IMPLEMENTATION OF THE MERDEKA BELAJAR (FREEDOM TO LEARN) CURRICULUM POLICY AT SMP NEGERI 1 AIR BATU, ASAHAN REGENCY

Yunita Sari Sirait; Yanhar Jamaluddin; Walid Musthafa Sembiring

doi:10.53806/ijcss.v7i3.1626

Authors

Yunita Sari Sirait Master of Public Administration, Universitas Medan Area, Indonesia
Yanhar Jamaluddin Master of Public Administration, Universitas Medan Area, Indonesia
Walid Musthafa Sembiring Master of Public Administration, Universitas Medan Area, Indonesia

DOI:

https://doi.org/10.53806/ijcss.v7i3.1626

Keywords:

Junior Secondary School, Merdeka Curriculum, Policy Implementation.

Abstract

The Merdeka Belajar (Freedom to Learn) Curriculum is a national education policy that grants schools flexibility to design learning oriented toward strengthening students' competencies and character. This article examines the implementation of the Merdeka Curriculum at SMP Negeri 1 Air Batu, Asahan Regency, in reference to Asahan Regent Regulation No. 1 of 2023. The study employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. Research informants consisted of the school principal, the vice principal, subject teachers, students, administrative staff, and parents. Data were analyzed using the Miles and Huberman interactive model data reduction, data display, and conclusion drawing/verification within the framework of Edward III's four implementation variables: communication, resources, disposition, and bureaucratic structure. The findings indicate that implementation of the Merdeka Curriculum at SMP Negeri 1 Air Batu has proceeded reasonably well, marked by a shift from teacher-centered to student-centered learning, the adoption of project-based learning, and the strengthening of the Pancasila Student Profile. Policy dissemination has been carried out through training and workshops, yet a number of teachers still encounter technical difficulties in preparing teaching modules and assessments. Learning-technology facilities remain unevenly distributed, implementers generally display a positive attitude, and school coordination is fairly supportive, although the flexibility inherent in the curriculum produces variation in its application across classrooms. The study recommends strengthening continuous mentoring for teachers and equalizing the distribution of learning-technology facilities.

References

[1] Anderson, J. E. (2014). Public Policymaking (8th ed.). Cengage Learning.

[2] Dunn, W. N. (2018). Public Policy Analysis (6th ed.). Routledge.

[3] Dye, T. R. (2017). Understanding Public Policy (15th ed.). Pearson.

[4] Easton, D. (1965). A Framework for Political Analysis. Prentice-Hall.

[5] Edward III, G. C. (1980). Implementing Public Policy. Congressional Quarterly Press.

[6] Goggin, M. L., Bowman, A. O., Lester, J. P., & O'Toole, L. J. (1990). Implementation Theory and Practice: Toward a Third Generation. Scott, Foresman/Little, Brown.

[7] Hogwood, B. W., & Gunn, L. A. (1984). Policy Analysis for the Real World. Oxford University Press.

[8] Ibrahim. (2018). Metodologi Penelitian Kualitatif. Alfabeta.

[9] Mazmanian, D. A., & Sabatier, P. A. (1983). Implementation and Public Policy. Scott, Foresman.

[10] Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Sage Publications.

[11] Moleong, L. J. (2006). Metodologi Penelitian Kualitatif. PT Remaja Rosdakarya.

[12] Mulyadi, D. (2016). Studi Kebijakan Publik dan Pelayanan Publik. Alfabeta.

[13] Nugroho, R. (2014). Kebijakan Publik di Negara-Negara Berkembang. Pustaka Pelajar.

[14] Sadhana, K. (2011). Realitas Kebijakan Publik. UM Press.

[15] Simon, H. A. (1997). Administrative Behavior (4th ed.). Free Press.

[16] Subarsono, A. G. (2005). Analisis Kebijakan Publik. Pustaka Pelajar.

[17] Sugiyono. (2014). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.

[18] Arwiyanti, et al. (2023). Kesiapan Guru dalam Implementasi Kurikulum Merdeka di Sekolah Dasar.

[19] Akbar, M. (2023). Kajian Literatur: Analisis Kelemahan dan Faktor Penghambat pada Implementasi Kurikulum Merdeka. Universitas Mulawarman.

[20] Purwanti, R. R., & Faisal, A. (2023). Implementasi Merdeka Belajar di Sekolah Dasar. At-Tadib, 7(1). https://doi.org/10.32832/at-tadib.v7i1.19540

[21] Sari, A. R., Martoyo, & Isdair. (2024). Implementasi Kebijakan Kurikulum Sekolah Menengah Pertama Negeri 10 di Kota Pontianak [Skripsi, Universitas Tanjungpura]. Program Studi Ilmu Administrasi Negara, Fakultas Ilmu Sosial dan Ilmu Politik.

[22] Government Regulation of the Republic of Indonesia No. 4 of 2022 concerning Amendments to Government Regulation No. 57 of 2021 on National Education Standards.

[23] Asahan Regent Regulation No. 1 of 2023 concerning the Sekolah Penggerak Program and Implementation of the Merdeka Curriculum at Kindergarten, Elementary, and Junior Secondary Schools within the Asahan Regency Government.