Effectiveness of Merdeka curriculum implementation in learning practices at madrasah ibtidaiyah

Furi, Milda 'Aisyah, Akemza, Syafrilian, Sholeh, Rofiq, Sholihah, Nur Hidayatus, Wahidmurni, Wahidmurni ORCID: https://orcid.org/0000-0002-0719-435X and Susilawati, Samsul ORCID: https://orcid.org/0000-0002-8312-8151 (2026) Effectiveness of Merdeka curriculum implementation in learning practices at madrasah ibtidaiyah. Jurnal Pustaka Indonesia (JPI), 6 (2). pp. 500-511. ISSN 2797-8915

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Abstract

This study examined the effectiveness of Merdeka Curriculum implementation in learning practices at MI Miftahul Ulum Kanigoro Pagelaran, Malang Regency. A qualitative single-case study design was used. Twelve informants the madrasah principal, six classroom teachers, three curriculum development team members, and two administrative staff members were selected purposively. Data were collected through 10 classroom observations, 12 indepth interviews, and analysis of curriculum, teaching-module, Learning Objective Flow, and P5 documents. The data were analyzed through data reduction, data display, and conclusion drawing and verification, with source and method triangulation used to strengthen credibility. Effectiveness was examined in terms of implementation fidelity, stakeholder-perceived usefulness, and organizational readiness. The findings showed that curriculum implementation was procedurally well established but uneven across classrooms. Planning involved multiple stakeholders, although decisionmaking authority was concentrated primarily among the principal and curriculum team. Student-centered learning was evident in 7 of 10 observed sessions, while the remaining sessions were largely teacher led. The P5 program followed a structured planning, implementation, and exhibition cycle, but the study did not directly measure student character or competency outcomes. Implementation was supported by proactive leadership, teacher collaboration, training, and mentoring. Persistent constraints included uneven teacher capacity to develop contextual teaching modules and assessments, limited access to learning technology, administrative workload, and restricted human resources. Targeted support for module development, technology access, and workload management is therefore needed to improve implementation consistency.

Item Type:	Journal Article
Keywords:	curriculum implementation; learning practices; madrasah ibtidaiyah; merdeka curriculum; student centered learning
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Divisions:	Graduate Schools > Magister Programme > Graduate School of Teacher Education for Islamic Primary Schools
Depositing User:	Wahidmurni Wahidmurni
Date Deposited:	07 Aug 2026 10:20

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