Curriculum Innovation in the Implementation of Merdeka Belajar at Islamic elementary school

Abstract

The dynamics of science and technology demand systematic updates in the field of education, one of which is the transition from the 2013 Curriculum to the Merdeka Curriculum. This study aims to comprehensively analyze the basic concepts of the Merdeka Curriculum and identify the forms of transformative innovation it contains. Using a descriptive qualitative approach with a content analysis method, data were collected from various reputable scientific literature, books, and relevant policy documents, which were then analyzed using content analysis. The results of the study indicate that the Merdeka Curriculum promotes the concept of student-centered learning, which provides students with the autonomy to innovate and develop their adaptive potential without institutional pressure. Structurally, this curricular innovation is realized through four key policies: the transition from the National Standardized Test to school-based assessments; the restructuring of the National Exam into the Minimum Competency Assessment and the Character Survey; the streamlining of the Lesson Plan for greater efficiency; and the flexibility of the student admission zoning system. This restructuring not only changes instructional methods but also reorients the paradigm of basic education toward pedagogical flexibility relevant to the needs of the times