Problems and Evaluation of the Implementation of the Merdeka Curriculum in Mathematics Learning
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Abstract
The implementation of the Independent Curriculum in mathematics learning faces various challenges and problems that require comprehensive evaluation. This study aims to analyze the problems of implementing the Independent Curriculum in mathematics learning and evaluate its effectiveness at the elementary and secondary education levels. The research method used literature study and policy analysis with a descriptive-analytical approach. The results of the study indicate that the main problems include: (1) teachers' limited understanding of the philosophy and implementation of the Independent Curriculum, (2) unpreparedness of educational technology infrastructure, (3) challenges in developing contextual teaching modules, (4) minimal ongoing training for educators, and (5) gaps between curriculum expectations and realities on the ground. The evaluation shows that the implementation of the Independent Curriculum has positive potential in increasing students' creativity and critical thinking skills, but requires systematic support in terms of teacher capacity development, provision of adequate learning resources, and an adaptive evaluation system. This study recommends the need for the development of ongoing training programs, the provision of integrated digital learning platforms, and the development of assessment tools that align with the principles of differentiated learning.
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