<![CDATA[The research employs a qualitative approach through literature review from official reports andacademic journals. The finding reveal several key insights: (i) the average duration between curriculumchanges is 7 to 8 years, with the shortest period lasting only two years and the longest extending up totwelve years; (ii) Indonesia recorded its highest PISA mathematics score of 391 in 2006, during theimplementation of the 1994 and KBK curricula; (iii) since 2006, students have increasingly sought learningresources beyond their teachers, a shift that coincided with the introduction of the KBK curriculum. Furtherinnovations in learning resources began with the implementation of the K-13 curriculum. (iv) differentcurricula emphasize distinct learning approaches-KTSP focuses on procedural mastery, K-13 curriculumemphasizes conceptual understanding, while the Merdeka Curriculum promote flexibility in learning. Thesefindings underscore the importance of aligning curriculum reforms with the evolving needs of teachers andstudents. To be effective, reforms must be supported by adequate resources and comprehensive training.This study contributes to a deeper understanding of how curriculum policies influence mathematicseducation, offering insights for policymakers to design stable, inclusive, and impactful curricula thatimprove learning quality and equip with essential 21 st -century skills.]]>
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