Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum
The Merdeka Curriculum, implemented over the past three years, has highlighted a dynamic shift, impacting both teachers and students. This study employs a phenomenological qualitative approach, based on Miles and Huberman’s framework, to evaluate the impact of the Merdeka Curriculum on teacher compe...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501458 |
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| author | Erna Kusumawati Khoerul Umam |
| author_facet | Erna Kusumawati Khoerul Umam |
| author_sort | Erna Kusumawati |
| collection | DOAJ |
| description | The Merdeka Curriculum, implemented over the past three years, has highlighted a dynamic shift, impacting both teachers and students. This study employs a phenomenological qualitative approach, based on Miles and Huberman’s framework, to evaluate the impact of the Merdeka Curriculum on teacher competence in Indonesia. The research involved teachers and educational stakeholders, particularly in public schools. Data were collected through participant observation, in-depth interviews, and documentation studies across 56 public high schools affiliated with the first wave of driving schools. The study applied Interpretative Phenomenological Analysis (IPA) and NVivo software to explore how participants interpret their personal and social realities. The findings provide a comprehensive understanding of the Merdeka Curriculum’s impact on teacher competence, especially in fostering 21st-century professionalism in teaching. This research offers valuable insights for evaluating educational policies, with the primary output being a policy brief for the Indonesian government. |
| format | Article |
| id | doaj-art-8d42e81f59d34d61aae9a4da7a2a0732 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-8d42e81f59d34d61aae9a4da7a2a07322025-08-20T03:49:32ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2501458Strengthening teacher competence for leading and sustaining the implementation of the Merdeka CurriculumErna Kusumawati0Khoerul Umam1Department of Teacher Training and Education, Universitas Subang, West Java, IndonesiaMathematics Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Prof. DR. HAMKA, Jakarta, IndonesiaThe Merdeka Curriculum, implemented over the past three years, has highlighted a dynamic shift, impacting both teachers and students. This study employs a phenomenological qualitative approach, based on Miles and Huberman’s framework, to evaluate the impact of the Merdeka Curriculum on teacher competence in Indonesia. The research involved teachers and educational stakeholders, particularly in public schools. Data were collected through participant observation, in-depth interviews, and documentation studies across 56 public high schools affiliated with the first wave of driving schools. The study applied Interpretative Phenomenological Analysis (IPA) and NVivo software to explore how participants interpret their personal and social realities. The findings provide a comprehensive understanding of the Merdeka Curriculum’s impact on teacher competence, especially in fostering 21st-century professionalism in teaching. This research offers valuable insights for evaluating educational policies, with the primary output being a policy brief for the Indonesian government.https://www.tandfonline.com/doi/10.1080/2331186X.2025.250145821st-century skillsEducational Policy EvaluationMerdeka curriculumPhenomenological ApproachTeacher CompetenceSustainability Education, Training & Leadership |
| spellingShingle | Erna Kusumawati Khoerul Umam Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum Cogent Education 21st-century skills Educational Policy Evaluation Merdeka curriculum Phenomenological Approach Teacher Competence Sustainability Education, Training & Leadership |
| title | Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum |
| title_full | Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum |
| title_fullStr | Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum |
| title_full_unstemmed | Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum |
| title_short | Strengthening teacher competence for leading and sustaining the implementation of the Merdeka Curriculum |
| title_sort | strengthening teacher competence for leading and sustaining the implementation of the merdeka curriculum |
| topic | 21st-century skills Educational Policy Evaluation Merdeka curriculum Phenomenological Approach Teacher Competence Sustainability Education, Training & Leadership |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2501458 |
| work_keys_str_mv | AT ernakusumawati strengtheningteachercompetenceforleadingandsustainingtheimplementationofthemerdekacurriculum AT khoerulumam strengtheningteachercompetenceforleadingandsustainingtheimplementationofthemerdekacurriculum |