<![CDATA[Abstrak. Penelitian ini mengkaji integrasi Kurikulum Cambridge dan Kurikulum Merdeka sebagai respons strategis terhadap tantangan pendidikan global di Indonesia, yang ditandai oleh rendahnya capaian PISA 2022 (peringkat 66 dari 81 negara). Studi kasus kualitatif ini dilaksanakan di Sekolah Dasar Indonesia Bina Cerdas Makassar untuk mendeskripsikan latar belakang, pola implementasi, dan implikasi integrasi kedua kurikulum. Data dikumpulkan melalui wawancara mendalam dengan 10 informan kunci (guru, manajemen sekolah), observasi partisipatif, dan analisis dokumen kurikulum, kemudian dianalisis dengan model interaktif Miles-Huberman. Hasil penelitian mengungkap: (1) Latar belakang integrasi didorong harapan orang tua, kebutuhan pendidikan berkualitas, kesamaan prinsip pembelajaran berdiferensiasi, dan visi sekolah menciptakan lulusan berwawasan global; (2) Pola integrasi terstruktur dalam tujuh tahap sistematis: identifikasi capaian pembelajaran, perumusan global, penyusunan materi, pembentukan struktur kurikulum, pengembangan perangkat ajar, penentuan sistem pembelajaran, dan penyusunan asesmen; (3) Implikasi mencakup pengayaan teori konvergensi kurikulum transnasional, inovasi metodologis berbasis glocalization, serta tantangan manajerial seperti beban belajar siswa dan kesiapan guru. Temuan membuktikan integrasi kurikulum meningkatkan kualitas pembelajaran holistik meski memerlukan penyesuaian kebijakan. Penelitian merekomendasikan penguatan pelatihan guru berbasis dual-curriculum competency dan optimalisasi mapping materi untuk mitigasi kelebihan beban akademik. This study examines the integration of the Cambridge Curriculum and Merdeka Curriculum as a strategic response to global educational challenges in Indonesia, evidenced by low PISA 2022 achievements (ranked 66th out of 81 countries). Employing a qualitative case study approach at Indonesia Bina Cerdas Elementary School Makassar, this research describes the background, implementation patterns, and implications of curriculum integration. Data were collected through in-depth interviews with 10 key informants (teachers, school management), participatory observation, and curriculum document analysis, then analyzed using the Miles-Huberman interactive model. Findings reveal: (1) Integration was driven by parental expectations, demand for quality education, shared principles of differentiated learning, and the school’s vision to create globally competent graduates; (2) The integration pattern follows seven systematic stages: identifying learning outcomes, global formulation, material compilation, curriculum structuring, teaching tools development, learning system design, and assessment system arrangement; (3) Implications include enriching transnational curriculum convergence theory, methodological innovation based on glocalization, and managerial challenges such as student workload and teacher readiness. Results prove that curriculum integration enhances holistic learning quality despite requiring policy adjustments. The study recommends strengthening teacher training based on dual-curriculum competency and optimizing material mapping to mitigate academic overload.]]>
