Aqlamuna: Journal of Educational Studies

ISSN: 2988-1439, Vol. 1 No. 1, June 2023

Doi: https://doi.org/10.58223/aqlamuna.v1i1.237

The Implementation of the Merdeka

Curriculum (Independent Curriculum) in
Strengthening Students’ Character in
Indonesia

Fauzan
Institut Agama Islam Al-Khairat Pamekasan, Indonesia
[email protected]

Raden Ahmad Muhajir Ansori

Universitas Brawijaya Malang, Indonesia
[email protected]

Moh. Dannur
Institut Agama Islam Al-Khairat Pamekasan, Indonesia
[email protected]

Angga Pratama
Institut Agama Islam Al-Khairat Pamekasan, Indonesia
[email protected]

Artamain Hairit
Institut Agama Islam Al-Khairat Pamekasan, Indonesia
[email protected]

Abstract
Keywords: The implementation of the Merdeka Curriculum in Indonesia is a
Merdeka fresh innovation in the educational system, from the teaching
curriculum, methods to the learning results. The goal of the autonomous
character, soft curriculum is to develop kids' character by giving them
skills, pancasila opportunity to study informally, quietly, joyfully, and while paying
attention to their inherent abilities. The Merdeka Curriculum gives
students the ability to autonomously plan and create learning
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ISSN: 2988-1439, Vol. 1 No. 1, June 2023

students’ strategies that suit their needs and environment. The Pancasila
profile students’ profile, which includes faithful, devoted to god almighty,
and, noble, globally diverse, mutual cooperation, independent,
critical reasoning, and creativity, is used in this project-based
curriculum to develop soft skills and character while focusing on
key concepts and being implemented flexibly. In order to produce
superior human resources and character developed in accordance
with existing characteristics with various activities and stages that
ultimately result in students with character and collaboration, it is
anticipated that this curriculum will strengthen learning outcomes,
strengthen character, and collaborate with various parties both
nationally and internationally.

Abstrak
Kata Kunci: Penerapan Kurikulum Merdeka di Indonesia merupakan suatu inovasi
Merdeka baru dalam sistem pendidikan, mulai dari metode pengajaran hingga hasil
curriculum, pembelajaran. Tujuan kurikulum otonom adalah mengembangkan
character, soft karakter anak dengan memberikan kesempatan belajar secara informal,
skills, pancasila tenang, gembira, dan tetap memperhatikan kemampuan bawaannya.
students’ profile Kurikulum Merdeka memberikan siswa kemampuan untuk secara mandiri
merencanakan dan membuat strategi pembelajaran yang sesuai dengan
kebutuhan dan lingkungannya. Profil peserta didik Pancasila yang
meliputi beriman, bertaqwa kepada Tuhan Yang Maha Esa, dan berakhlak
mulia, majemuk mendunia, gotong royong, mandiri, berpikir kritis, dan
kreatif, digunakan dalam kurikulum berbasis proyek ini untuk
mengembangkan soft skill dan karakter dengan tetap fokus pada
pendidikan. konsep-konsep kunci dan diimplementasikan secara fleksibel.
Untuk menghasilkan sumber daya manusia yang unggul dan berkarakter
yang dikembangkan sesuai dengan karakteristik yang ada dengan berbagai
kegiatan dan tahapan yang pada akhirnya menghasilkan peserta didik
yang berkarakter dan berkolaborasi, diharapkan kurikulum ini dapat
memperkuat hasil pembelajaran, memperkuat karakter, dan berkolaborasi
dengan berbagai pihak baik. secara nasional dan internasional..

Received: 06-06-2023, Revised: 19-10-2023, Accepted: 24-10-2023

© Fauzan, Raden Ahmad Muhajir Ansori, Moh. Dannur, Angga Pratama, Artamin Hairit

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Introduction
Indonesia has been experiencing a learning crisis, and it has not improved
from year to year, and even in the last 15 years, it has not shown significant
improvement. Several studies are shocked by the declining results of the nation's
children's education reports, especially when traced to simple things like reading
literacy. Unisco states that Indonesia ranks quite low in terms of world literacy.
Only 0.001% of 1000 Indonesians are avid readers, meaning that out of 1000
people, only one person is an avid reader (Sutrawan, 2023). PISA (Programme
for International Student Assessment) states that for the reading category,
Indonesia is ranked 72 out of 77 countries (Magiszha, 2019). This analysis shows
that Indonesians interest in reading is very low. The learning crisis has hit this
country, which is indicated by the low learning outcomes of students (Bachtiar,
2022).
Another issue is the difficulty of harmonizing Indonesia's extremely
diffuse education system, which could lead to significant learning discrepancies
across different regions (Magiszha, 2019). The education situation has gotten
worse as a result of this imbalance. The worldwide COVID pandemic, which has
had a severe influence on education, particularly in Indonesia, with the loss of
learning and widening achievement gaps, has made this condition worse. In
order to avoid this, the Ministry of Education, Culture, Research, and Technology
established the Emergency Curriculum, a unique curriculum designed to
minimize learning loss during the pandemic. The findings are very positive: in
31.5% of the schools using the emergency curriculum, the pandemic's effects on
literacy and numeracy can be reduced by 73% and 86%, respectively.
(kemdikbud, 2023).
The success of this emergency curriculum demonstrates the necessity for
more thorough curriculum reforms. (Pusat Informasi Guru, 2023). Therefore, it is
anticipated that the existence of a universal curriculum will promote and allow
teachers from different regions to have a clear framework for imparting subject
matter. By issuing Decree of the Minister of Education, Culture and Research

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Number 56/M/2022 concerning the implementation of the curriculum in the

context of learning recovery, Mr. Nadiem Anwar Makarim, Minister of
Education, Culture, Research and Technology of the Republic of Indonesia,
initiated the Merdeka Curriculum.
The existence of the Merdeka Curriculum, which enhances the previous
curriculum, offers hope for the restoration of students' learning by taking into
account the importance of learning and each student's individuality. This
curriculum has at least three benefits, including: First, it focuses on the core of
learning and essential material so that there is a more meaningful deepening and
development of competencies; second, there is independence for teachers and
students; teachers are free to teach according to the achievements and
development of students; and third, it gives teachers and students opportunities
to engage in independent learning so that they can explore every topic and
subtopic; and finally, it is designed to help students develop their critical
thinking and problem-solving skills. location and time, also included is a Project
on the Independent Curriculum (Maharani, 2022).

Method
In order to create scientific studies that can be further improved, this
research involves library research (literature study), which collects data from a
variety of sources, including books and journal articles pertaining to the
problems to be explored. Mestika (2004) defined library research or literature
study as a set of activities linked to library data collection methods, reading,
recording, and processing items from the library collection only—field research
is not necessary. The application of the autonomous curriculum in fostering
students' character in Indonesia is the topic of study in this essay
The primary sources for describing the variables of this paper include
textbooks, scholarly articles, ebooks, and other written works that are related to
the study problem and are collected as part of the data gathering process for this
study. According to Sugiono (2010), information for literature research is

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gathered from a variety of sources, including indexes, reviews, journals, and

reference books as well as abstracts of study findings. Additionally, the author
examines the information provided by Miles and Huerman (2014), which
includes three concurrent streams of operations, namely data reduction, data
presentation, and conclusion drawing or verification, to ultimately provide
findings from the issues raised in

Result and Discussion

Merdeka Curriculum Concept
The Merdeka Curriculum, which was developed as a new strategy that
theoretically incorporates both institutions and students in the learning process,
is one of the solutions to the educational problems caused by the post-COVID-19
education crisis. It is intended that this curriculum will bring about
improvements in Indonesian education that place a greater emphasis on the
growth of character and abilities based on learner competencies (Indarta et al.,
2022). This viewpoint is in keeping with the beliefs of Ki Hajar Dewantara,
known as the "Father of Indonesian Education," who held that the establishment
of independence should come first. (Kompasiana, 2022).
Every student in the Merdeka curriculum is encouraged to become more
active in their studies in accordance with the necessary methods. To put it simply,
students are given independence or freedom to explain how to learn according
to their individual needs rather than just following the curriculum that the
government has already approved in a passive manner (Kemdikbud, 2022a). This
idea is anticipated to raise educational standards and foster creativity and
innovation in Indonesian classrooms. With content-based learning given top
priority and optimization, this curriculum offers a more varied intracurricular
learning system that gives students enough time to comprehend the topics (Pijar,
2022).
The independent curriculum policy gives teachers the chance to foster a
welcoming learning environment and inspire a love of learning in their students,

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preventing them from feeling overburdened by the teacher's lessons (Yusuf &
Arfiansyah, 2021). With this curriculum, educators must be imaginative and
inventive in their lesson plans. A teacher must exercise creativity in the design of
instruction by utilizing the many techniques and educational media accessible to
produce independent learning. The independent curriculum, according to
Nadiem Makarim, Minister of Education, Culture, Research, and Technology of
the Republic of Indonesia, aims to raise the standard of education and make
learning enjoyable for students in Indonesia because it is done in a laid-back,
calm, and joyful way and takes into account their natural talents (Kemdikbud,
2023). The traits of an independent curriculum that is appropriate for the times
and the will of society imply this objective.
According to the website for Kemendikbud, the Merdeka curriculum has
three characteristics: Soft skills and character development come first, followed
by a focus on the essential material and flexible learning. (Kemdikbud, 2022 a).
To establish a Pancasila learner profile that strives to develop students' talents
and character, soft skills and character development are cultivated. In order to
ensure that the supplied material, such reading and numeracy, receives in-depth
competency, subject matter is focused on the subject matter (essence).
Differentiated instruction takes into account the context, local material, and
learner aptitude to make learning more adaptable.
Development of Character and Soft Skills
Enhancing soft talents and developing character The project of enhancing
the Pancasila leaner profile is a project-based learning initiative that translates
national education goals into the Pancasila leaner profile. Education in Indonesia
is referred to by this term. A new approach to education in Indonesia is called
"strengthening the Pancasila learner profile," and it focuses on developing
students' character through project-based learning activities in the hopes that, in
the future, these students will contribute to the development of a society that
upholds the moral principles that are ingrained in each of the Pancasila precepts.

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(Asiati & Hasanah, 2022), integrated into extracurricular, co-curricular, and

intracurricular Pancasila learner profile strengthening projects.
The Pancasila Learner Profile Strengthening Project serves as the primary
resource for education policy, as well as a guide for teachers in developing
students' character and competency. The Pancasila Learner Profile Strengthening
Project aims to develop Pancasila learners who can act in accordance with the
values of Pancasila, which are comprised of six dimensions: 1) faith, devotion to
God Almighty, and noble character; 2) global diversity; 3) mutual cooperation; 4)
independent; 5) critical reasoning; and 6) creativity ( BGP Sulut, 2023; Kurikulum
Kemdikbud, 2022). This dimension clarifies the abilities and character traits that
Indonesian students need to develop. These are the essential elements of
character development that interact and build upon one another, necessitating
simultaneous and whole-hearted growth rather than partial development.
(Irawati et al., 2022).
The key elements of the Pancasila student profile according to Suhendi et
al., (2021) can be seen in the table below:
No Main Characteritics Key Elemens
Faith, Devotion to God (a) Religious morality; (b) personal

1 Almighty, and Noble character; (c) morality to humans; (d)

character morality to nature; and (e) state morality

Knowing and appreciating culture,

intercultural communication skills in

2 Global diversity interacting with others, reflection and

responsibility for the experience of
diversity

3 Mutual Cooperation Collaboration, caring and sharing

4 Independent Self-awareness and self-regulation
5 Critical reasoning Obtain and process information and

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ideas, analyze and evaluate reasoning,

reflect on thoughts and thought
processes, and make decisions
Generate original ideas and produce
6 Creativity
original works and actions

In order to make learning engaging and applicable to learners' daily lives,

the project on improving the Pancasila learner profile offers possibilities for
learning in a pleasant, interactive setting (Mery et al., 2022). The Pancasila learner
profile strengthening project also offers possibilities for students to learn from
their surroundings and to use information as a means of developing their
character. In this profile project activity, students will have the chance to learn
about a variety of topics or pressing issues, such as anti-radicalism, mental
health, culture, entrepreneurship, technology, and democratic life, in order to put
what they have learned into practice and adapt to their social needs (Sari et al.,
2023)

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The effort to improve the Pancasila lenaer profile will use three basic
components in its implementation: lifelong learners, competency, and Pancasila
ideals. This curriculum demonstrates a blend of reinforcing the unique identity
of the Indonesian nation, specifically Pancasila as a benchmark for Indonesian
students' character, with competences that are in line with the demands of
developing Indonesian Human Resources. According to Arafat (2022), the effort
to enhance the profile of Pancasila students is actually carried out with reference
to eight topics, namely: (1) local knowledge; (2) engineering and technology; (3)
entrepreneurship; (4) bhinneka tunggal ika; and (5) a sustainable lifestyle. (6)
Develop the body and the soul. (7) The voice of democracy; and (8) Work.
Focus on the essential material
The term "essential materials" refers to significant knowledge or subject
matter that students must learn and comprehend. They are ongoing resources
that are present at all academic levels or stages. As it is geared toward the
fundamental competencies that must be well mastered, this feature concentrates
on the quality of ongoing learning for pupils. The teacher's involvement is crucial
in identifying the key content, selecting which learning is crucial, and ensuring
that it is incorporated in the fundamental reading and numeracy skills. The
Pancasila learner profile is strengthened by teachers' creation of learning
objectives, curricular frameworks, learning pathways, and projects. This is
because the program is set up to ensure that students fully comprehend each
lesson's concept and how it is applied in practice. (Bastian, 2023).
The Merdeka Curriculum also emphasizes giving necessary information,
which is thought to be significant information that needs to be learned in depth.
There is no high learning burden on pupils because teachers and students have
more time to complete the learning process in the classroom by concentrating on
the relevant topics. Students' choice of subject specialization gives them the
chance to select a cross-disciplinary area of interest, allowing them to experience
the value of learning independently of the educational system. Learning about

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students' passions for particular subjects can help motivate them to learn. (Jojor
& Sihotang, 2022).
When putting the independent curriculum into practice, the teacher serves
as a learning facilitator backed by professional, pedagogical, personality, and
social competencies. These skills will allow the teacher to accomplish the policy's
learning and implementation goals (Pendi, 2020). The Merdeka Curriculum's
core principles can also inspire students to study and grow personally, cultivate
a loving attitude toward the learning environment, boost students' self-
confidence and abilities, and help them effortlessly fit in with their surroundings.
(Ainia, 2020). For both instructors and schools, the core of Merdeka Curriculum
can realize liberating and autonomous education. (Sherly et al., 2021),
Flexible learning
As stated in Kepmendikbudristek No.56 of 2022 concerning Guidelines for
Implementing the Independent Curriculum, the implementation of the Merdeka
Curriculum provides flexibility for education units in designing an operational
curriculum in accordance with the vision-mission and learning needs of students
which can encourage an effective teaching and learning process so as to improve
the quality of learning.(bpmpjogja, 2023). Focusing on the fundamental skills that
the education unit has determined are necessary for success gives teachers and
students freedom in the learning process (Kurniati et al., 2022). Students are more
receptive to discovering their gifts and potential when learning is enjoyable
because the teacher, as the primary actor in delivering the subject matter, has the
option to choose the learning style (Purwanto, 2022)
The Merdeka Curriculum can therefore accommodate diversity, adapt to
students' learning needs, and alter the context of educational units based on the
potential of different regions because it is developed with more flexibility and
focuses on essential material and the development of students' characters and
competencies (Wiguna & Tristaningrat, 2022). In addition, Wiguna and
Trisningrat explained that teachers can adapt the context and local content of an
area and differentiate instruction based on the students' abilities. For instance, an

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operational curriculum that is suitable for education units in Pamekasan is

different from an operational curriculum that is suitable for education units in
pesantren. One of the features of pesantren education units is the reinforcement
of religious content so that subject references can be drawn from certain yellow
books that are tailored to the academic levels and skills of the students.
According to Minister of Education, Research, and Technology Nadiem
Makarim, the Merdeka Curriculum offers benefits when put into practice.
Because this curriculum focuses on developing learner competencies and vital
content, it is first simpler and deeper. Secondly, because students can select their
courses based on their interests, abilities, and objectives, educators and students
will be more independent. Teachers can adapt their lessons to the stages of
learners' development and achievement. Thirdly, schools have the power to
design curriculum and oversee instruction based on the needs of students and
educational units. (Kemdikbud, 2022b).
Implementation of the Project on Strengthening the Pancasila Students Profile
in School Learning
The Merdeka Curriculum offers benefits because, in its application, it is
more engaging and relevant, and learning through project activities will give
students more opportunities to actively examine real challenges, including
environmental, health, and other issues (Kemdikbud, 2022b). According to each
person's personality and originality, this curriculum can provide a space for them
to grow and develop. On February 17, 2022, acting director of the Center for
Curriculum and Learning at Kemdikbud RI Zulfikri Anas stated during the
silatrurahmi merdeka belajar event that teachers are free to select the format,
experience, and necessary materials that are appropriate for achieving learning
goals. Since each student appears to have their own curriculum, pupils are given
the most freedom to discover their individuality (Kemdikbud, 2022c).
Nadiem Makarim established the Merdeka Curriculum as the ideal
curriculum from the previous Curriculum, namely the 2013 Curriculum, by
taking four strategic steps. First, in 2020, the National Standardized School

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Examination (USBN) will be changed to an exam that is organized by schools

themselves with an assessment of learner competencies in various forms that is
more comprehensive and offers flexibility to teachers and schools in its
implementation. Second, in an effort to motivate educators and institutions of
higher learning to enhance the standard of instruction based on practices, the
National Exam (UN) will be replaced in 2021 by a Minimum Competency
Assessment (MCA) and Character Survey that places a strong emphasis on
literacy, numeracy, and character. Third, reducing the Learning Implementation
Plan (RPP)'s (which consists of) 13 components to just 3 main components
containing educational goals, instructional activities, and evaluation Fourthly,
making the new learner admission policy more flexible to prevent inequity and
disparity (Mustafiyanti et al., 2023).
The Merdeka Curriculum with the project of strengthening the Pancasila
student profile is unique because its application is not integrated in the learning
of each subject but has a special portion in each subject hour allocation, giving
students the chance to develop their knowledge, skills, and attitudes
competencies by learning from their friends, teachers, and even local community
leaders in analyzing hot issues that occur in the surrounding area. ( BGP Sulut,
2023). Similar to this, Zulfikri Anas, acting head of the Center for Curriculum and
Learning at Kemdikbud RI, stated that the independent curriculum enables a
climate of positive collaboration between students where students with different
competencies can work together so that learners can understand each other's
strengths and share with each other in order to produce competent and
characterized outputs that refer to the Pancasila students profile (Kemdikbud,
2022c).
The project to strengthen the Pancasila students’ profile is implemented in
accordance with Kepmendikbudristek No. 56/M/2022 concerning Guidelines
for Curriculum Implementation, which specifies that it is a project-based co-
curricular activity intended to strengthen efforts to achieve competence and
character in accordance with the Pancasila students profile, which is compiled

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based on the Graduate Competency Standards. In terms of content, activities, and

implementation time, the project to enhance Pancasila students' profiles is
implemented flexibly. The Pancasila students’ profile strengthening project is
created independently from intracurricular projects; learning objectives,
material, and activities do not need to be related to intracurricular objectives and
subject matter. Education units can plan and coordinate projects to raise the
Pancasila students’ profile by involving the community and/or the workplace.
The Pancasila learner profile enhancement project's guiding principles are as
follows: 1) Holistic, 2) Contextual, 3) Learner-Centered, and 4) Exploratory
(Hartono, 2022).
The Merdeka Curriculum can be implemented in one of three ways by
educational institutions for the 2022–2023 academic year. First, applying some of
the Merdeka Curriculum's components and tenets while keeping the current
education unit curriculum in place Secondly, applying the Merdeka Curriculum
with the aid of the supplied instructional resources Third, put the Merdeka
Curriculum into practice by creating your own teaching resources. "With
Merdeka Belajar, there will be no forced implementation (Merdeka Curriculum)
for the next two years," Nadiem declared. (Kemdikbud, 2022b)
The Merdeka curriculum has three options for implementation that can be
used in different educational units, namely: 1) independent learning, where
schools or education units continue to use the 2013 curriculum or simplified
K13/EEmergency Curriculum by applying the parts and principles of the
Merdeka Curriculum; 2) independent change, where education units begin to use
the Merdeka Curriculum in the 2022/2023 school year by referring to the
teaching tools prepared; and 3) independent implementation. The PAUD levels,
grade I and grade IV SD/MI, grade VII SMP/MTs, and grade X senior high
school teaching materials that have been provided; and 3) Independent Sharing,
whereby schools implement the Merdeka Curriculum and create some teaching
materials on their own at the PAUD levels, grade I and grade IV SD/MI, grade

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VII junor high school, and grade X senior high school beginning in the 2022/2023
academic year (Ditsmp.kemdikbud, 2022).
According to the advancements in science, information, and technology as
well as the demands of the moment, curriculum is periodically developed
(Inayati, 2022). Particularly in the twenty-first century, a teacher conducting the
teaching and learning process is expected to be able to innovate learning, have
teaching abilities that can balance contemporary conditions, and be able to design
learning that is interesting, fun, and meaningful in order to produce superior
human resources and character.

Conclussion
The development of the Merdeka Curriculum was prompted by a
persistent learning crises, one of which was Indonesians' low interest in reading,
which was made worse by learning loss brought on by the COVID pandemic.
The Merdeka Curriculum enhances the 2013 curriculum, which was created with
the intention that teachers can foster a friendly environment, pique students'
interest in learning, and let students discover their individual talents.
The Merdeka curriculum has three qualities: 1) the growth of character
and soft skills; 2) the concentration on key information; and 3) flexible learning.
Soft skills and character development In Indonesia, education is defined by the
Pancasila students’ profile and project-based learning activities that aim to
develop students' moral character in line with the values and precepts of
Pancasila, which are integrated into extracurricular and extracurricular activities.
The profile of Pancasila students consists of six dimensions, namely: 1) faith,
devotion to God Almighty, and noble character; 2) global diversity; 3) mutual
cooperation; 4) independence; 5) critical reasoning; and 6) creativity.
The Merdeka curriculum carries out learning activities by concentrating
on crucial content focused toward fundamental competencies that must be
known. In order for Pancasila students to understand the idea of a profound
lesson and how it is applied in real life, the teacher's duty is to establish learning

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outcomes, curriculum structure, learning flow, and projects to strengthen the

profile of those students.
The Merdeka Curriculum gives educational institutions the flexibility to
create an operational curriculum that adheres to their vision, mission, and
students' learning needs by adjusting to their requirements and the context of
educational institutions based on the potential of certain locations. Teachers can
also implement differentiated learning based on the learning styles of their
students and alter the context and regional material.
The Merdeka Curriculum is created in accordance with the advancements
in science, information, technology, and societal demands. In order to develop
exceptional human resources and character, teachers are expected to be able to
innovate learning, have teaching abilities that can balance current situations, and
design learning that is fascinating, fun, and meaningful.

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