Implementation of Merdeka Curriculum in the Learning Process through Outdoor Learning Methods

Abstract

The implementation of the Merdeka Curriculum in Indonesia aims to transform education, fostering a new generation of quality human beings. This study explores the challenges and opportunities of implementing this curriculum through outdoor learning, a pedagogical approach that emphasizes experiential learning in natural settings. This qualitative study used observation, documentation, and interviews to gather data from public and private high schools in Semarang City. Data were analyzed using an interactive model involving data collection, reduction, presentation, and conclusion drawing. The study found that while most schools have adopted the Merdeka Curriculum, key challenges hinder effective implementation, including a lack of comprehensive teacher understanding of the curriculum’s content and limited experience with independent learning programs. Specifically, many teachers reported feeling unprepared to implement the curriculum's flexible learning framework. To address these challenges, the study suggests prioritizing professional development focused on the nuances of the Merdeka Curriculum and practical strategies for its implementation in outdoor learning environments. Furthermore, schools can optimize resource utilization through strategies such as rotating schedules and explore external funding opportunities through sponsorships and alumni networks to enhance facilities and infrastructure. These findings underscore the need for targeted support and resources to ensure the successful integration of the Merdeka Curriculum, particularly within innovative pedagogical approaches like outdoor learning. Further research could explore the long-term impact of these challenges and the effectiveness of proposed solutions.