<![CDATA[This study presents a comparative analysis of current primary school curriculum frameworks in Indonesia and Morocco, focusing explicitly on competency mapping, subject configurations, temporal allocations, and systemic assessment methodologies. Utilizing a qualitative document analysis method, the research systematically interprets contemporary official regulatory frameworks: Indonesia’s Kurikulum Merdeka (under Permendikbudristek No. 12/2024) and Morocco’s Roadmap 2022–2026 framework. The structural synthesis reveals that while Indonesia prioritizes a highly flexible, decentralized model integrated with the Pancasila Student Profile (P5) to cultivate holistic non-cognitive and cognitive competencies, Morocco favors a highly standardized, centralized configuration focused heavily on trilingual proficiency and targeted baseline remediation through the Teaching at the Right Level (TaRL) methodology in Pioneer Schools. Assessment designs also diverge; Indonesia relies on autonomous diagnostic and formative instructional loops, whereas Morocco mandates high-stakes, continuous operational testing to enforce institutional accountability. This comparative review provides significant structural insights into how developing economies manage the balance between institutional flexibility and baseline national standard enforcement.]]>
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