Implementation of Merdeka Curriculum in Transforming Primary and Secondary Education

Yoga Tri Hermawan; Elya  Fitrotunnisa

doi:10.63208/21011-511

Authors

Yoga Tri Hermawan Universitas Sultan Ageng Tirtayasa, Banten, Indonesia
Elya Fitrotunnisa Universitas Islam Negeri Sunan Kalijaga, Yogyakarta, Indonesia

DOI:

https://doi.org/10.63208/21011-511

Keywords:

Differentiated Learning, Education Transformation, Merdeka Curriculum, Primary Education, Secondary Education

Abstract

The implementation of the Merdeka Curriculum represents an important part of Indonesia's educational transformation aimed at creating flexible, contextual, and competency-oriented learning. This article aims to analyze the implementation of the Merdeka Curriculum at primary and secondary education levels by examining its concepts, implementation practices, challenges, and strengthening strategies. This study employed a descriptive qualitative method through a literature review approach by analyzing relevant academic sources published in the last five years related to curriculum policy, differentiated learning, assessment, and character development. The findings indicate that the Merdeka Curriculum provides opportunities for schools and teachers to develop competency-based learning through student-centered approaches. At the primary level, implementation emphasizes literacy, numeracy, and the development of the Pancasila Student Profile, while at the secondary level, it focuses on critical thinking, creativity, and independent learning skills. However, several challenges remain, including teacher readiness, institutional support, and the need for continuous professional development. Therefore, the successful implementation of the Merdeka Curriculum requires collaboration among all educational stakeholders to ensure sustainable improvement in learning quality.

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