Dinamika Implementasi Kebijakan Kurikulum Merdeka dan Dampaknya terhadap Peran Guru Sebagai Fasilitator

Abstract

The Merdeka Curriculum is an educational policy aimed at improving learning quality through a flexible, contextual, and student-centered approach. This curriculum implementation brings significant changes to the teacher’s role, shifting from content delivery to learning facilitation. This article aims to examine the dynamics of the Merdeka Curriculum implementation and its impact on teachers’ roles as learning facilitators. The study employs a literature review method by analyzing scientific journals, policy reports, and relevant research findings published between 2020 and 2025. The results indicate that the implementation of the Merdeka Curriculum is dynamic and strongly influenced by school readiness, teachers’ understanding, and the availability of learning facilities. The curriculum has a positive impact on enhancing teacher creativity, student engagement, and learning effectiveness. However, several challenges remain, including limited understanding of differentiated learning, diagnostic assessment, and increased administrative workload for teachers. Therefore, continuous professional training, collaborative practices, and supportive school management are essential to ensure the sustainable success of the Merdeka Curriculum implementation.