Evaluating the Implementation of the Merdeka Curriculum on Students’ Learning Outcomes
DOI:
https://doi.org/10.53797/icccmjssh.v5i2.7.2026Keywords:
Implementation, Learning Outcomes, Merdeka CurriculumAbstract
This study aims to describe the implementation of the Merdeka Curriculum in elementary schools within the Gatot Subroto Cluster. The research employed a descriptive method using the CIPP (Context, Input, Process, Product) evaluation model to provide a comprehensive analysis. Both qualitative and quantitative approaches were utilized to capture in-depth findings. The study involved 12 participants, including school principals, teachers, and students, who were selected through purposive sampling based on their relevance to the research focus. Data collection was conducted through interviews, observations, and documentation, and analyzed using an interactive model consisting of data collection, data reduction, data display, and conclusion drawing. To ensure the validity of the findings, triangulation of data sources and techniques was applied. The results indicate that the implementation of the Merdeka Curriculum faces several challenges. These include limited laboratory and classroom facilities, the use of monotonous or teacher-centered instructional methods by some educators, and the lack of teacher involvement in independently developing formative assessments and instructional modules. Furthermore, interviews with stakeholders revealed that while some aspects of the curriculum have been adopted, ongoing support and professional development are needed to strengthen its application. These findings highlight the importance of strategic improvements to optimize the effectiveness and sustainability of the Merdeka Curriculum in elementary education settings.
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