Implementation of the Merdeka Curriculum and Its Impact on Students’ Independent Learning at Secondary Schools

Abstract

This study aims to examine the implementation of the Merdeka Curriculum and its implications for students’ independent learning at the secondary school level, with particular attention to teachers’ readiness to apply differentiated instruction and formative assessment. A qualitative approach with a case study design was employed to capture in-depth insights into the experiences, perceptions, and actual practices of educational stakeholders during curriculum implementation. This methodological approach was selected to achieve a comprehensive contextual understanding of the dynamics surrounding the enactment of the Merdeka Curriculum within the school setting. The research was conducted at SMA Negeri Cakrawala, Central Java Province, an institution that has fully adopted the Merdeka Curriculum. Data were collected from twelve purposively selected informants, comprising one school principal, six subject teachers, and five students, all of whom were directly involved in the curriculum implementation and represented diverse learning experiences. The findings indicate that the Merdeka Curriculum has the potential to foster students’ independent learning; however, its implementation remains constrained by challenges related to differentiated learning practices and the effective use of formative assessment. The study highlights the need for sustained professional support for teachers and the development of a reflective school culture to enhance the quality and consistency of curriculum implementation.