Factors Influencing the Effective Implementation of the Merdeka Curriculum in Indonesian Schools

Abstract

The nationwide transition from the 2013 Curriculum (Kurikulum 2013) to the Kurikulum Merdeka (Independent Curriculum), codified under the Ministry of Education, Culture, Research, and Technology (Permendikbudristek No. 12 Tahun 2024), represents one of the most ambitious systemic educational reforms in Southeast Asia. Designed to address severe post-pandemic learning loss and cultivate holistic character via the Profil Pelajar Pancasila (Pancasila Student Profile), the curriculum emphasizes student-centered flexibility, essential learning competencies (Capaian Pembelajaran), differentiated instruction (pembelajaran berdiferensiasi), and decentralized school-level curriculum development (Kurikulum Operasional Satuan Pendidikan / KOSP). However, empirical evidence regarding the systemic, pedagogical, and institutional determinants that dictate its implementation success across Indonesia's geographically fragmented education system remains uneven. This empirical study employs an explanatory sequential mixed-methods design to investigate the multidimensional factors influencing curriculum execution. Quantitative survey data were gathered from $N = 1,420$ educators (teachers, school principals, and instructional coordinators) across 480 primary and secondary schools in five major Indonesian island clusters, supplemented by $n = 36$ in-depth semi-structured interviews and focus group discussions. Partial Least Squares Structural Equation Modeling (PLS-SEM) and multiple regression analysis demonstrate that Teacher Pedagogical Readiness ($\beta = 0.342, p < 0.001$), Transformational School Leadership ($\beta = 0.281, p < 0.001$), and Institutional Infrastructure Support ($\beta = 0.198, p < 0.001$) are the primary direct drivers of successful implementation. Digital Platform Utilization via the Platform Merdeka Mengajar (PMM) serves as a significant mediating variable ($\beta = 0.164, p < 0.01$), although its effectiveness is severely moderated by regional ICT infrastructure disparities. Significant implementation variances emerge between Java and outer-island/3T (terdepan, terluar, tertinggal) regions ($F = 42.18, p < 0.001$), as well as between pilot Sekolah Penggerak and self-funded Mandiri schools. Qualitative findings uncover systemic challenges, including diagnostic assessment illiteracy, over-formalized administrative compliance in P5 project design, and digital fatigue. The study concludes with a tri-level policy and pedagogical framework to consolidate national curriculum implementation across diverse educational landscapes.

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