Manajemen Kurikulum Merdeka dalam Mewujudkan Profil Pelajar Pancasila di Sekolah Indonesia Johor Bahru Malaysia

Management of the Merdeka Curriculum for Strengthening the Pancasila Student Profile at the Indonesian School of Johor Bahru

Pendidikan di era Revolusi Industri 4.0 dan masyarakat 5.0 menuntut kurikulum yang relevan dengan kebutuhan abad ke-21. Kurikulum Merdeka dirancang untuk memberikan fleksibilitas pembelajaran, menekankan pengembangan karakter melalui dimensi Profil Pelajar Pancasila, dan menggunakan pendekatan berbasis proyek. Namun, penerapan di sekolah luar negeri, seperti Sekolah Indonesia Johor Bahru, menghadapi kendala seperti keterbatasan sumber daya dan perbedaan pemahaman di antara guru.Penelitian ini bertujuan untuk menganalisis manajemen Kurikulum Merdeka, meliputi perencanaan, pengorganisasian, implementasi, dan evaluasi. Dengan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi dari kepala sekolah, guru, siswa, dan orang tua sebagai subjek pendukung. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan secara sistematis.

Hasil penelitian menunjukkan bahwa perencanaan kurikulum telah mencerminkan integrasi nilai-nilai Pancasila, meskipun membutuhkan indikator keberhasilan yang lebih terukur. Pengorganisasian melibatkan pembagian peran yang terstruktur, tetapi keterbatasan infrastruktur menjadi tantangan utama. Implementasi berbasis proyek efektif dalam menginternalisasi nilai-nilai Pancasila, meskipun pelatihan guru secara berkelanjutan diperlukan. Evaluasi dilakukan melalui asesmen proyek dan refleksi, namun instrumen evaluasi perlu diperbaiki untuk meningkatkan validitas dan reliabilitas hasil.

Kurikulum Merdeka memiliki potensi besar untuk mendukung penguatan Profil Pelajar Pancasila. Rekomendasi meliputi penguatan pelatihan guru, pengadaan fasilitas, dan pengembangan instrumen evaluasi berbasis proyek.

Education in the era of the Industrial Revolution 4.0 and Society 5.0 demands a curriculum that aligns with 21st-century needs. The Merdeka Curriculum is designed to provide learning flexibility, emphasise character development through the dimensions of the Pancasila Student Profile, and employ project-based learning approaches. However, its implementation in overseas schools, such as the Indonesian School of Johor Bahru, faces challenges such as limited resources and varying levels of understanding among teachers.

This study aims to analyse the management of the Merdeka Curriculum, including planning, organising, implementation, and evaluation. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation from principals, teachers, students, and parents as supporting subjects. Data analysis was conducted through reduction, presentation, and systematic conclusion drawing.

The results show that curriculum planning has integrated Pancasila values but requires more measurable success indicators. Organisation involves structured role distribution, yet infrastructure limitations pose significant challenges. Project-based implementation has proven effective in internalising Pancasila values, although continuous teacher training is needed. Evaluation is conducted through project assessments and reflections, however, evaluation instruments must be improved to enhance result validity and reliability.

The Merdeka Curriculum demonstrates great potential in supporting the strengthening of the Pancasila Student Profile. Recommendations include enhancing teacher training, providing adequate facilities, and developing project-based evaluation instruments.