Evaluating the Implementation of the Independent Learning Curriculum at Senior High School 7 Palu City: A Case Study Using the Van Meter and Van Horn Model

Abstract

The rapid rollout of Indonesia’s Kurikulum Merdeka has posed significant implementation challenges at the school level, particularly in areas lacking adequate resources and policy comprehension. Senior High School 7, Palu City, as one of the early adopters in Central Sulawesi, reflects this broader national trend. This study aims to examine the implementation of Kurikulum Merdeka at SMA Negeri 7 Palu using Van Meter and Van Horn’s policy implementation model. A qualitative descriptive approach was employed, with data collected through interviews, observations, and document analysis involving 12 informants, including teachers, administrators, and local education officials. Findings reveal that while the school has formally adopted the curriculum, key indicators such as policy standards, resource availability, and inter-agency communication remain underdeveloped. Many teachers reported limited understanding of the curriculum’s structure, and the learning infrastructure was found to be below the required standard. On the other hand, community and parental support were consistently strong. In conclusion, although the school exhibits foundational readiness, systemic constraints continue to hinder full implementation. Targeted capacity development and improved coordination are essential to realize the curriculum’s intended goals. Additionally, the discussion section has been strengthened by incorporating international literature, such as Fullan (2015), Darling-Hammond et al. (2020), Hargreaves & O’Connor (2018), and OECD (2022), to provide a broader comparative perspective on curriculum reform and implementation practices.