tools. This training should include the use of educational software, digital-based classroom management, and the use of online learning platforms. b. Technical Support: Providing easily accessible technical support to assist teachers in solving technology problems they face during the learning process. c. Workshops and Seminars: Organizing in-depth workshops and seminars on the philosophy and implementation of the independent curriculum. This training should include an in-depth understanding of the principles of the curriculum as well as how to integrate curriculum values into learning. d. Reference Materials: Providing comprehensive reference materials and implementation guides to help teachers better understand and adapt the independent curriculum. 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: a. Continuous Training: Conducting continuous technology training for teachers to strengthen their skills in using digital tools. This training should include the use of educational software, digital-based classroom management, and the use of online learning platforms. b. Technical Support: Providing easily accessible technical support to assist teachers in solving technology problems they face during the learning process. c. Workshops and Seminars: Organizing in-depth workshops and seminars on the philosophy and implementation of the independent curriculum. This training should include an in-depth understanding of the principles of the curriculum as well as how to integrate curriculum values into learning. d. Reference Materials: Providing comprehensive reference materials and implementation guides to help teachers better understand and adapt the independent curriculum. Ethical statement This study involved human participants and was conducted in accordance with the ethical standards of the institutional research committee. Ethical approval was obtained from The Tarutung State Christian Institute’s Research Ethics Committee with approval number 137/Ikn.01/LPPM/HM.01/12/2024. Written informed consent was obtained from all participants prior to their participation in the study. Data availability Figshare: Raw data of the research – experiences of Indonesian Christian religious Education teachers in implementing the Independent Curriculum in Senior High Schools. https://doi.org/10.6084/m9.figshare.30782159 31 Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). Acknowledgment The authors would like to thank everyone who has contributed directly or indirectly to this research. We thank the Research and Community Service of Tarutung State Christian Institute, Indonesia, and the anonymous reviewers for their constructive comments. References 1. Agustina S, Bagea I, Mulyadi M, et al. : Acceptance of independent curriculum in North Kalimantan. Journal of Education and Learning. 2024; 18 (3): 923–929. Publisher Full Text 2. Roziqi M: Career guidance and counseling strategy based on nusantara culture for the implementation of the independent curriculum in high school: A narrative review. 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Silalahi W: Raw Data Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Senior High Schools: A Phenomenological Approach. Dataset. figshare. 2025. Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 24 Jan 2026 ADD YOUR COMMENT Comment Author details Author details 1 Education, Institut Agama Kristen Negeri Tarutung, Tarutung, North Sumatra, 22471, Indonesia Oktober Tua Aritonang Roles: Conceptualization, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Wolter Parlindungan Silalahi Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing Ordekoria Saragih Roles: Conceptualization, Data Curation, Formal Analysis, Methodology Diana Martiani Situmeang Roles: Data Curation, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information This research was funded by the Tarutung State Christian Institute, Indonesia. The funding body provided financial support for data collection and research activities but had no role in the study design, data analysis, manuscript preparation, or the decision to publish this article. This re-search was supported under grant number 322/ 2024 about research grant recipients. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (1) version 1 Published: 24 Jan 2026, 15:113 https://doi.org/10.12688/f1000research.169661.1 Copyright © 2026 Aritonang OT et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Aritonang OT, Silalahi WP, Saragih O and Situmeang DM. Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.12688/f1000research.169661.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 24 Jan 2026 Views 0 Cite How to cite this report: Tambunan ARS. Reviewer Report For: Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.5256/f1000research.187019.r474492 ) The direct URL for this report is: https://f1000research.com/articles/15-113/v1#referee-response-474492 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 15 Apr 2026 Anna Riana Suryanti Tambunan , Department Language Education and English Literature, Universitas Negeri Medan, Medan, Indonesia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.187019.r474492 My review is on the Research Method Section: 1. Please specify which phenomenological approach was applied in this study (descriptive phenomenology or interpretive phenomenology?). 2. The research design does not match with the data analysis. Phenomenological approach requires Thematic phenomenological ... Continue reading READ ALL My review is on the Research Method Section: 1. Please specify which phenomenological approach was applied in this study (descriptive phenomenology or interpretive phenomenology?). 2. The research design does not match with the data analysis. Phenomenological approach requires Thematic phenomenological analysis or Moustakas’ steps (horizonalisation, clustering, textural-structural descriptions). 3. Content analysis is not appropriate. It can be applied when it is clearly adapted and justified. 4. The sampling is not justified. The authors should elaborate the recruitment process. Are the teachers from the public or private schools? Justify the inclusion criteria. 5. The data collection lacks depth. “Interviews conducted in Indonesian to protect confidentiality”: this is incorrect reasoning. Language choice is about authentic expression, not confidentiality. 6. Data Analysis is still thematic analysis, not phenomenology. 7. Trustworthiness: Credibility is mentioned, but how about the transferability, dependability, and confirmability. 8. This paper needs language editing. There are some repetition, grammar errors. For examples: “phenomenological approach were judged to be the most suitable…: Subject-Verb Agreement Error. “In a Phenomenological approach, four was the ideal sample size…”: Capitalization error. “the notes taken by the researchers during the interviews was transcribed…”: Subject-Verb Agreement Error Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Research methodology I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Tambunan ARS. Reviewer Report For: Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.5256/f1000research.187019.r474492 ) The direct URL for this report is: https://f1000research.com/articles/15-113/v1#referee-response-474492 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 24 Jan 2026 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 Version 1 24 Jan 26 read Anna Riana Suryanti Tambunan , Universitas Negeri Medan, Medan, Indonesia Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Tambunan A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 15 Apr 2026 | for Version 1 Anna Riana Suryanti Tambunan , Department Language Education and English Literature, Universitas Negeri Medan, Medan, Indonesia 0 Views copyright © 2026 Tambunan A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions My review is on the Research Method Section: 1. Please specify which phenomenological approach was applied in this study (descriptive phenomenology or interpretive phenomenology?). 2. The research design does not match with the data analysis. Phenomenological approach requires Thematic phenomenological analysis or Moustakas’ steps (horizonalisation, clustering, textural-structural descriptions). 3. Content analysis is not appropriate. It can be applied when it is clearly adapted and justified. 4. The sampling is not justified. The authors should elaborate the recruitment process. Are the teachers from the public or private schools? Justify the inclusion criteria. 5. The data collection lacks depth. “Interviews conducted in Indonesian to protect confidentiality”: this is incorrect reasoning. Language choice is about authentic expression, not confidentiality. 6. Data Analysis is still thematic analysis, not phenomenology. 7. Trustworthiness: Credibility is mentioned, but how about the transferability, dependability, and confirmability. 8. This paper needs language editing. There are some repetition, grammar errors. For examples: “phenomenological approach were judged to be the most suitable…: Subject-Verb Agreement Error. “In a Phenomenological approach, four was the ideal sample size…”: Capitalization error. “the notes taken by the researchers during the interviews was transcribed…”: Subject-Verb Agreement Error Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? No Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? I cannot comment. A qualified statistician is required. Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Research methodology I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Tambunan ARS. Peer Review Report For: Experiences of Indonesian Christian Religious Education Teachers in Implementing the Independent Curriculum in Sen-ior High Schools: A Phenomenological Approach [version 1; peer review: 1 approved with reservations] . F1000Research 2026, 15 :113 ( https://doi.org/10.5256/f1000research.187019.r474492) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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