Laila Fathimah, Muhammad Sofwan, Ilham Putra Pratama, Siti Halimah

Transformasi Kurikulum Indonesia: Adaptasi Kebijakan Pendidikan di Era Globalisasi Melalui Kurikulum Merdeka dan Integrasi Deep Learning

Introduction

Transformasi kurikulum indonesia: adaptasi kebijakan pendidikan di era globalisasi melalui kurikulum merdeka dan integrasi deep learning. Analisis transformasi kurikulum Indonesia, dari KBK hingga Kurikulum Merdeka. Membahas adaptasi kebijakan pendidikan di era globalisasi, integrasi Deep Learning, dan tantangan peningkatan daya saing nasional.

Abstract

Curriculum policy in Indonesia continues to transform dynamically in response to the challenges of globalization and the demands of internal reform. This study aims to analyze the evolution of national curriculum policy in the post-reform era and examine the implementation of the Kurikulum Merdeka (Independent Curriculum) as well as the integration of Deep Learning as adaptive strategies for addressing the complexities of the 21st century. Utilizing a literature review method, this research synthesizes data from laws and regulations, government policy documents, and various relevant scientific articles. The analysis reveals that the evolution of the curriculum from the Competency-Based Curriculum (KBK) of 2004 to the Kurikulum Merdeka represents a logical journey from a centralized paradigm to full decentralization and autonomy. The Kurikulum Merdeka, grounded in the philosophies of humanism, social constructivism, and local wisdom, emerges as a response to the need for more personalized and contextual learning. Furthermore, the integration of Deep Learning through content development, technology-based projects, and industry collaboration is identified as a strategic step in equipping students with digital competencies relevant to the Fourth Industrial Revolution. It is concluded that this adaptive curriculum policy has significant potential to enhance national competitiveness; however, its success heavily relies on the education system's ability to overcome fundamental challenges such as equitable infrastructure quality and the continuous improvement of teacher capacity.

Review

The study, "Transformasi Kurikulum Indonesia: Adaptasi Kebijakan Pendidikan di Era Globalisasi Melalui Kurikulum Merdeka dan Integrasi Deep Learning," addresses a highly pertinent and critical area of educational reform in Indonesia. By meticulously analyzing the evolution of national curriculum policy from the post-reform era, particularly focusing on the Kurikulum Merdeka and the strategic integration of Deep Learning, the authors provide a valuable overview of Indonesia's adaptive strategies in the face of globalization and the demands of the 21st century. The chosen methodology, a comprehensive literature review synthesizing diverse sources including regulations, policy documents, and scientific articles, lends credibility to its historical and contemporary analysis of policy shifts. A significant strength of this research lies in its clear articulation of the Kurikulum Merdeka as a logical progression from centralized to more autonomous paradigms, rooted in humanistic, social constructivist, and local wisdom philosophies. This move towards personalized and contextual learning is rightly identified as a crucial response to modern educational needs. Furthermore, the paper effectively highlights the forward-thinking integration of Deep Learning through various practical avenues, such as content development and industry collaboration, positioning it as an essential component for fostering digital competencies relevant to the Fourth Industrial Revolution. The study convincingly argues that these adaptive policies hold substantial potential for enhancing national competitiveness. While the study adeptly identifies the adaptive potential of these curriculum changes, its conclusion also sagely points to significant implementation hurdles. The paper's acknowledgement that success hinges on overcoming fundamental challenges like equitable infrastructure quality and continuous teacher capacity improvement provides a vital caveat. Future work, perhaps building on this foundational literature review, could benefit from delving deeper into empirical data regarding the actual efficacy of Kurikulum Merdeka in diverse settings and the practical obstacles encountered during the integration of Deep Learning in varied educational contexts. A more granular discussion on how specific infrastructural deficiencies or teacher training gaps directly impede the philosophical aims of autonomy and personalized learning, or the technical demands of Deep Learning, would further enrich the analysis and provide actionable insights for policymakers.

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