Implementation of the Merdeka Curriculum Policy at State Senior High School 2 Padang Panjang

Pelaksanaan Kebijakan Kurikulum Merdeka di Sekolah Menengah Atas Negeri 2 Padang Panjang

Abstract

This study examines the implementation of the Merdeka Curriculum policy, particularly the interest-based class placement system, at SMAN 2 Padang Panjang. As one of the key innovations in the Merdeka Curriculum, interest-based grouping aims to provide students with learning pathways aligned with their talents, aspirations, and future career goals. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving teachers and students from various specialization tracks. The analysis employed the CIPP Evaluation Model (Context, Input, Process, Product) and was supported by Talcott Parsons’ AGIL structural functional theory to provide a comprehensive understanding of policy implementation. The findings show that while the policy enhances students’ motivation and focus, several challenges persist, including inaccurate placement results, uneven teacher competence, limited facilities, and insufficient socialization to parents and students. The integration of administrative functions curriculum management, student services, facilities management, teacher development, and supervision plays a crucial role in determining the success of policy implementation. The study concludes that although the policy holds significant potential to support personalized learning, improvements in administrative management and resource readiness are essential to optimize its effectiveness.