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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) · pp. 25–35

DOI
10.15294/ijcets.v12i1.16283
ISSN
2252-6447, 2527-4597
Published
2024-04-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

28 authors · 72 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Wardi WardiAffiliation unknown1
Achmad FarchanAffiliation unknown1
Bagus Winarko NugrohoAffiliation unknown1
Viona SantikaAffiliation unknown1
Ayuk RonndiyahAffiliation unknown1
Disrun Aji PrabowoAffiliation unknown1
Ismi ZakiyahAffiliation unknown1
Wahyu SusantiAffiliation unknown1
Marsaa Alyaa Aufaa AdindaAffiliation unknown1
Restu Adhi PamungkasAffiliation unknown1
Alisa KurniawanAffiliation unknown1
Liana Anggi Dwi NingtiasAffiliation unknown1
Silmika FaririnAffiliation unknown1
Nadia SalsabilaAffiliation unknown1
Yahya Nur IfrizaState University of Semarang1
Decky AvriliandaState University of Semarang1
Muarifuddin MuarifuddinAffiliation unknown1
Dhela Septian AnggarettaAffiliation unknown1
Sugeng PurwantoAffiliation unknown1
Basuki SulistioAffiliation unknown1
Heri Tri Luqman B. S.Affiliation unknown1
Suripto SuriptoAffiliation unknown1
Nanang OktaviantoAffiliation unknown1
Christian Arief JayaAffiliation unknown1
Rafika Bayu KusumandariAffiliation unknown1
Istyarini IstyariniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jktp/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (oai_dc) 
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	<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>