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All Journal INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE
Walid Musthafa Sembiring
Master of Public Administration, Universitas Medan Area, Indonesia
Humanities Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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IMPLEMENTATION OF THE MERDEKA BELAJAR (FREEDOM TO LEARN) CURRICULUM POLICY AT SMP NEGERI 1 AIR BATU, ASAHAN REGENCY Yunita Sari Sirait; Yanhar Jamaluddin; Walid Musthafa Sembiring
International Journal of Cultural and Social Science Vol. 7 No. 3 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i3.1626

Abstract

The Merdeka Belajar (Freedom to Learn) Curriculum is a national education policy that grants schools flexibility to design learning oriented toward strengthening students' competencies and character. This article examines the implementation of the Merdeka Curriculum at SMP Negeri 1 Air Batu, Asahan Regency, in reference to Asahan Regent Regulation No. 1 of 2023. The study employed a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. Research informants consisted of the school principal, the vice principal, subject teachers, students, administrative staff, and parents. Data were analyzed using the Miles and Huberman interactive model data reduction, data display, and conclusion drawing/verification within the framework of Edward III's four implementation variables: communication, resources, disposition, and bureaucratic structure. The findings indicate that implementation of the Merdeka Curriculum at SMP Negeri 1 Air Batu has proceeded reasonably well, marked by a shift from teacher-centered to student-centered learning, the adoption of project-based learning, and the strengthening of the Pancasila Student Profile. Policy dissemination has been carried out through training and workshops, yet a number of teachers still encounter technical difficulties in preparing teaching modules and assessments. Learning-technology facilities remain unevenly distributed, implementers generally display a positive attitude, and school coordination is fairly supportive, although the flexibility inherent in the curriculum produces variation in its application across classrooms. The study recommends strengthening continuous mentoring for teachers and equalizing the distribution of learning-technology facilities.
Co-Authors Yanhar Jamaluddin Yunita Sari Sirait