Implementation of the Merdeka Curriculum in Biology Learning: Comparative Study with International and National Curricula
Keywords:
Merdeka Curriculum, Biology Learning, International Schools, Student-Centered Learning, Holistic AssessmentAbstract
The implementation of the Merdeka Curriculum has introduced significant changes to biology education in Indonesia by promoting student-centered learning, conceptual understanding, and contextualized instruction. This study aims to compare the implementation of the Merdeka Curriculum in senior high school biology learning with the principles commonly adopted in international curricula, particularly the International Baccalaureate (IB) and Cambridge International Curriculum. A qualitative descriptive approach was employed using in-depth interviews with one biology teacher and one senior high school student in Jakarta. The collected data were analyzed thematically and interpreted through a comparative framework. The findings indicate that the Merdeka Curriculum encourages deeper learning through collaborative discussions, presentations, laboratory activities, peer assessment, and differentiated instruction. Teachers are provided with greater flexibility to adapt learning strategies to students' characteristics, while assessment emphasizes both learning processes and outcomes through holistic and continuous evaluation. These practices demonstrate strong similarities with international curricula, especially in terms of inquiry-based learning, student-centered instruction, differentiated teaching, and formative assessment. However, several challenges remain, including the limited contextualization of certain biology topics, varying teacher readiness, and the need for continuous professional development. The study concludes that although the Merdeka Curriculum and international curricula differ in their structural frameworks, they share the common goal of fostering meaningful, contextual, and student-centered biology learning. Strengthening teacher capacity, expanding contextual learning resources, and promoting the exchange of best practices between national and international schools are recommended to enhance curriculum implementation.
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