Kurikulum Merdeka in Informatics learning to improve students’ computational thinking

Dewi Yanti (Universitas Pendidikan Indonesia)

Hipkin Journal of Educational Research
Vol. 3 No. 2 (2026): Hipkin Journal of Educational Research, August 2026

This study comprehensively examines the implementation of the Kurikulum Merdeka in Informatics learning at the SMP Laboratorium Percontohan UPI. This research is motivated by the urgency of adapting Informatics learning to the needs of the digital era and the rapid pace of technological development. The main objective is to analyze curriculum implementation in depth, with a focus on four (4) areas: computational thinking, Information and Communication Technology (ICT), data analysis, and the social impact of informatics. Using a qualitative case study method, primary data were collected through direct classroom observation, analysis of teaching materials and documents, and in-depth interviews with Informatics teachers. The results show that teachers effectively utilize flexible teaching materials and consistently apply the Project-Based Learning (PjBL) model. This process is fully supported by interactive media, especially block-based visual programming platforms such as Scratch, which are an effective means of introducing basic algorithmic logic. Learning evaluation is carried out holistically and continuously. Despite infrastructure limitations in advanced network practices, this implementation successfully builds digital literacy and students' computational thinking skills in an adaptive manner. This approach has proven not only to foster 21st-century skills, but also to be crucial in preventing potential academic shock as students pursue higher education in technology fields.   Abstrak Penelitian ini secara komprehensif mengkaji implementasi Kurikulum Merdeka dalam pembelajaran Informatika di SMP Laboratorium Percontohan UPI. Penelitian ini dilatarbelakangi oleh urgensi penyesuaian pembelajaran Informatika dengan kebutuhan era digital serta perkembangan teknologi yang pesat. Tujuan utamanya adalah menganalisis pelaksanaan kurikulum secara mendalam dengan fokus pada empat (4) materi: computational thinking, Teknologi Informasi dan Komunikasi (TIK), analisis data, serta dampak sosial informatika. Menggunakan metode studi kasus kualitatif, data primer dikumpulkan melalui observasi langsung di kelas, analisis dokumen perangkat ajar, serta wawancara mendalam dengan guru Informatika. Hasil penelitian menunjukkan bahwa guru secara efektif memanfaatkan perangkat ajar yang fleksibel dan secara konsisten menerapkan model Project-Based Learning (PjBL). Proses ini didukung sepenuhnya oleh media interaktif, terutama pemanfaatan platform pemrograman visual berbasis blok seperti Scratch sebagai sarana yang efektif untuk mengenalkan logika algoritmik dasar. Evaluasi pembelajaran dilakukan secara holistik dan berkelanjutan. Meskipun terdapat keterbatasan infrastruktur dalam praktik jaringan tingkat lanjut, implementasi ini berhasil membangun literasi digital dan kemampuan computational thinking murid secara adaptif. Pendekatan ini terbukti tidak hanya menumbuhkan keterampilan abad ke-21, tetapi juga sangat krusial dalam mencegah potensi guncangan akademik saat murid melanjutkan pendidikan tinggi di bidang teknologi. Kata Kunci: computational thinking; guncangan akademik; Kurikulum Merdeka