https://doi.org/10.32478/j76drf23
This study aims to analyze and compare the components of the Merdeka Curriculum and the Cambridge Curriculum at the elementary school level. The research employed a qualitative approach using a comparative study design based on library research. Data were collected from various sources, including journal articles, books, government regulations, and other relevant scientific literature. The analysis focused on four curriculum components, namely curriculum objectives, curriculum content, learning process, and evaluation system. The findings indicate that both curricula emphasize student-centered learning and the development of 21st-century skills such as critical thinking, creativity, collaboration, and communication. However, the Merdeka Curriculum prioritizes character development through the Pancasila Student Profile, contextual learning flexibility, and differentiated instruction based on students’ needs. In contrast, the Cambridge Curriculum focuses on international academic standards, inquiry-based learning, critical thinking, and global competence development through the Cambridge learner attributes. In terms of strengths, the Merdeka Curriculum offers flexibility and contextual learning, while the Cambridge Curriculum provides internationally recognized academic standards and strengthens English proficiency. Nevertheless, both curricula also face challenges in implementation, including teacher readiness, educational costs, and adaptation to local contexts. Therefore, both curricula possess distinct characteristics that can complement the improvement of elementary education quality in Indonesia.
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