Teachers’ perceptions and practices in the implementation of the merdeka curriculum: A comparative analysis across educational level

Abstract

Implementing the Merdeka Curriculum requires teachers not only to understand the concepts but also to translate them into authentic learning practices. This study aims to analyze the gap between teachers' perceptions and practices at the elementary, junior high, and high school levels in applying the principles of the Merdeka Curriculum. Using an explanatory mixed-methods design, data were obtained through perception questionnaires and video observations of learning to map teachers' understanding and validate their instructional actions. The results show that teachers at all levels gave high ratings to their understanding of PjBL, differentiation, HOTS, and authentic assessment. However, classroom observations revealed that implementation was still partial: PjBL tended to be short assignments, differentiation was almost invisible, authentic assessment did not yet use systematic instruments, and HOTS development was dominated by low-level analytical activities. Senior high schools showed the most stable implementation, while elementary schools were in the early stages of adaptation. These findings confirm the existence of a consistent perception–practice gap at all levels. Overall, this study emphasizes the importance of more practical pedagogical training and sustained support for schools so that the implementation of the Merdeka Curriculum can progress more deeply and evenly across contexts.     

Keywords: Curriculum; Teacher Perception; Learning Practices.