<![CDATA[This article aims to analyze the independent curriculum in the school unit education efforts as the main educational defense force in guaranteeing the independent curriculum as a new paradigm that is ready to compete with the progress of the times and increasingly rapid technology. The power of technology has become an important phenomenon and a challenge for education units in remote areas, especially and generally in Indonesia, apart from the issues regarding difficult curriculum changes, as well as being a challenge for the educators themselves. This article also provides recommendations for solutions based on the results of observations while the author underwent curriculum changes for two semesters at an elementary school education unit in the Air Senda area of Rimau Island. It is hoped that this article can contribute to the development of empirical and academic literature on the anxiety of teachers and educators as well as become lessons learned on teaching and learning activities in regional or remote schools that lack knowledge and experience about paradigms and the process of dealing with the stigma of moving from the 2013 curriculum or curricula towards an independent curriculum.]]>
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