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The purpose of this study was to evaluate the readiness of science teachers in West Lombok Regency Indonesia to apply the Merdeka Curriculum and to describe their experiences in implementing learning oriented to the development of process skills and scientific literacy in the classroom. This research was carried out using an ex post facto approach. This study involved 24 science teachers and 256 students consisting of 93 seventh-grade students, 108 eighth-grade students, and 64 ninth-grade students as respondents spread across 10 State Junior High Schools in West Lombok Regency in the academic year 2021-2022 which was collected by using a proportional random sampling. The data were obtained using three questionnaires, namely a questionnaire on teacher readiness to apply Independent Learning, distributed to teachers, a questionnaire on the application of Science Process Skills learning, and a questionnaire on the application of scientific literacy learning, each distributed to both teachers and students. Data were analysed descriptively with percentage and correlation techniques. The results showed that the readiness of junior high school science teachers in West Lombok Regency to apply the Merdeka curriculum was in the fair category, with an average score of 50.08. Science teachers who have participated in the Guru Penggerak program have better readiness, with an average score of 66.68, than those who have not, with an average score of 46.28. The teachers considered that they had a good experience on implemented the science process skills learning, while the students considered it fair, with an average score of 73.33 and 59.26, respectively. The teachers' responses to how well they had applied scientific literacy learning in the classroom were higher than the students, with an average score of 65.88 and 60.97 in the good category, respectively. It seems that the teacher's experience in applying science process skills and scientific literacy learning plays a role in the teacher's readiness to apply the Merdeka curriculum. The results of this study are the basis for recommendations on the need for training for science teachers in junior high schools to accelerate the implementation of an independent curriculum through learning oriented towards developing science process skills and science literacy to realise the Pancasila Students Profile. [ABSTRACT FROM AUTHOR]

This study endeavours to develop a questionnaire instrument capable of classifying respondents based on their tendencies towards divergent or convergent thinking. The questionnaire serves a valuable purpose by enabling teachers to identify the thinking potential of individual students and maximise it during the learning process. The research involved 149 junior high school (SMP) students from the West Lombok district, who participated in the stages of validity and reliability testing, and 84 respondents in the categorisation trial. The instruments were compiled and assessed through expert validation using descriptive methods, employing percentage scores. Additionally, validity was assessed using product moment correlation coefficients, reliability was measured through alpha reliability coefficients, and categorisation abilities were evaluated based on non-level categorisation (nominal). The findings revealed that the divergent and convergent categorisation questionnaires consisted of 40 items, encompassing 20 descriptors each for divergent and convergent thinking. Expert ratings yielded an average score of 89.50, falling within the excellent category. The product moment test confirmed the validity of all 40 items, with a product-moment correlation value greater than the critical value (rtable (149, 0.05)=0.16). The reliability of the questionnaire was deemed high for both the divergent and convergent item groups and satisfactory for all items, as indicated by alpha reliability coefficients of 0.64, 0.72, and 0.55, respectively. The trial results demonstrated that the questionnaire effectively categorised subjects, achieving accurate categorisation for up to 20% of the total subjects in both the divergent and convergent thinking groups. [ABSTRACT FROM AUTHOR]