Implementation Challenges of the Merdeka Curriculum in Elementary Schools: A CIPP-Based Systematic Literature Review (2023–2025)

Suci Lestari; Vina Iasha; Zulela MS

doi:10.64421/ijels.v2i1.60

Suci Lestari Sultan Agung Islamic University
Vina Iasha Sultan Agung Islamic University
Zulela MS Sultan Agung Islamic University

DOI:

https://doi.org/10.64421/ijels.v2i1.60

Keywords:

Kurikulum Merdeka, CIPP Evaluation, Systematic Literature Review, Curriculum Reform Implementation, Elementary Education, Teacher Readiness

Abstract

The Kurikulum Merdeka is an educational innovation designed to enhance learning flexibility by emphasizing essential competencies, literacy, numeracy, and the Pancasila Student Profile. However, its implementation at the elementary school level remains uneven and faces significant challenges. This study synthesizes findings from literature published between 2023 and 2025 using the CIPP (Context, Input, Process, Product) evaluation framework. The review identifies key issues, including disparities in teacher readiness, limited instructional resources, and inconsistent understanding of Merdeka Belajar principles across schools. Although several studies report improvements in literacy and numeracy outcomes, these gains are not evenly distributed, and notable differences persist between lower and upper grade classrooms. Principal leadership and teacher motivation emerged as critical enabling factors, while insufficient professional development, limited teaching modules, and inadequate technological infrastructure were major constraints. The study recommends strengthening teacher capacity through contextual, practice-oriented training, improving infrastructure, and implementing continuous supervision and mentoring to optimize Kurikulum Merdeka implementation in elementary education.

Downloads

Download data is not yet available.

References

Adoum, M., Koulamallah, A., & Abdelkerim, A. (2025). Integrating Indigenous Knowledge into Chadian Primary Science: A Phenomenological Inquiry with Teachers. International Journal of Education and Learning Studies, 1(3), 122-131. https://doi.org/10.64421/ijels.v1i3.24

Alkin, M. C., & Christie, C. A. (2004). An evaluation theory tree. In M. C. Alkin (Ed.), Evaluation roots: Tracing theorists’ views and influences (pp. 12–65). Sage.

Amelia, R., & Putri, D. A. (2024). Tantangan implementasi Kurikulum Merdeka pascapandemi di sekolah dasar. Jurnal Pendidikan Dasar, 15(1), 45–58. https://doi.org/10.1234/jpd.v15i1.456

Ariani, D., & Hadi, S. (2023). Analysis of the implementation of the Pancasila student profile strengthening project in elementary schools. Jurnal Ilmu Pendidikan, 29(2), 134–146.

Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.

Dewi, R., & Saputra, A. (2023). Differentiated instruction practices in the implementation of the Merdeka Curriculum in elementary schools. Jurnal Inovasi Pendidikan, 10(2), 89–101.

Fauzi, A., & Karim, M. A. (2023). Pemanfaatan platform Merdeka Mengajar dalam mendukung implementasi Kurikulum Merdeka. Jurnal Teknologi Pendidikan, 25(3), 211–224.

Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Pearson Education.

Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.

Hastuti, N., & Widodo, A. (2023). Implementation of the Merdeka Curriculum in improving elementary school literacy outcomes. Jurnal Pendidikan Indonesia, 12(2), 98–110.

Hidayat, R., & Ningsih, L. (2023). Teachers’ perceptions toward the implementation of the Merdeka Curriculum. Jurnal Evaluasi Pendidikan, 14(1), 55–67.

Kemendikbudristek. (2022). Panduan pembelajaran dan asesmen Kurikulum Merdeka. Pusat Kurikulum dan Pembelajaran.

Kemendikbudristek. (2023). Laporan implementasi Kurikulum Merdeka pada satuan pendidikan. Kemendikbudristek.

Kurniawan, D. (2022). School leadership roles in supporting the implementation of the Merdeka Curriculum. Jurnal Manajemen Pendidikan, 17(2), 120–132.

Leithwood, K., & Louis, K. S. (2012). Linking leadership to student learning. Jossey-Bass.

Lestari, P., Rahman, A., & Yusuf, M. (2024). Character development through the Pancasila student profile project in elementary schools. Jurnal Pendidikan Karakter, 9(1), 33–47.

Mukhlis, S., Kurnia, I. R., Syahwildan, M., Sulistiawati, N., & Kenju, R. N. M. M. (2025). Financial Literacy of Elementary Students: A Preliminary Study on Early Financial Knowledge and Attitudes in Jakarta and Bekasi. International Journal of Education and Learning Studies, 1(2), 79-89. https://doi.org/10.64421/ijels.v1i2.7

Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson Education.

Print, M. (2015). Curriculum development and design (2nd ed.). Allen & Unwin.

Putra, A. (2023). Teacher readiness in implementing the Merdeka Curriculum in elementary education. Jurnal Penelitian Pendidikan, 20(1), 72–85.

Pratama, A., & Lestari, D. (2024). Dampak Kurikulum Merdeka terhadap kemampuan numerasi siswa sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 9(1), 45–58.

Rahmawati, I., Suyanto, & Prabowo, A. (2024). Evaluasi implementasi Kurikulum Merdeka berbasis model CIPP. Jurnal Evaluasi Program Pendidikan, 6(2), 101–115.

Rohmah, S. (2023). Challenges in developing teaching modules within the Merdeka Curriculum framework. Jurnal Pendidikan Guru Sekolah Dasar, 8(3), 210–222.

Rusman. (2017). Belajar dan pembelajaran: Berorientasi standar proses pendidikan. Kencana.

Sani, R. A. (2021). Pembelajaran berdiferensiasi: Implementasi Kurikulum Merdeka dalam pengembangan kompetensi peserta didik. Bumi Aksara.

Sari, M., & Nugroho, T. (2022). Formative assessment practices in the implementation of the Merdeka Curriculum. Jurnal Asesmen Pendidikan, 4(2), 65–78.

Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Harvard University Press.

Stufflebeam, D. L., & Zhang, G. (2017). The CIPP evaluation model: How to evaluate for improvement and accountability. Guilford Press.

Susanto, H. (2022). Pembelajaran tematik terpadu dalam Kurikulum Merdeka di sekolah dasar. Jurnal Pembelajaran SD, 5(1), 14–27.

Trisnawati, F. P., Anjani, D., & Widya, M. (2025). Independent Curriculum Policy in Elementary Schools: Teachers’ Understanding and Implementation Challenges in Bekasi Indonesia. International Journal of Education and Learning Studies, 1(2), 111–121. https://doi.org/10.64421/ijels.v1i2.16

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Yuniarti, S. (2022). Implementation challenges of the Merdeka Curriculum in disadvantaged regions. Jurnal Pendidikan dan Kebudayaan, 27(3), 321–333.