Curriculum-Based Learning Design: Comparative Study of National, International, and Hybrid Curricula in Indonesian High Schools

Abstract

This study aims to analyze and compare the learning designs implemented in three curriculum models at senior high schools in Indonesia: the national curriculum (Kurikulum Merdeka), the international curriculum (Cambridge International), and a hybrid curriculum combining both. The study draws on qualitative survey data from two schools, SMAN 39 Jakarta and Pesantren Kafila International, both applying the national curriculum, supplemented with secondary data from Global Prestasi School (GPS) Bekasi, which applies a hybrid curriculum combining Kurikulum Merdeka and Cambridge. The findings show that the learning designs of the three models differ in pedagogical approach, assessment methods, student engagement, and the relevance of content to real life. The national curriculum emphasizes student-centered learning through discussion and presentation; the international curriculum focuses on critical thinking and English proficiency; while the hybrid curriculum integrates the strengths of both to produce graduates who are academically competent and rooted in national character. The study concludes that no single model is absolutely perfect, but the hybrid approach holds strong potential for meeting the needs of 21st-century education in Indonesia.