ANALISIS PERBANDINGAN KURIKULUM KSSR DI MALAYSIA DENGAN KURIKULUM MERDEKA DI INDONESIA PADA JENJANG SEKOLAH DASAR

Adella Yauma Ulmy, Devi Wahyu Ertanti, Muhammad Sulistiono

Abstract


This study examines the comparative analysis between Malaysia's Standard Curriculum for Primary Schools (KSSR) and Indonesia's Kurikulum Merdeka at the primary  education level. Triggered by concerns over low literacy and numeracy outcomes in both countries, the research explores how each national curriculum addresses foundational  competencies. Positioned within comparative curriculum studies, this research identifies how both systems conceptualize and implement key educational components, including objectives, content structure, pedagogical strategies, and assessment models. Using a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol, the study synthesizes empirical and policy-based documents published between 2018–2024. The findings indicate that KSSR adopts a standardized and integrated approach rooted in national identity and holistic development, while Kurikulum Merdeka emphasizes flexibility, differentiated instruction, and learner autonomy within the framework of the Pancasila Student Profile. Despite different approaches, both curricula aim to enhance critical thinking and character development. However, PISA 2022 results reveal that significant challenges remain in improving literacy and numeracy performance. This study contributes to curriculum discourse by highlighting the importance of context responsive design and the strategic role of teachers and policy in bridging the gap  between curricular ideals and classroom realities.

 

Keywords: KSSR, Kurikulum Merdeka, primary education, literacy, numeracy, assessment, 21st-century learning.


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