Desain Kegiatan Pembelajaran pada Pendidikan Dasar dan Menengah di Era Kurikulum Merdeka

Abstract

This study discusses the design of learning activities in primary and secondary education during the implementation of the Merdeka Curriculum. The study aims to analyze the concepts, principles, models, strategies, and challenges of designing effective and innovative learning activities that are aligned with students’ needs and the demands of 21st-century education. This research employed a qualitative approach using a library research method. Data were collected from books, scientific journals, educational policy documents, and other relevant references related to instructional design and the Merdeka Curriculum. The data were analyzed using content analysis techniques through data reduction, data presentation, and conclusion drawing. The findings indicate that effective learning design in the Merdeka Curriculum should be student-centered, adaptive to learners’ characteristics, integrate digital technology, and encourage critical thinking, creativity, collaboration, and communication skills. Various innovative learning models such as Project Based Learning, Problem Based Learning, Discovery Learning, Cooperative Learning, Blended Learning, and differentiated instruction can support meaningful learning processes. However, several challenges remain, including differences in students’ abilities, limited educational facilities, low digital literacy, and limited teacher creativity. Therefore, improving teacher competence, utilizing digital learning media, and strengthening collaboration among schools, teachers, and parents are essential to improve the quality of education