Conceptual Analysis of the Merdeka Curriculum in Early Childhood Education
Keywords:
Curriculum, Early Childhood Education, Independent CurriculumAbstract
This literature review aims to analyze the implementation of the Merdeka Curriculum in Early Childhood Education (ECE), covering its conceptual foundations, philosophical underpinnings, principles, components, and the evolution of curriculum policies in Indonesia leading to its establishment. The study employs a descriptive qualitative approach through a systematic literature review method. Data sources consist of peer-reviewed journal articles, scholarly books, government policy documents, and other relevant publications published between 2013 and 2024. The data were collected through academic database searches, including Google Scholar and national journal portals, using keywords related to the Merdeka Curriculum and Early Childhood Education. The collected data were analyzed using content analysis techniques involving data reduction, categorization, synthesis, and conclusion drawing.
The findings indicate that the Merdeka Curriculum emphasizes flexibility and a child-centered learning approach. It provides educators with autonomy to design contextual and meaningful learning experiences through models such as Project-Based Learning and Inquiry-Based Learning. Therefore, aligning instructional models with the characteristics of the Merdeka Curriculum is essential to achieve learning objectives and to optimally support early childhood development.
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