CURRICULUM DEVELOPMENT PRACTICES IN INDONESIA

Abstract

Curriculum development is a dynamic process that must continually adapt to social, political, economic changes, as well as advancements in science and technology. This article examines the fundamental concepts of curriculum development, the historical evolution of Indonesia’s national curriculum from 1947 to the emergence of the Merdeka Curriculum, and the ways it is implemented and evaluated in educational institutions. The review shows that each curriculum reform is built on distinct philosophical, psychological, sociocultural, and juridical foundations that reflect the developmental needs of the nation in each era. The findings emphasize that the success of curriculum implementation does not depend solely on the design itself, but is strongly influenced by teachers’ competencies, institutional readiness, and the continuity of evaluation processes. As the most recent model, the Merdeka Curriculum provides wider flexibility for schools and teachers to tailor learning to students’ needs, yet still faces challenges such as resource readiness and teachers’ understanding of differentiated instruction and formative assessment. This study underscores the importance of collaboration among stakeholders, strengthening educators’ competencies, and continuous evaluation to ensure that the curriculum meets the demands of 21st-century education and effectively shapes the Profile of Pancasila Students.