Positive Perception of Indonesia’s Independent Curriculum Proven to Boost Students’ Learning Interest

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FORMOSA NEWS - Jakarta - The implementation of Indonesia’s Independent Curriculum is showing measurable impact on students’ enthusiasm for learning. A 2026 study by Talina Muqtashidah and Ahmad Sofyan from Syarif Hidayatullah State Islamic University Jakarta reveals a strong link between how students perceive the curriculum and how interested they are in learning. The findings offer timely insight as Indonesia continues its national shift toward more flexible, student-centered education.

A Major Curriculum Shift in Indonesian Education

Indonesia has experienced multiple curriculum reforms since 1947, culminating in the Independent Curriculum, which emphasizes flexibility, creativity, and student choice. The new system allows teachers to design learning experiences tailored to students’ needs while encouraging learners to explore topics based on their interests.

But an important question remains: do students actually feel the benefits of this new curriculum? And does their perception influence their motivation to learn?

Learning interest is widely recognized as a key driver of academic success. Students who enjoy learning are more engaged, persistent, and motivated. Understanding what shapes this interest is therefore essential for schools and policymakers.

Survey of 108 Madrasah Aliyah Students

The study involved 108 eleventh-grade students from three Madrasah Aliyah schools in East Jakarta that have implemented the Independent Curriculum. Data were collected using validated and reliable questionnaires.

The research measured two main variables:

1. Students’ perceptions of the Independent Curriculum
2. Students’ learning interest

A total of 55 questionnaire items were used. Reliability testing produced a Cronbach’s Alpha score of 0.941, indicating very high reliability. Statistical analysis used Spearman correlation and simple regression to examine the relationship between the variables.

Strong Statistical Evidence of Impact

The results revealed a powerful and statistically significant relationship between students’ perceptions and their learning interest.

Key findings include:

• Spearman correlation coefficient: 0.757 (p < 0.01)
• Relationship: Strong, positive, and significant
• Contribution of student perception to learning interest: 64%
• Remaining influence from other factors: 36%

In simple terms, the more positively students view the Independent Curriculum, the more interested they become in learning.

Regression analysis further confirmed that improvements in student perception directly lead to increased learning interest.

Why the Independent Curriculum Works

The study identifies several reasons why the curriculum enhances students’ motivation:

1. Student-centered learning

Students can choose learning approaches that match their learning styles.

2. Flexible learning methods

The curriculum promotes:

• Project-based learning
• Group discussions
• Deeper exploration of topics

3. Real-world relevance

Learning materials are connected to everyday experiences, making lessons more meaningful.

4. Integration of digital technology

The use of e-books, virtual simulations, and educational applications increases engagement.

According to Ahmad Sofyan, students’ perception plays a critical role in curriculum success. When students feel learning methods align with their needs, motivation rises naturally.

Learning Interest Is Also Shaped by Other Factors

While perception accounts for 64% of learning interest, the study highlights other influential factors:

• School learning environment
• Family support
• Teacher-student interaction
• Availability of educational facilities

This means successful curriculum implementation requires a supportive educational ecosystem.

Consistent With Previous Research

The findings align with earlier studies showing that students’ perceptions strongly influence their academic motivation. Previous research has linked positive perceptions of teachers, teaching methods, and learning environments to increased learning interest.

This reinforces the idea that curriculum reform succeeds when students feel involved and supported.

Implications for Education and Policy

The research carries important implications:

For schools

• Build positive learning experiences.
• Improve communication about curriculum changes.

For teachers

• Creativity in lesson design is essential.
• Personalized learning approaches should be strengthened.

For policymakers

• Curriculum reform must be supported by teacher training and improved facilities.
• Student perspectives should be included in policy evaluation.

The study confirms that curriculum transformation becomes effective when students feel part of the change.

Recommendations for Future Research

The authors suggest further studies exploring:

• Teachers’ roles in project-based learning
• Socioeconomic influences
• Broader impacts of the Independent Curriculum

Future research could provide a more comprehensive understanding of factors shaping successful curriculum implementation.

Author Profiles

Talina Muqtashidah

Education researcher at Syarif Hidayatullah State Islamic University Jakarta.

Dr. Ahmad Sofyan

Lecturer and education researcher at Syarif Hidayatullah State Islamic University Jakarta, specializing in educational policy, curriculum, and student learning motivation.

Research Source

Muqtashidah, T., & Sofyan, A. (2026). The Relationship Between Students' Perception of the Implementation of the Independent Curriculum and their Interest in Learning at Madrasah Aliyah East Jakarta. Asian Journal of Applied Education (AJAE), Vol. 5 No. 2, 415–426.

DOI: https://doi.org/10.55927/ajae.v5i2.16505

URL: https://journal.formosapublisher.org/index.php/ajae