LITERATURE REVIEW OF MERDEKA CURRICULUM IN HIGH

SCHOOL

ABSTRAC
In Indonesia, the education system is an important aspect for making the nation's
life intelligent. With education, a nation indirectly fights ignorance. In relation to
the education system, the curriculum is one of the important components
contained in the education system. One of the curricula currently being
implemented in Indonesia is the Independent Curriculum or known as the
Independent Learning Curriculum (KMB). In its application, the Merdeka
curriculum is never free from several challenges. Therefore, the study aims to
investigate the challenges associated with implementing the Merdeka Curriculum
in high school, with a particular focus on how well the curriculum fulfills the
demands and relevance of the twenty-first century. The method used in this
research is SLR (Systematic Literature Review) which is carried out by reading,
analyzing and drawing conclusions from several literature review results which
discuss several challenges in implementing the Independent Curriculum. The
results of the research show that there are 5 challenges in implementing the
Independent Curriculum in High School, including: Mastery of 4 21st century
skills, application of digital literacy and technology integration, character
education, equity and inclusiveness as well as assessment and evaluation. Of
course, this will be discussed in more depth in this article.

Keywords: Merdeka Curriculum, Challenges and Sollutions.

INTRODUCTION
In Indonesia, the education system is an important aspect for making the
nation's life intelligent. With education, a nation indirectly fights ignorance. In
relation to the education system, the curriculum is one of the important
components contained in the education system. This is because the curriculum is
the basis, reference and direction for educational institutions in carrying out the
educational process (Asrifan et al, 2023). Meanwhile, according to Ndari et al.,
(2023), the curriculum is a set of plans and arrangements that contain objectives,
content and learning materials as well as methods that will be used as guidelines
in organizing learning activities to achieve educational goals.
One of the curriculum currently being implemented in Indonesia is the
Independent Curriculum or known as the Independent Learning Curriculum
(KMB). Fitria and Tiarina (2023) claim "Merdeka curriculum is defined as a
learning plan that provides opportunities for students to learn and show their
natural talents in a calm, relaxed, enjoyable, and stress-free environment".
Meanwhile, according to Melati et al., (2023) the Merdeka Belajar curriculum was
developed with the aim of making the millennial generation quickly understand
the material being taught and not just be good at remembering the things they
learn. Therefore, this can be interpreted that the application or implementation of
the Independent Curriculum in Indonesia is one of the government's goals to make
students today more highly motivated to learn through a learning concept that is
relaxed, fun and not restrictive.
Regarding the implementation of the independent curriculum in Indonesia,
it will never be free from several challenges. These challenges do not only come
from teachers, but student competence, the availability of facilities and technology
in schools are also challenges in implementing the Independent Curriculum.
Therefore, this research aims to investigate several challenges in
implementing the Independent Learning Curriculum in secondary schools using
SLR (Systematic Literature Review) as a research method carried out by reading,
analyzing and drawing conclusions from several literature review results which
discuss several challenges. in implementing the Independent Curriculum.
REVIEW OF THE LITERATURE
General Challenges on the Implementation of Merdeka Curriculum.
The independent learning curriculum is a new curriculum that has been
implemented at every level of education. This curriculum will begin to be
implemented in 2021 in almost 2,500 schools through the school revitalization
program (Fajri and Andarwulan, 2023). As a new curriculum, of course this
curriculum cannot be separated from various challenges in the learning process.
The challenges found in implementing the independent curriculum according to
( Hakim, p. 291) in their book include: 1) Competency readiness of educators, 2)
Minimal availability of advice and infrastructure, 3) Problems with dividing time,
3) Lack of mature planning and 4) ) Imbalance in students' thinking patterns and
attitude patterns. Meanwhile, according to research conducted by Fitria and
Tiarina in 2023, it was stated that there were several challenges that occurred for
teachers in implementing the Independent Curriculum, including teachers having
difficulty in designing learning plans, implementing learning, using learning
media, organizing classes, and carrying out assessments in learning.
Relevance of Curriculum Merdeka to 21st Century Challenges
1) Integration of 21st Century Skills on the Implementation of Merdeka
Curriculum
The development of the 21st century world era is accompanied by
developments in technology and communication in several aspects, including the
education system. Developments that occur in the education system unconsciously
require students to master competencies and skills. Rawung et al., (2021) mention
these 4 skills, including: 1) critical thinking skills, which means students are
required to think critically, systematically and laterally in order to solve problems,
2) Collaboration, which means students are required to be able to work together in
group to solve a problem, 3) creativity, which means students are required to have
creativity to produce a renewal or create innovation and 4) Communication, which
means students are required to actively communicate in a learning process.
Critical thinking is a high-level thinking ability where students display
their capacity to assess a phenomenon scientifically and purposefully from several
points of view to make a successful final decision (Alifah and Sukartono, 2023).
In short, this statement can be interpreted as that critical thinking is a student's
ability to think critically in analyzing and responding to a problem in order to find
a good final solution. Meanwhile, collaborative skills themselves can be
interpreted as interactions in a group in the classroom, with the intention that
students can solve a problem by interacting and exchanging ideas with their
friends. Creativity is defined as a competency or imaginative activity to produce
something new (Alifiah and Sukartono, 2023). And the last one is communication
skills which is defined as an interaction between one person and another, one
student and another student. Communication skills are very influential on the
learning process because with communication skills students are able to hone their
language and social interaction skills.
Based on this information, of course the 4 21st century skills are a
challenge for them in a learning process that must be prepared and mastered as
fully as possible, considering that the curriculum currently being implemented is
the Independent Curriculum which requires students to master these 4 skills.
2) Digital Literacy and Technology Integration on the Implementation of
Merdeka Curriculum
In the current era, technology is one of the important things in the
sustainability of the education system. There are many schools that have used
technology in all activities. For example, a teacher who uses technology as a
learning medium or mediator in conveying knowledge to students (Agustian and
Salsabila, 2021). This certainly takes advantage of technology. Moreover, in the
current curriculum, namely the independent curriculum which applies several
innovative learning media such as the use of Google Classroom, educational
applications and digital-based interactive books. Not only that, technology is also
used by teachers to implement PBL (Project Based Learning), interactive learning
and digital literacy. Of course, this makes technology play an important role in the
learning process.
Digital literacy can be interpreted as one type of literacy from various
types of literacy progress that exist in the era of technological development and
progress (Dewi et al, 2021). Meanwhile, according to Masyhura and Ramadhan
(2021) digital literacy can be defined as the competency to know, understand and
use information that can be accessed through digital technology. In the
independent curriculum, implementing digital literacy in schools is starting to
become a habit. This is because digital literacy has benefits such as being able to
make it easier for students and teachers to be able to use, create information, and
information through digital media intelligently and intelligently during the
learning process and activities at school (Dewi et al., 2021. Not only that, the
benefits of digital literacy, according to Fitriyani and Nugroho (2022), in their
research, digital literacy can increase vocabulary, add insight and new
information, improve verbal skills, increase focus and concentration and increase
students' ability to read and compose sentences. One example of implementing
digital literacy in schools is through the T-PACK approach. According to Agustin
and Azmy, (2022), what is meant by the T-PACK approach is a combination of
three basic knowledge with pedagogical technology and content that can improve
students' problems and can build on them by developing learning methods.
Regarding the implementation of digital literacy in schools, this will
certainly never be separated from technology. Technology is the key to the
continuity of the learning process in the current era, in other words, easy access to
technology is one of the important things in implementing digital literacy today.
Not only the application of digital literacy, but the availability of smooth access to
technology will also influence the progress of the innovative learning process
which almost entirely uses technology such as internet access, laptops,
smartphones and so on. Access to technology such as the availability of devices
and internet connectivity can be a challenge in implementing the independent
curriculum in schools if this occurs. For example, in schools in remote areas, there
tend to be difficulties in getting internet and inadequate technological facilities
such as computers, laptops and others.
In connection with these obstacles, the government should provide a
solution to this problem. Some solutions that the government can implement
include improving technological infrastructure, updating libraries and providing
other facilities to facilitate the learning process in schools (Hakim, p.292).
3) Character Education on the Implementation of Merdeka Curriculum
Implementing the curriculum is one of the efforts made by the government
to improve the quality of education in Indonesia. Regardless of its application, the
curriculum certainly has its own goals. For example, the implementation of the
Independent Curriculum which aims to shape student character education based
on Pancasila. According to Aziz et al., (2024) the basic aim of character education
is to encourage the formation of individuals with noble, humble and honest
character, so that the independent curriculum uses terms with the profile of
Pancasila students. For this reason, educational institutions implement several
programs to form character education in students, including P5 (Proyek Penguatan
Profil Pelajar Pancasila) in public schools and P5 PP-RA (Proyek Penguatan
Profil Pelajar Pancasila Rahmatalil Alamin) in Islamic schools.
The Proyek Penguatan Profil Pelajar Pancasila or P5 is a plan from the
Minister of Education and Culture to instill character education based on the five
principles of Pancasila in students by instilling 6 basic criteria such as faith and
devotion to God Almighty as well as having noble character, working together,
global diversity. , critical reasoning, creative, and independent (Arzfi et al, 2024).
Meanwhile, the Proyek Penguatan Profil Pelajar Pancasila Rahmatalil Alamin (P5
PP-RA) is a project that is characteristic of implementing an independent
curriculum in Islamic-based schools or madrassas which is based on Pancasila
values through the cultivation of 10 criteria contained therein such as civility,
exemplary, citizenship and nationality, taking the middle path, balanced, straight
and firm, equality, deliberation, tolerance, dynamic and innovative (Kohar et al,
2024).
4) Equity and Inclusivity on the Implementation of Merdeka Curriculum
Inclusive education is defined as education that has the principle of
providing equal opportunities for all students with special needs to participate in
the learning process (Yunus et al, 2023). According to Citrawati, (2024) inclusive
education applies the principles of justice, equality and accessibility. With
inclusive education, it is hoped that every student can develop according to their
potential, having equal opportunities to participate in various activities. One of
the methods applied in the independent curriculum for children with special needs
so that they can still learn is by using differentiated learning. .
Differentiated learning is a way for teachers to adjust learning based on the
needs of their students. Differentiated learning itself aims to ensure that all
students can follow and receive the same learning material but with processes,
products and content that suit their background and socio-cultural background
(Pitaloka and Arsanti, 2022). In this way, differentiated learning can provide
freedom of learning for students based on their background, learning style and
conditions.
5) Assessment and Evaluation on the Implementation of Merdeka
Curriculum.
A systematic process or activity that can collect information about the
process and results of student learning evaluation is also called assessment.
Assessment or evaluation is a systematic process or activity that continuously
collects information about the educational process from students, students can get
their learning results based on applicable criteria (Yunizar, 2023). In the
independent curriculum itself, the types of assessment are divided into 3, namely,
diagnostic assessment, formative assessment and summative assessment.
Diagnostic assessment is defined as an assessment that aims to find out
and understand students' characteristics, competencies, strengths, weaknesses and
learning styles so that it can make it easier for teachers to design learning
according to students' backgrounds (Aringka et al, 2023). Meanwhile, formative
assessment is an assessment carried out by teachers at the beginning and during
the learning process which aims to monitor, improve and evaluate students in
order to achieve a learning goal (Noning et al, 2023). Then the last one is the
summative assessment carried out by the teacher at the end of the school year
which aims to ensure and see the achievement of learning objectives (Sholikah
and Hidayati, 2024).
Best Practices on the Implementation of Merdeka Curriculum to Face 21st
Century Challenges
Best practices refer to the most effective and efficient methods or
techniques that have been proven through experience and research to produce
superior results. The best practices explained here are the meaning of best
practices in implementing the Merdeka curriculum to face the challenges of the
21st century theoretically.
The development of 21st century skills in the implementation of the
independent curriculum in schools can be honed through skills-based learning
theory. The main focus of this theory is to hone and develop important skills such
as critical thinking, creativity, communication, collaboration, problem solving,
digital literacy, and life skills (Fakhri, 2023). This can be done with methods such
as project-based learning, including P5 and PBL (Problem Based Learning),
applied to help students hone these skills and shape their character (Maulidia et al,
2023).
Apart from this, schools also need to provide complete facilities to support
the learning process in the classroom, such as large courtyards, libraries, sports
fields, comfortable classrooms, as well as internet access and technological
devices such as computers and smartphones. With this, of course it can support
digital learning and can improve student learning experiences (Hanipah, 2023).
Apart from facilitating schools with this, the role of other educational institutions
is to provide training and professional development for teachers so that they are
ready to face the challenges of 21st century education and implement the
Independent Curriculum with the support of adequate facilities (Melati et al, 2023;
Hanipah, 2023).
Therefore, training and professional development for teachers can make
them more active, creative and innovative in carrying out their profession.
Regarding the benefits of training for teachers, innovation is also very necessary
in the learning process so that students do not get bored easily and can quickly
grasp the learning material in class. Use of innovative learning media such as the
use of flashcard games and visual worksheets to make learning more interesting
(Donasari et al, 2023). Apart from that, the use of digital technology, such as
interactive white boards, social media, e-Learning, and software applications also
plays a big role in modern education (Hidayat & Khotimah, 2019). In this regard,
cooperation between the government, internet service providers and private
institutions is also needed to expand the network for the smooth running of today's
learning process (Rachmi et al, 2024). Finally, providing assessments and
feedback to students and using diagnostic assessments to find out the weaknesses
and obstacles they face are important steps to improve the quality of learning
(Noning et al, 2023; Aringka et al, 2023).
METHODOLOGY
This research is a literature review that seeks to explore and reorganize various
related concepts from previously available written results. This technique is
carried out by reading, studying, and reviewing literature related to the Merdeka
Curriculum. According to Herliandry (in Syofian & Gazali, 2021) the literature
review aims to describe the main content based on the information obtained. Data
collection for the literature review was carried out with a database search tool as a
stage of searching for literature sources. This data collection uses the Preferred
Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) method.
The research was carried out by analysing journals and then making summaries
related to the questions and objectives of the study. The strategy carried out in the
literature search was obtained through a database of national and international
journal providers. National and international journal provider databases can be
accessed through several websites. The access used for journal searches uses
databases from Google Scholar which then use the search term Independent
Curriculum. Based on the results of the literature search, the author obtained as
many as 22 articles that are in accordance with the objectives of the study that the
author will conduct. The journal literature used as study material is as follows.

No Writers Article Tittle Journal Tittle Year

1. Rawung et al Kurikulum dan JURNAL 2021
Tantangannya pada Abad BAHANA
21 MANAJEMEN
PENDIDIKAN
2. Agustian & PERAN TEKNOLOGI Islamika : Jurnal 2021
Salsabila PENDIDIKAN Keislaman dan
DALAM Ilmu Pendidikan
PEMBELAJARAN
3. Dewi et al Menumbuhkan Karakter JURNAL 2021
Siswa melalui BASICEDU
Pemanfaatan Literasi
Digital
4. Fitriyani & Literasi Digital di Era El-Mujtama: 2022
Nugroho Pembelajaran Abad 21 Jurnal
Pengabdian
Masyarakat
5. Akhmad Fahri KURIKULUM Journal UM 2023
MERDEKA DAN Surabaya
PENGEMBANGAN
PERANGKAT
PEMBELAJARAN:
MENJAWAB
 TANTANGAN SOSIAL
DALAM
MENINGKATKAN
KETERAMPILAN
ABAD 21
6. Maulidia et al Analisis Keterampilan JURNAL 2022
Abad Ke 21 Melalui PENDIDIKAN
Implementasi Kurikulum DAN
Merdeka Belajar di SMA KEBUDAYAAN
Negeri 2 Banjarmasin
7. Sri Hanipah Analisis Kurikulum Jurnal Bintang 2023
Merdeka Belajar Dalam Pendidikan
Memfasilitasi Indonesia
Pembelajaran Abad Ke- (JUBPI)
21 Pada Siswa
Menengah Atas
8. Melati et al THE USES OF AI AND ICOE IAIN 2023
TECHNOLOGY IN Kediri
MEDIA AND
MATERIAL
DEVELOPMENT OF
MERDEKA BELAJAR
9. Donasari et al STUDENTS' SITTAH: Journal 2023
RESPONSES OF of Primary
JOYFUL LEARNING Education
CLASS IN ISLAMIC
ELEMENTARY
SCHOOL:FLASHCARD
GAMES AND VISUAL
WORKSHEET
10. Hidayat & PEMANFAATAN JURNAL 2019
Khotimah TEKNOLOGI DIGITAL PENDIDIKAN &
 DALAM KEGIATAN PENGAJARAN
PEMBELAJARAN GURU
SEKOLAH
DASAR
11. Rachmi et al Transformasi Pendidikan Journal of 2024
di Era DigitalTantangan International
dan Peluang Multidisciplinary
Research
12. Noning et al IMPLEMENTATION International 2023
OF FORMATIVE Journal. AJES :
ASSESSMENT IN Academic Journal
KURIKULUM of Education
MERDEKA BY Sciences
ENGLISH TEACHER
OF SMPK

ADISUCIPTO PENFUI
13. Aringka et al Diagnostic Assessment Jurnal Pendidikan 2023
in Implementing Mandala
Curriculum Merdeka on
Senior High School
14 Tyasmiarni The Independent Jurnal Pendidikan 2023
Citrawati Curriculum Approach in dan Pengajaran
Supporting Independent Sekolah Dasar
Learning for Inclusive
Students in Elementary
Schools
15 Ramadhani Eva Assesment Sebagai Alat Proceedings 2023
Yunizar Evaluasi Dalam Series of
Implementasi Educational
Kurikulum Merdeka Studies
Belajar di SDN 01
 Ngawonggo
16 Aziz et al Implementation of Journal of 2024
Character Education Innovation in
through Project Educational and
Activities Expo in the Cultural
Emancipated Curriculum Research,
Based on Sundanese
Culture at Junior High
Schools
17 Nur Aini Fara IMPLEMENTASI Prosiding 2022
Agustin, TPACK TERHADAP Seminar Nasional
Bahauddin Azmy LITERASI SISWA Hasil Riset dan
SEKOLAH DASAR: Pengabdian
STUDI LITERATUR
18 Kohar et al IMPLEMENTASI Pendas: Jurnal 2024
PROJEK PENGUATAN Ilmiah
PROFIL PELAJAR Pendidikan Dasar
PANCASILA DAN
PROFIL PELAJAR
RAHMATAN LIL
ALAMIN (P5-PPRA)
SEBAGAI
INTERNALISASI
KARAKTER DAN
KREATIVITAS SISWA
19 Sholikah and Summative assessment Jurnal Universitas 2024
Hidayati planning in the Pendidikan
Kurikulum Merdeka on Indonesia
two-dimensional figure
materials
20 Pitaloka and PEMBELAJARAN Prosiding 2022
Arsanti DIFERENSIASI Seminar Nasional
 DALAM KURIKULUM Sultan Agung ke-
MERDEKA 4
21 Yunus et al PENDIDIKAN Jurnal Pendidikan 2023
INKLUSIF PADA Dasar Perkhasa
KURIKULUM
MERDEKA
22 Arzfi et al IMPLEMENTASI DE_JOURNAL 2024
PROYEK (Dharmas
PENGUATAN PROFIL Education
PELAJAR PANCASILA Journal)
(P5) PEMBENTUK
PENDIDIKAN
KARAKTER
DALAM KURIKULUM
MERDEKA DI
SEKOLAH

FINDINGS AND DISCUSSION

The curriculum is the basis, reference, direction and one of the important
components contained in the education system (Asrifan et al, 2023). Regarding
the discussion of the curriculum in the education system in Indonesia, it would be
a shame not to discuss the curriculum currently being implemented, namely the
independent learning curriculum. Based on research conducted by Fajri and
Andarwulan, (2023), the independent learning curriculum is a new curriculum that
has been implemented at every level of education and will begin to be
implemented in 2021 in almost 2,500 schools through the school revitalization
program. As a new curriculum, of course this curriculum cannot be separated
from various challenges in the learning process.
The challenges in implementing the independent curriculum which will be
discussed in this article include 1) integrating the 4 21st century skills that must be
carried out by educational institutions, 2) implementing digital literacy and
technology integration in implementing the independent curriculum, 3) building
character education for students , 4) Equity and Inclusivity, 5) Assessment and
Evaluation. Despite these challenges, there must be useful practical solutions to
overcome these challenges.
For this reason, this finding and discussion chapter will discuss several
challenges in implementing the independent learning curriculum accompanied by
solutions from best practices therein. All data that the author obtained came from
analysis and study of several articles related to the discussion in this article.
Integration of 21st Century Skills on the Implementation of Merdeka
Curriculum
Based on research conducted by Rawung et al., (2021) it is stated that
there are 4 21st century skills that students must master, these 4 skills include: 1)
critical thinking skills, which means students are required to think critically,
systematically and laterally in order to be able to solve problems, 2)
Collaboration, which means students are required to be able to work together in
groups to solve a problem, 3) creativity, which means students are required to
have creativity to produce a renewal or create innovation and 4) Communication,
which means students are required to to actively communicate in a learning
process. In this regard, the role of educational institutions is very necessary to
hone and improve these 4 skills in students, especially in the current era of
independent curriculum. In other words, this is a challenge for educational
institutions on how to hone and improve their students' abilities.
According to Fakhri., (2023) in his research, the development of 21st
century skills in schools can be honed through skills-based learning theory which
focuses on honing and developing important skills such as critical thinking,
creativity, communication, collaboration, problem solving, digital literacy, and
life skills. This can be done with methods such as project-based learning,
including P5 and PBL (Problem Based Learning), applied to help students hone
these skills and shape their character (Maulidia et al, 2023).
Digital Literacy and Technology Integration on the Implementation of
Merdeka Curriculum
Digital literacy can be interpreted as one type of literacy from various
types of literacy advances found in the era of technological development and
progress which has several benefits, including being able to make it easier for
students and teachers to be able to use, create information, and information
through digital media. intelligently and intelligently during the learning process
and activities at school (Dewi et al, 2021) and is useful for adding vocabulary,
insight and new information, improving verbal abilities, increasing focus and
concentration and increasing students' ability to read and compose sentences
(Fitriyani and Nugroho, 2022). Because of the many benefits that can be gained
from digital literacy, schools need to implement digital literacy for their students.
One example of implementing digital literacy in schools is through the T-PACK
approach. According to Agustin and Azmy, (2022), what is meant by the T-PACK
approach is a combination of three basic knowledge with pedagogical technology
and content that can improve students' problems and can build on them by
developing learning methods.
In connection with the existence of digital integration, technology is
certainly not spared, which is the key to a smooth learning process in the current
era. An independent curriculum with all its learning innovations certainly requires
smooth access to technology such as smooth internet access and complete
technological facilities. Of course, schools are required to provide complete
facilities to support the learning process in the classroom, such as large
courtyards, libraries, sports fields, comfortable classrooms, as well as internet
access and technological devices such as computers and smartphones (Hanipah,
2023) as well as collaboration between the government, providers internet
services, and school institutions are also needed to expand networks for the
smooth running of today's learning process (Rachmi et al, 2024).
Apart from facilitating schools with technological facilities, the role of
educational institutions that must not be forgotten is providing training and
professional development for teachers so that they are ready to face the challenges
of 21st century education and implement the Independent Curriculum with the
support of adequate facilities (Melati et al, 2023; Hanipah, 2023). Providing
training for teachers can make them more prepared, creative, active and
innovative in carrying out their duties as educators so they can create technology-
based learning innovations as in research conducted by Donsari et al., (2023)
which used flashcard games and visual worksheets as learning media to make
learning more interesting (Donasari et al, 2023). Apart from that, the use of digital
technology, such as interactive white boards, social media, e-Learning, and
software applications also plays a big role in modern education (Hidayat &
Khotimah, 2019). With this innovation, students do not get bored easily with the
material taught by the teacher.
Character Education on the Implementation of Merdeka Curriculum
One of the goals of national education is to develop human resources
(Aziz et al, 2024). The independent curriculum with all its aims also has the effect
of forming character education for students. According to Aziz et al., (2024) the
basic aim of character education is to encourage the formation of individuals with
noble, humble and honest character. So to realize character education in students,
the independent curriculum uses a P5 by instilling 6 basic criteria such as faith
and devotion to God Almighty as well as having noble character, working
together, global diversity. , critical reasoning, creative, and independent (Arzfi et
al, 2024) and P5 PPP RA by the cultivation of 10 criteria contained therein such
as civility, exemplary, citizenship and nationality, taking the middle path,
balanced, straight and firm, equality, deliberation, tolerance, dynamic and
innovative (Kohar et al, 2024) as a based project which aims to foster a Pancasila
spirit in students themselves.
Equity and Inclusivity on the Implementation of Merdeka Curriculum
Inclusive education in Indonesia has the aim of providing learning
opportunities for all students, including those with special needs in the same
education. In the independent curriculum, the implementation of inclusive
education is one solution for students who have special needs. According to
Citrawti et al., (2024) inclusive education applies the principles of justice, equality
and accessibility. One of the methods applied in the independent curriculum for
children with special needs so that they can still learn is by using differentiated
learning to ensure that all students can follow and receive the same learning
material but with processes, products and content that suit their background and
socio-cultural background (Pitaloka and Arsanti, 2022). .
Assesment and Evaluation on the Implementation of Merdeka Curriculum
Assessment or evaluation is a systematic process or activity that continuously
collects information about the educational process from students, students can get
their learning results based on applicable criteria (Yunizar, 2023). One of the
assessments implemented in the independent curriculum is a diagnostic
assessment which is created specifically to identify student needs, skills and
strengths so that instruction can be adjusted to meet these needs in order to
maximize student success. Diagnostic assessment can provide assessment and
feedback to students and using diagnostic assessment to find out the weaknesses
and obstacles they face are important steps to improve the quality of learning
(Noning et al, 2023; Aringka et al, 2023).

CONCLUSION
Implementing the independent curriculum as a new curriculum in Indonesia is not
as easy as imagined. Of course, there are many challenges involved, but apart
from the problems that arise, there must be solutions that emerge to overcome
these problems. For this reason, it is hoped that this research will be able to
provide insight or information for readers and it is also hoped that further research
will be more in-depth to discuss the challenges related to implementing the
independent curriculum along with solutions from best practices in it.
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LIST OF JOBDESK GROUP 5 :
 collect all articles and  Ilma nur fitriana 22202105
references  Ely widyawati 22202079
 Write a abstract,
introduction, general  Ely Widyawati 22202079
challenge, points 1) and 2),
findings and discussion
( poin 1&2), and also list of
tabel of article
 Write points 3), 4), 5),  Ilma Nur Fitriana 22202105
conclusion, and findings
( poin 3, 4, 5)
 Write all of references and  M. Rafly Ali 22202093
pay for articles that have
been printed
 Just silent  Ainul yaqin 22202102
 Revisi  Ely widyawati 22202079