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Teachers' interpretation of the Merdeka curriculum as a policy innovation: A phenomenological exploration

Indonesian Journal of Curriculum and Educational Technology Studies · Vol. 12 No. 1 (2024) · hlm. 25–35

DOI
10.15294/ijcets.v12i1.16283
ISSN
2252-6447, 2527-4597
Terbit
2024-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

The Merdeka Curriculum significantly changes Indonesia’s education system by granting schools flexibility in designing, implementing, and evaluating learning. This study examines teachers' acceptance of the curriculum, challenges encountered, and strategies for adaptation using a phenomenological qualitative approach. Data were collected through interviews, observations, and document analysis to explore teachers’ interpretations of the curriculum’s innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. Findings indicate that the curriculum enhances learning flexibility and student motivation. Its compatibility with previous practices supports adaptation, though complexity arises from changes in work culture and administrative demands. Trialability is facilitated by mentoring and collaboration, while observability suggests improved student engagement, requiring further evaluation. This study recommends continuous training, resource support, and systematic monitoring to strengthen adoption, with active teacher participation for ongoing feedback.

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  • State University of Semarang
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Wardi WardiAfiliasi tidak diketahui1
Achmad FarchanAfiliasi tidak diketahui1
Bagus Winarko NugrohoAfiliasi tidak diketahui1
Viona SantikaAfiliasi tidak diketahui1
Ayuk RonndiyahAfiliasi tidak diketahui1
Disrun Aji PrabowoAfiliasi tidak diketahui1
Ismi ZakiyahAfiliasi tidak diketahui1
Wahyu SusantiAfiliasi tidak diketahui1
Marsaa Alyaa Aufaa AdindaAfiliasi tidak diketahui1
Restu Adhi PamungkasAfiliasi tidak diketahui1
Alisa KurniawanAfiliasi tidak diketahui1
Liana Anggi Dwi NingtiasAfiliasi tidak diketahui1
Silmika FaririnAfiliasi tidak diketahui1
Nadia SalsabilaAfiliasi tidak diketahui1
Yahya Nur IfrizaState University of Semarang1
Decky AvriliandaState University of Semarang1
Muarifuddin MuarifuddinAfiliasi tidak diketahui1
Dhela Septian AnggarettaAfiliasi tidak diketahui1
Sugeng PurwantoAfiliasi tidak diketahui1
Basuki SulistioAfiliasi tidak diketahui1
Heri Tri Luqman B. S.Afiliasi tidak diketahui1
Suripto SuriptoAfiliasi tidak diketahui1
Nanang OktaviantoAfiliasi tidak diketahui1
Christian Arief JayaAfiliasi tidak diketahui1
Rafika Bayu KusumandariAfiliasi tidak diketahui1
Istyarini IstyariniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jktp/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Teachers' interpretation of the Merdeka curriculum as a policy innovation: A phenomenological exploration</dc:title>
	<dc:creator xml:lang="en">Candra, Gracia Eveline</dc:creator>
	<dc:creator xml:lang="en">Wahzudik, Niam</dc:creator>
	<dc:subject xml:lang="en">Curriculum innovation</dc:subject>
	<dc:subject xml:lang="en">educational change</dc:subject>
	<dc:subject xml:lang="en">Merdeka Curriculum</dc:subject>
	<dc:subject xml:lang="en">teacher acceptance</dc:subject>
	<dc:description xml:lang="en">The Merdeka Curriculum significantly changes Indonesia’s education system by granting schools flexibility in designing, implementing, and evaluating learning. This study examines teachers' acceptance of the curriculum, challenges encountered, and strategies for adaptation using a phenomenological qualitative approach. Data were collected through interviews, observations, and document analysis to explore teachers’ interpretations of the curriculum’s innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. Findings indicate that the curriculum enhances learning flexibility and student motivation. Its compatibility with previous practices supports adaptation, though complexity arises from changes in work culture and administrative demands. Trialability is facilitated by mentoring and collaboration, while observability suggests improved student engagement, requiring further evaluation. This study recommends continuous training, resource support, and systematic monitoring to strengthen adoption, with active teacher participation for ongoing feedback.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jktp/article/view/16283</dc:identifier>
	<dc:identifier>10.15294/ijcets.v12i1.16283</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of Curriculum and Educational Technology Studies; Vol. 12 No. 1 (2024): April 2024; 25-35</dc:source>
	<dc:source>2252-6447</dc:source>
	<dc:source>2527-4597</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jktp/article/view/16283/3098</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Indonesian Journal of Curriculum and Educational Technology Studies</dc:rights>
</oai_dc:dc>