<![CDATA[The purpose of this study is to compare the curriculum frameworks between the Victorian F-10 Curriculum in Australia and the Merdeka Curriculum in Indonesia with the aim of identifying similarities, differences, and their implications for the development of the Indonesian national curriculum. This study uses qualitative methods with comparative document analysis from official sources of both curricula. The results show that the Victorian Curriculum F – 10 emphasizes a balance between knowledge and cross disciplinary critical and ethical thinking skills, while the Merdeka Curriculum emphasizes structural flexibility and strengthening national character through learning projects. The Victorian assessment system is based on rigorous standards and evidence, while Indonesia emphasizes authentic, contextual, and flexible assessment. The implications of this study recommend the development of an adaptive and evidence based Indonesian national curriculum, by strengthening competency alignment and empowering teachers as learning designers. In conclusion, the integration of global and local values ??and an authentic assessment system are key to updating the Indonesian curriculum to face the challenges of the 21st century. ABSTRAK Tujuan penelitian ini adalah membandingkan kerangka kurikulum antara Kurikulum Victoria F-10 di Australia dan Kurikulum Merdeka di Indonesia dengan tujuan mengidentifikasi persamaan, perbedaan, dan implikasinya terhadap pengembangan kurikulum nasional Indonesia. Penelitian menggunakan metode kualitatif dengan analisis dokumen komparatif pada sumber resmi kedua kurikulum. Hasil menunjukkan bahwa Kurikulum Victoria F-10 menekankan keseimbangan antara pengetahuan dan kemampuan berpikir kritis serta etis secara lintas disiplin, sedangkan Kurikulum Merdeka lebih menonjolkan fleksibilitas struktural dan penguatan karakter nasional melalui proyek pembelajaran. Sistem penilaian Victoria berbasis standar ketat dan evidensi, sedangkan Indonesia menekankan asesmen autentik yang kontekstual dan fleksibel. Implikasi penelitian ini merekomendasikan pengembangan kurikulum nasional Indonesia yang adaptif, berbasis bukti, dengan memperkuat alignment kompetensi dan pemberdayaan guru sebagai desainer pembelajaran. Kesimpulannya, integrasi nilai global dan lokal serta sistem penilaian yang autentik menjadi kunci pembaruan kurikulum Indonesia untuk menghadapi tantangan abad 21. ]]>
