Implementation of the Merdeka Curriculum and Its Challenges

Ndari, Wulan; Suyatno, Suyatno; Sukirman,; Mahmudah, Fitri Nur

doi:10.24018/ejedu.2023.4.3.648

Cited by 7 publications

(5 citation statements)

References 4 publications

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“…With the trimming of the learning lesson plan components, the teacher is confused about determining learning objectives and activities because they seem simple, and there is a lack of socialization regarding the independent learning lesson plan. Teachers are not ready to change learning tools according to the recommendations of the independent curriculum [33].…”

Section: Resultsmentioning

confidence: 99%

Acceptance of independent curriculum in North Kalimantan

Setyaningsih,

Bagea,

Mulyadi

et al. 2024

EduLearn

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Determining the curriculum is the government's authority, in early 2022, the independent curriculum was launched. Implementing an independent curriculum is a challenge in itself for education in North Kalimantan. The reason is educational facilities in this region are not evenly distributed. However, several agencies have made efforts to continue to make the independent curriculum program a success. This research was conducted using the systematic literature review (SLR) method. The results of this research are that the government, teacher groups, and several schools have developed and implemented an independent curriculum. Teaching staff in North Kalimantan experienced various difficulties in implementing the independent curriculum technique, including a lack of resources, such as teaching materials and technology, and confusion due to a lack of understanding. This case is an indication that there is still a need to improve the quality of education, especially in the interior of North Kalimantan.

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Section: Resultsmentioning

confidence: 99%

Acceptance of independent curriculum in North Kalimantan

Setyaningsih,

Bagea,

Mulyadi

et al. 2024

EduLearn

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“…However, there are shortcomings in module components such as the Profile of Rahmatan lil Alamin Students, assessment rubrics, and teaching material attachments. In addition, the learning model is still limited to face-to-face meetings, not reflecting the variety expected in the Merdeka Curriculum (Ndari et al, 2023).…”

Section: Lesson Planmentioning

confidence: 99%

Analyzing the Merdeka Curriculum Implementation at Pilot Islamic Elementary Schools in Semarang, Indonesia

Purwanti,

Rofiq,

Fashihah

et al. 2024

J. Integr. Elem. Educ.

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The study is focused on exploring the Merdeka Curriculum implementation at the pilot Islamic elementary schools in Semarang, Indonesia. It specifically examines aspects such as lesson planning, lesson implementation, P5RA implementation, assessment planning, and assessment implementation. The research was conducted using a descriptive qualitative method, gathering data through interviews, field observations, and documentation. The findings revealed that while the schools had incorporated the Merdeka Curriculum teaching module into their lesson planning, there were limitations regarding the variety of learning models and the integration of the Pancasila and Rahmatan Lil Alamin student profiles. Although learning methods varied, monotonous face-to-face teaching remained predominant. Implementing P5RA was effective, mainly through learning-based projects that enhanced student engagement. While the schools utilized various assessment techniques, there was room for improvement in fully integrating 21st-century skills. The assessment process included routine formative and summative assessments but lacked full integration of higher-order thinking skills (HOTS)-based assessment. Based on these findings, the study suggests the need for additional support and training for teachers and adapting learning modules to facilitate student-centered learning better.

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“…This is to achieve excellent educational standards that can compete effectively on a world scale. According to Ndari et al (2023), Merdeka curriculum has the goal of developing lifelong learners who are able to adapt to changes and advances in various fields, such as technology. Therefore, it is in line with the need for individuals to continue learning in order to remain competitive and contribute to society.…”

Section: The Objective Of Merdeka Curriculummentioning

confidence: 99%

Unveiling Success: Exploring Strategies of Pre-service Teachers in Implementing Merdeka Curriculum in Indonesia

Mutmainah,

Widhiatama

2024

AJAE

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The comprehensive understanding towards Merdeka Curriculum is crucial for pre-service teachers because they will be responsible for effectively implementing it with their pedagogical knowledge, but it was found that only two from nine pre-service teachers who have good understanding towards Merdeka curriculum. This study aims to explore the issue in-depth about the strategies used by pre-service teachers in understanding Merdeka curriculum through conducting a case study with a qualitative approach. The subjects of this research are the students of the English Education Department from two different private Universities in Yogyakarta who have joined PPL (Program Pengenalan Lapangan) and have comprehensive understanding towards the Merdeka curriculum. The study used interview, observation, and document analysis to collect the data. The findings of this study indicate that the strategies used by the pre-service teachers were looking for information from the internet, reading, having discussion, and practice. Besides, understanding the core principle of Merdeka Belajar Curriculum, they also put it into practice in class. The respondents also indicate that they are having applied the Merdeka curriculum into their teaching practice, but they faced difficulties in differentiated learning.

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Implementation of the Merdeka Curriculum and Its Challenges

Cited by 7 publications

References 4 publications

Acceptance of independent curriculum in North Kalimantan

Acceptance of independent curriculum in North Kalimantan

Analyzing the Merdeka Curriculum Implementation at Pilot Islamic Elementary Schools in Semarang, Indonesia

Unveiling Success: Exploring Strategies of Pre-service Teachers in Implementing Merdeka Curriculum in Indonesia

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