Merdeka Curriculum: Adaptation of Indonesian Education Policy in the Digital Era and Global Challenges

Abstract

Objective: This paper examines the Merdeka Curriculum as a response to Indonesian education policy challenges in the digital era and globalization. The policy aims to enhance the flexibility and quality of education through a more adaptive approach to student needs and technological advancements. Theoretical Framework: The study is grounded in public policy adaptation theory and 21st-century education theory, which emphasizes critical thinking, creativity, collaboration, and digital literacy. This framework helps understand how the Merdeka Curriculum is implemented within the Indonesian education context. Method: A qualitative approach is used in this study, employing a case study method in several schools in Indonesia. Data were collected through in-depth interviews, classroom observations, and policy document analysis. Participants included teachers, students, and education policymakers. Results and Conclusions: The findings indicate that the Merdeka Curriculum provides greater flexibility for teachers in designing learning programs tailored to students' needs. However, implementation in the field faces various challenges, such as lack of technological infrastructure and teacher training. In conclusion, while the Merdeka Curriculum has the potential to improve educational quality, stronger support in technology and training is necessary for its success. Research Implications: This study has significant implications for the development of education policy in Indonesia, especially in the digital era. The findings encourage policymakers to consider greater investments in educational technology and teacher training to ensure the success of the Merdeka Curriculum. Originality/Value: This paper offers an original contribution by linking the Merdeka Curriculum policy to the challenges and opportunities of the digital era, providing practical insights into the implementation of education policy in Indonesia. It also adds to the literature on education policy adaptation in developing countries.