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All Journal Indonesian Journal of History Education
Romadi Romadi
History Education Program, Universitas Negeri Semarang, Indonesia
Education

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Implementing the Merdeka Curriculum in History Learning: Its Impact on Student Learning Autonomy at a Senior High School in Indonesia Rika Cahyani; Ganda Febri Kurniawan; Arif Purnomo; Em Sereyrath; Romadi Romadi
Indonesian Journal of History Education Vol. 10 No. 1 (2025): Innovations in History Pedagogy (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v10.i1.4213

Abstract

This qualitative descriptive study analyzes the implementation of the Merdeka Curriculum in history education at a senior high school in Rembang, Indonesia, and examines its impact on student learning autonomy. Data were collected through in-depth interviews, classroom observations, and document analysis involving 43 participants, including teachers and students. Findings indicate that while teachers’ planning stages were systematically aligned with national guidelines, inconsistencies arose during execution, particularly in differentiated instruction and local history integration. Despite these gaps, the curriculum demonstrated a positive influence on fostering student autonomy, especially among Phase E (Grade X) learners, who exhibited greater confidence, self-regulation, and initiative. The study underscores the need for comprehensive teacher professional development to ensure faithful curriculum enactment. It contributes to the discourse on contextual pedagogical reform in post-colonial educational settings, highlighting how curriculum redesign can promote autonomous learning in history education.
Integrating Multicultural Perspectives in History Education under the Merdeka Curriculum: A Critical Case Study from Post-Colonial Indonesia Adinda Dwita Putri; Romadi Romadi
Indonesian Journal of History Education Vol. 11 No. 1 (2026): Memory, Pedagogy, Critique (In Press)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijhe.v11.i1.9432

Abstract

Abstract: This study critically explores the incorporation of multicultural perspectives within history education under Indonesia's Merdeka Curriculum at SMA Negeri 1 Lasem, a school characterised by considerable ethnic and religious plurality. Employing a qualitative case-study approach, the research scrutinises teachers' conceptualisations and applications of multicultural values, along with the obstacles they encounter and students' perceptions of such learning. Findings indicate that although teachers display commitment to tolerance and inclusivity, multicultural integration remains superficial, involving tokenistic content inclusion that fails to engage with the structural and epistemological dimensions of transformative education. This superficiality is compounded by ambiguous curriculum guidelines, insufficient professional development, and persistent examination-driven teaching practices. The study contends that meaningful multicultural history education in post-colonial settings must move beyond tolerance discourse towards critical interrogation of power, narrative construction, and the epistemic foundations of historical knowledge.   Abstrak: Studi ini secara kritis mengkaji integrasi perspektif multikultural dalam pendidikan sejarah di bawah Kurikulum Merdeka di SMA Negeri 1 Lasem, sekolah dengan keragaman etnis dan agama signifikan. Menggunakan pendekatan studi kasus kualitatif, penelitian menelaah konseptualisasi dan penerapan nilai multikultural oleh guru, hambatan yang dihadapi, dan persepsi siswa. Temuan menunjukkan bahwa meski guru berkomitmen pada toleransi, integrasi multikultural masih dangkal, menyertakan konten simbolis tanpa menyentuh dimensi struktural dan epistemologis pendidikan transformatif. Kedangkalan diperparah oleh pedoman kurikulum ambigu, kurangnya pengembangan profesional, dan praktik pengajaran berorientasi ujian. Studi ini menyimpulkan bahwa pendidikan sejarah multikultural yang bermakna di konteks pascakolonial harus melampaui wacana toleransi menuju telaah kritis kekuasaan, konstruksi narasi, dan fondasi epistemik sejarah.
Co-Authors Adinda Dwita Putri Arif Purnomo Em Sereyrath Ganda Febri Kurniawan Rika Cahyani