Exploring Teachers' and Students' Perceptions of the Implementation of the Merdeka Belajar Curriculum

Abstract

The implementation of the Merdeka Belajar Curriculum in Indonesia represents a shift towards student-centered learning, emphasizing flexibility, interdisciplinary projects, and competency-based assessment. However, research on its practical implications remains limited, particularly in private junior high schools. Therefore, this study attempts to explore the perception and attitudes of teachers and students toward implementation of Merdeka Belajar curriculum, as well as the challenges and enablers they encounter. Thematic analysis revealed that both groups generally held positive attitudes toward the curriculum, particularly its potential to promote student engagement and independent learning. However, the study also found barriers, including limited technological access, increased administrative workload, unequal group participation, and insufficient teacher training. The findings underscore the importance of institutional support, targeted professional development, and equitable access to resources. The study provides practical implications for policymakers and educators by emphasizing the need for system-level support mechanisms to ensure successful and sustainable curriculum implementation.