School Management in the Implementation of the Merdeka Curriculum: Challenges and Implications for Student Learning Outcomes and Character Development

Abstract

The Merdeka Curriculum is a national education policy that grants greater autonomy to schools in designing learning processes aligned with students’ needs, interests, and characteristics. Its implementation requires fundamental changes not only in classroom practices but also in school management and governance. This study aims to analyze the challenges of school management in implementing the Merdeka Curriculum and to examine its implications for student learning outcomes and character development. The research employed a literature review method by analyzing scholarly books, national journal articles, and relevant educational policy documents. Data were analyzed using a qualitative descriptive approach through organizing, reducing, and synthesizing findings from previous studies. The results indicate that major challenges in implementing the Merdeka Curriculum include teachers’ readiness in developing instructional planning and learning modules, the shift of teachers’ roles from knowledge transmitters to learning facilitators, the management of the Pancasila Student Profile Strengthening Project (P5), the integration of educational technology, and limitations in infrastructure and managerial support. Nevertheless, the Merdeka Curriculum has significant potential to enhance students’ motivation, 21st-century skills, and character development when supported by effective school leadership, collaborative school culture, and sustainable evaluation systems. Therefore, the success of the Merdeka Curriculum implementation largely depends on the quality of school management in coordinating resources, fostering professional capacity, and managing curriculum change in an adaptive and sustainable manner.