EFFORTS TO IMPROVE STUDENT LEARNING INDEPENDENCE THROUGHTHE INDEPENDENT CURRICULUM

• Resli Illahi

  UIN Sultan Maulana Hasannudin Banten

  Author

• Amelia Nur Azizah

  UIN Sultan Maulana Hasannudin Banten

  Author

• Selnistia Hidayani

  UIN Sultan Maulana Hasannudin Banten

  Author

Artikel ini membahas upaya untuk meningkatkan kemandirian belajar siswa melalui penerapan Kurikulum Merdeka dalam konteks pendidikan dasar dan menengah di Indonesia. Pendekatan yang digunakan adalah telaah pustaka terstruktur terhadap studi dan dokumen kebijakan tahun 2020–2025 serta sintesis studi kasus mengenai implementasi Kurikulum Merdeka. Fokus pembahasan mencakup: Kerangka kebijakan yang memberikan ruang bagi pembelajaran mandiri; strategi instruksional (pembelajaran berbasis proyek, kontrak belajar, modul mandiri, portofolio), faktor-faktor pendukung dan hambatan dalam implementasi, serta rekomendasi kebijakan dan praktik. Hasil sintesis menunjukkan bahwa Kurikulum Merdeka secara konseptual mendukung perkembangan kemandirian belajar terutama melalui aktivitas proyek dan kebebasan dalam mengadaptasi materi namun keberhasilan implementasinya memerlukan kapasitas guru, ketersediaan modul dan infrastruktur, serta perubahan budaya penilaian di sekolah.

This article discusses efforts to increase student learning independence through the implementation of the Independent Curriculum in the context of primary and secondary education in Indonesia. The approach used is a structured literature review of studies and policy documents for 2020–2025 as well as a synthesis of case studies on the implementation of the Independent Curriculum. The focus of the discussion includes: a policy framework that provides space for independent learning; instructional strategies (project-based learning, learning contracts, self-paced modules, portfolios), supporting factors and obstacles in implementation, and policy and practice recommendations. The results of the synthesis show that the Independent Curriculum conceptually supports the development of learning independence, especially through project activities and freedom to adapt materials, but the success of its implementation requires teacher capacity, the availability of modules and infrastructure, as well as changes in the assessment culture in schools.

1. Resli Illahi, UIN Sultan Maulana Hasannudin Banten

   Tadris Bahasa Inggris, Fakultas Tarbiyah dan Keguruan

   UIN Sultan Maulana Hasannudin Banten 

2. Amelia Nur Azizah, UIN Sultan Maulana Hasannudin Banten

   Tadris Bahasa Inggris, Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasannudin Banten

3. Selnistia Hidayani, UIN Sultan Maulana Hasannudin Banten

   Tadris Bahasa Inggris, Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasannudin Banten

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