Merdeka Curriculum, here is the structure for the equivalent elementary and middle school levels

TIME.CO, Jakarta – Schools in Indonesia are now implementing Freedom Coursewhich focuses on developing the student’s character and essential material.

Reported by the official site Ministry of Education and CultureIndependent curriculum is a curriculum with a variety of cross-curricular learning where the content will be more optimal so that students have enough time to explore concepts and strengthen proficiency.

Teachers have the flexibility to choose various teaching tools so that learning can be tailored to the students’ learning needs and interests.

At each level of education, the structure of the Merdeka Curriculum is organized according to needs. The following is an explanation of the structure of the Merdeka Curriculum for elementary and middle schools and equivalents:

SD/MI curriculum structure

1. The structure of the curriculum is divided into 2 main learning activities, namely:

A. Regular or routine learning that is an intra-curricular activity; AND

B. Project to enhance the profile of the Pancasila student.

2. Study hours (JP) are regulated annually. Educational units can manage the learning time allocation flexibly to achieve the target JP.

3. Educational units can use a subject-based, thematic or integrated approach to organize learning.

4. Subject Changes

A. IPAS subjects (Natural and Social Sciences) are a blend of natural sciences and social sciences.

B. English is the subject of choice, depending on the readiness of the educational unit.

C. Educational units or students can choose at least 1 of 4 arts and culture subjects: music, fine arts, theater or dance.

Explanation of SD/MI/equivalent curriculum structure in general

A. The English subject is an optional subject that can be taught according to the readiness of the educational unit. Local governments need to facilitate the implementation of English subjects, for example in relation to upskilling and teacher supply

Education units that are not ready to provide English as an elective subject can integrate English content into other subjects and/or extra-curricula by involving the community, school boards, student volunteers and/or parental guidance.

B. The content of faith lessons for living faith in Almighty God is carried out in accordance with the provisions of the laws and regulations governing faith education services in Almighty God.

C. Education units that provide SD/MI/equivalent inclusive education provide special needs program services based on student conditions.

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D. The process of identifying and developing students’ interests, talents and abilities is carried out by teachers who perform the guidance and counseling (BK) function.

SMP/MTs curriculum structure

1. The structure of the curriculum is divided into 2 (two) main training activities, namely:

A. Regular or routine learning that is an intra-curricular activity; AND

B. Project to enhance the profile of the Pancasila student.

2. Study hours (JP) are regulated annually. Educational units can manage the learning time allocation flexibly to achieve the target JP. Explanation of the SMP/MT/equivalent curriculum structure in general

3. Educational units can use a subject-based, thematic or integrated approach to organize learning.

4. Information relating to subjects

A. Computer science is a compulsory subject.

B. Educational units or students can choose at least 1 of 5 arts and crafts subjects: Music, Fine Arts, Theater Arts, Dance or Crafts.

Middle school/TM/equivalent curriculum structure in general

A. The content of faith lessons for living faith in Almighty God is carried out in accordance with the provisions of the laws and regulations governing faith education services in Almighty God.

B. Education units that provide inclusive education at SMP/MT/equivalent provide special needs program services based on student conditions.

C. The learning load for education providers with the Semester Credit System (SKS) is carried out in accordance with the provisions of the laws and regulations governing SKS.

D. The process of identifying and developing students’ interests, talents and abilities is carried out by the teacher who is coordinated by the guidance counselor. If the availability of counseling teachers is not sufficient, coordination is done by other teachers.

Ministry of Education and Culture | DITPSDKEMDIKBUD

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