Study Finds Strong Implementation of Indonesia’s Merdeka Curriculum at SMP Negeri 1 Berastagi
BERASTAGI, North Sumatra — The implementation of Indonesia's Merdeka Curriculum at SMP Negeri 1 Berastagi has met national learning process standards across lesson planning, classroom instruction, assessment, and academic supervision, according to a 2026 peer-reviewed study published in the Indonesian Journal of Contemporary Multidisciplinary Research (MODERN). The research was conducted by Gita Elfira br Surbakti, Demi Erika br Sembiring, Dr. Ni Wayan Rati, S.Pd., M.Pd., and Prof. Dr. I Wayan Lasmawan, M.Pd. from the Master's Program in Elementary Education, Universitas Pendidikan Ganesha (Undiksha), Bali, Indonesia. The findings suggest that effective curriculum reform depends not only on government policy but also on systematic planning, student-centered teaching, comprehensive assessment, and continuous quality assurance at the school level.
Merdeka Curriculum Remains Central to Indonesia's Education Reform
Indonesia introduced the Merdeka Curriculum to improve learning quality and accelerate educational recovery following the COVID-19 pandemic. The curriculum provides schools and teachers with greater flexibility in designing learning activities while emphasizing literacy, numeracy, critical thinking, creativity, collaboration, and character development.
Although the policy has been widely adopted, its success ultimately depends on how effectively it is implemented inside classrooms. Understanding how schools translate national standards into daily teaching practices is therefore essential for evaluating education reform and identifying successful models that can be replicated elsewhere.
SMP Negeri 1 Berastagi, one of the leading public junior high schools in Karo Regency, North Sumatra, was selected as the research site because of its active implementation of the Merdeka Curriculum and its representative role within Indonesia's public education system.
Researchers Examined Every Stage of the Learning Process
The research was conducted between February and March 2026 using a qualitative case study approach.
To obtain a comprehensive picture of classroom implementation, the researchers collected data through three primary methods:
- Direct classroom observations of teaching and learning activities.
- Analysis of instructional documents, including Teaching Modules, Learning Objective Flow (ATP), Learning Outcomes (CP), and assessment instruments.
- Structured interviews with teachers and the school principal.
The collected information was analyzed systematically to evaluate whether classroom practices complied with Indonesia's National Education Standards and the learning process standards established under Minister of Education Regulation No. 16 of 2022.
Four Key Components Were Successfully Implemented
The study found that SMP Negeri 1 Berastagi consistently implemented all four major components of the national learning process standards.
Comprehensive lesson planning
Teachers prepared structured Teaching Modules based on Learning Outcomes (CP) and the Learning Objective Flow (ATP). Lesson planning considered students' prior knowledge, learning styles, individual characteristics, and diverse educational needs.
This differentiated approach allows teachers to adapt instruction rather than relying on a single teaching strategy for every student, reflecting one of the core principles of the Merdeka Curriculum.
Student-centered classroom instruction
Classroom observations showed that teachers primarily acted as facilitators instead of traditional lecturers.
Learning activities regularly incorporated active learning models such as:
- Problem-Based Learning (PBL)
- Project-Based Learning (PjBL)
- Small-group discussions
- Student presentations
- Collaborative reflection sessions
These approaches encouraged students to participate actively in constructing knowledge while strengthening critical thinking, communication, collaboration, and creativity—often referred to as the "4C" skills required for 21st-century education.
Teachers also combined traditional learning resources with digital technology, including textbooks, worksheets, whiteboards, multimedia presentations, and projectors, enabling instruction to accommodate different learning preferences.
Assessment extends beyond final examinations
Another major finding was the school's transition from traditional examination-focused assessment toward a more comprehensive evaluation system.
Teachers implemented four complementary forms of assessment:
- Diagnostic assessment to identify students' initial competencies before instruction.
- Formative assessment throughout the learning process.
- Summative assessment at the conclusion of instructional units.
- Character assessment through the Pancasila Student Profile Strengthening Project (P5).
The school has also adopted the Learning Objective Achievement Criteria (KKTP), replacing the former Minimum Mastery Criteria (KKM). This shift allows assessment to focus on students' demonstrated competencies rather than solely on numerical scores.
According to the researchers, continuous assessment enables teachers to provide immediate feedback and adjust instruction before students reach the final evaluation stage.
Multi-level academic supervision supports quality improvement
The study found that educational quality is reinforced through a comprehensive supervision system.
Internally, the school principal conducts classroom observations and regularly reviews instructional documents to ensure teaching quality. Teachers also use Indonesia's Platform Merdeka Mengajar (PMM) to document innovative teaching practices and participate in professional development activities.
Externally, the Karo Regency Education Office performs periodic academic supervision, while national quality indicators are monitored through the Computer-Based National Assessment (ANBK) and Indonesia's Education Report Card.
Parents also play an active role through the School Committee and continuous communication with teachers via WhatsApp groups, allowing families to monitor students' academic progress and attendance more effectively.
Implications for Indonesia's Education System
The findings demonstrate that successful implementation of the Merdeka Curriculum requires collaboration among teachers, school leaders, education supervisors, parents, and government institutions.
Well-designed lesson planning enables teachers to respond to students' diverse learning needs. Student-centered instructional strategies increase classroom participation and engagement, while continuous assessment provides valuable information for improving teaching practices. Meanwhile, integrated supervision ensures that educational quality remains consistent and sustainable.
The researchers believe that the experience of SMP Negeri 1 Berastagi can serve as a practical reference for other Indonesian schools seeking to strengthen the implementation of the Merdeka Curriculum.
As Gita Elfira br Surbakti, Demi Erika br Sembiring, Dr. Ni Wayan Rati, and Prof. Dr. I Wayan Lasmawan of Universitas Pendidikan Ganesha conclude, effective curriculum implementation is built upon systematic lesson planning, student-centered learning, comprehensive assessment, and continuous supervision. Together, these elements create a stronger foundation for delivering high-quality education that aligns with Indonesia's national education standards.
Author Profile
- Gita Elfira br Surbakti, S.Pd. is a graduate researcher in the Master's Program in Elementary Education at Universitas Pendidikan Ganesha (Undiksha). Her research focuses on curriculum implementation, instructional management, and educational quality improvement.
- Demi Erika br Sembiring is an academic affiliated with the Master's Program in Elementary Education at Universitas Pendidikan Ganesha. Her work emphasizes educational development, teaching innovation, and education policy.
- Dr. Ni Wayan Rati, S.Pd., M.Pd. is a senior lecturer at Universitas Pendidikan Ganesha specializing in elementary education, curriculum development, instructional innovation, and teacher professional development.
- Prof. Dr. I Wayan Lasmawan, M.Pd. is a professor of education at Universitas Pendidikan Ganesha whose expertise includes educational management, curriculum policy, instructional leadership, and school quality assurance.
Source
- Article Title: Implementation of the Learning Process Standards Based on the Independent Curriculum at SMP Negeri 1 Berastagi: A Study on Planning, Execution, Assessment, and Supervision
- Journal: Indonesian Journal of Contemporary Multidisciplinary Research (MODERN)
- Volume: 5, Issue 3
- Publication Year: 2026
- DOI: https://doi.org/10.55927/modern.v5i3.44
- URL Jurnal: https://journal.formosapublisher.org/index.php/modern
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