<![CDATA[This paper analyzes the 2020 Freedom of Learning Policy (Kebijakan Merdeka Belajar) introduced by Indonesia’s Ministry of Education and Culture and its potential to address educational inequality. The policy emphasizes flexible learning pathways, the reduction of centralized exams, and the promotion of competency-based assessments. By examining the policy’s objectives, implementation strategies, and early outcomes, the study assesses its effectiveness in reducing disparities in educational access and quality across different regions and socio-economic groups. Using qualitative methods, including interviews with policymakers, educators, and students, the research investigates how the policy has been received by schools, particularly in marginalized areas. Findings indicate that while the policy has been well-received in urban centers, challenges remain in its implementation in rural and remote schools, where infrastructure and teacher capacity are limited. The study concludes by offering recommendations for ensuring that the Freedom of Learning Policy effectively addresses educational inequality, including better resource allocation, teacher professional development, and monitoring of policy outcomes.]]>
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