Kurikulum Merdeka provides students with the freedom to enhance their potential in line with their readiness for learning and their interests and talents. Through the Independent Curriculum, the development of the Pancasila Student Profile character becomes the primary focus. The development of student character can be achieved through batik making. Batik is one of Indonesia’s cultural heritage, closely related to mathematical values, resulting in unique and diverse outcomes. However, there are still several challenges in the implementation of the Independent Curriculum. Some of these challenges include a lack of teacher activities related to increasing literacy. Teachers still rely primarily on textbook packages, both student and teacher books, as their sole source of teaching material. There is also a shortage of references used in the teaching and learning process. The quality of textbooks for students and teachers currently published by the central publishing agency is considered insufficient in meeting quality expectations. Therefore, there is a need for improvement, including conducting training for teachers regarding the implementation of the Independent Curriculum.

The training activities were conducted offline at Pelem Jatisrono Elementary School over four sessions between July and November 2023. The training program consisted of four main phases. In the first phase, an initial competency assessment (pretest) of the participants was conducted, along with independent socialization of the implementation of the Independent Curriculum. Subsequently, in the second phase, training on the development of learning materials, including the Learning Objectives Flow (ATP) and Learning Module within the Independent Curriculum, was conducted. The delivery of this material was led by the Head of the Research Group, Dr. Dra. Yuli Bangun Nursanti, M.Pd., with participation from other Research Group members, namely Dr. Imam Sujadi, M.Si., Ira Kurniawati, S.Si., M.Pd., Riki Andriatna, S.Pd., M.Pd., and Arum Nur Wulandari, S.Pd., M.Pd. In the third phase, support was provided for implementing the designed learning materials (ATP and Learning Module) in the pilot project school, Pelem Jatisrono Elementary School. During this phase, participants were assigned tasks related to the implementation of learning materials and the creation of student batik. Lastly, in the fourth phase, an Art Exhibition and Focus Group Discussion (FGD) were held to disseminate the results of the support to all elementary school teachers in the Jatisrono Sub-district.

At the end of all support activities, the service team collected data regarding the independent implementation results of the Independent Curriculum and its application in creating batik using mathematical facts.