The REFORMASI KURIKULUM DALAM KONTEKS DESENTRALISASI: ANALISIS KRITIS TERHADAP TIGA STUDI TERKAIT

Authors

  • bunyamin_unnes - UNNES SEMARANG
  • Eko Handoyo UNIVERSITAS NEGERI SEMARANG
  • Fathur Rokhman UNIVERSITAS NEGERI SEMARANG

DOI:

https://doi.org/10.23969/jp.v10i02.25698

Keywords:

curriculum reform, decentralization, Merdeka Curriculum

Abstract

Curriculum change responds to global challenges and local demands for improving education quality. In Indonesia, the Merdeka Curriculum reflects a reform initiative focusing on flexibility, differentiated learning, and the development of character and 21st-century competencies. However, its implementation faces various obstacles, particularly within decentralized education systems. This study aims to critically examine curriculum change dynamics using a qualitative approach through a literature review method. Three core articles were analyzed: ICT and Curriculum Change (Voogt & Pelgrum, 2005), Curriculum Reform in Indonesia (Simarmata & Mayuni, 2023), and Curriculum Reform in the Decentralization of Education in Indonesia (Dewi, 2021). Thematic content analysis was applied to explore background issues, implementation strategies, and the challenges and implications of curriculum reform. The findings reveal a significant gap between policy and practice, as well as disparities in regional capacities that hinder effective reform. Strengthening synergy among curriculum design, teacher training, local institutional capacity, and adaptive evaluation is essential to ensure meaningful educational transformation in Indonesia. Keywords: curriculum reform, decentralization, Merdeka Curriculum

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Author Biographies

Eko Handoyo, UNIVERSITAS NEGERI SEMARANG

PROGDI S3 MANAJEMEN KEPENDIDIKAN

Fathur Rokhman, UNIVERSITAS NEGERI SEMARANG

SEKOLAH PASCASARJANA UNNES SEMARANG

References

Bray, M. (1996). Decentralization of education: Community financing. World Bank.

Dewi, A. U. (2021). Curriculum reform in the decentralization of education in Indonesia: Effect on students’ achievements. Cakrawala Pendidikan, 40(1), 158–167. https://doi.org/10.21831/cp.v40i1.33821

Simarmata, H. A., & Mayuni, I. (2023). Curriculum reform in Indonesia: From competency-based to freedom of learning. International Journal of Pedagogical Novelty, 2(2), 1–13. https://jurnal.pustakagalerimandiri.co.id/index.php/IJOPNOV/article/view/109

Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1–10). Springer.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.

Van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W.

Voogt, J., & Pelgrum, H. (2005). ICT and curriculum change. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 1(2), 157–175. https://doi.org/10.17011/ht/urn.2005356

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Published

2025-06-06

Issue

Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build

Section

Articles

License

Copyright (c) 2025 Pendas : Jurnal Ilmiah Pendidikan Dasar

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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