EFL CURRICULUM ANALYSIS

Submitted as Partial Fulfilment of the Final Term Test Assignments of

English for Foreign Language Curriculum Analysis

Lecturer:
Dr. Rojab Siti Rodliyah, M.Ed.

By:
DESTIYANA
(2210101)
Class: EFL Curriculum Analysis I-A

MASTER IN ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGES AND LITERATURE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
2022
 AN ANALYSIS OF INDEPENDENT CURRICULUM (KURIKULUM MERDEKA) FOR
JUNIOR HIGH SCHOOLS IN INDONESIA

Abstract
In Indonesian context, curriculum has been changed into Independent Curriculum (Kurikulum
Merdeka) as a solution to covid-19 pandemic. Therefore, Ministry of Education and Culture
encourage the concept of Freedom to Learn in the implementation of Independent Curriculum in
any level of education from pre-elementary school untul higher university education. This study
aims to analysis of Independent Curriculum for Junior high school in Indonesia specified to
English subject to be examined based on Ralph Tyler’s Model curriculum development. The
method used is library research and qualitative descriptive approach. The reference sources that
become references include books and journals related to the concept of the independent learning
curriculum in Indonesia. The result revealed that Independent Curriculum fulfilled three
rationales based on Ralph Tyler’s Model. The Independent curriculum was organized into two
stages including planning stage the learning implementation stage following Tyler’s curriculum
development framework. It can be concluded that the implementation of the independent
curriculum in Indonesia is in line with the principles of Tyler's curriculum development
framework are goal/ objective setting, organizing the learning experience, and evaluation.

Keywords: Curriculum Development, Independent Curriculum, Tyler’s Model.

1. INTRODUCTION
Along with the times, changes have occurred in the education system in Indonesia. We
can see these developments from the policies and renewal of applicable educational standards
such as changing the curriculum. The Minister of Education and Culture Nadiem Makarim
changed the 2013 curriculum to the MBKM (Merdeka Belajar Kampus Merdeka) curriculum
in 2019. The MBKM concept consists of two concepts, namely "Merdeka Belajar" and
"Kampus Merdeka". The Merdeka Curriculum is a curriculum with various intra-curricular
learning where the content will be more optimal so that students have enough time to explore
concepts and strengthen competence. This curriculum aims to improve human resources and
improve the quality of education in Indonesia. Not only that, the education that receives this
curriculum ranges from elementary education to higher education. So the role of every level is
needed to make these programs successful (Vhalery et al, 2022).
At this time, the independent curriculum had not been fully used at all levels of
education in Indonesia. The independent curriculum will be fully used in all educational units
by 2024. Currently, those who have used the independent curriculum are at the junior high
 school level, especially in grade 7 and at senior high school level in grade 10. There are two
main objectives underlying this curriculum policy. First, the government, in this case, the
Ministry of Education and Culture, wants to emphasize that schools have the authority and
responsibility to develop a curriculum that fits the needs and context of each school. Second,
with this curriculum option policy, it is hoped that the process of changing the national
curriculum can occur smoothly and gradually. Specified to English subject taught in Junior
high school level, the rationale of curriculum views English as a dominant language used
globally in various aspects (Kemendikbud, 2022). The aspects include education, business,
science, law, economic, international relation, medical, tourism, commerce, and technology.
Those by learning English will provide broader chances for students to interact and
communicate with other nation with different culture. This interaction portrayed by using
various genre of text. Hence, from those interaction, they will gain knowledge, learn skills,
and learn to act as needed in accordance to various context of life.
Independent Curriculum (Kurikulum Merdeka) is developed more flexibly and focuses
on essential material as well as developing the character and competence of students.
Following are some of the characteristics of Merdeka Curriculum that are applied, including
project-based learning used to develop soft skills and character according to the Pancasila
learning profile, focusing on essential material so that there is time for in-depth learning of
basic competencies. For example literacy and numeracy. Then the flexibility of the teacher to
be able to carry out differentiated learning according to the abilities of students.

2. LITERATURE REVIEW
2.1 Curriculum
According to Indonesian Regulation of Law No. 20 of 2003 Chapter 1 in Article 1
stated that "curriculum is a set of plans and arrangements regarding objectives, content,
and learning materials as well as the methods used as guidelines for organizing learning
activities to achieve certain educational goals". The curriculum was created with the aim
of facilitating the education process. Then, Curriculum is an essentially practical activity
to improve the quality of language teaching through the use of systematic planning,
development, and review practices in all aspects of a language program. It provides many
practical problems in language program which identifies the development and renewal by
 reflecting on theories and developments of the elements, including needs analysis,
planning goals and objectives, testing, materials development, language teaching, and
evaluation (Richards, 2001).
Etymologically the term "curriculum" comes from the Latin language which was
originally used in the field of sports, namely curro or currere which means "racecourse"
(field/horse race, mileage run, competition, racetrack, circulation, circumnavigation, race
field, arena, racing cars, and others (Sanjaya, 2008). It can be understood that the distance
that must be traveled here means the curriculum with the contents and subject matter
which is used as the period that must be taken by students to obtain a diploma. It is
supported by Schubert's (1986) viewed the curriculum is quite diverse, as follow:
a. Curriculum as content or subject matter
b. Curriculum as a program of planned activity
c. Curriculum as intended learning outcomes
d. Curriculum as cultural reproduction
e. Curriculum as experience
f. Curriculum as distracted and concepts
g. Curriculum as an agenda for social reconstruction
h. Curriculum as currere
From those definitions above, it can be concluded that curriculum is a set of plans
of activity conducted to influence learning process as a guidance which covers several
dimensions such as learning objectives, learning materials, teaching method, and
assessment to achieve specific educational goals.
2.2. Tyler's Curriculum Development Model
According to Tyler (1950) stated that curriculum is a science and an extension of
the school’s philosophy. It is based on student’s needs and interest. He also stated that
curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills, and values. The process emphasizes in problem-solving, and the
curriculum aims to educate generalists and not specialists.
The Tyler model is a curriculum model developed by Ralph Tyler in the 1940s, this
Tyler curriculum development model, is more about how to design a curriculum,
 according to the goals and mission of an educational institution. Then Tyler also put four
questions in developing the curriculum, namely:
a. What educational purposes should the school seek to attain? (objectives)
b. How educational experiences are likely to attain these objectives? (instructional
strategic and content/selecting learning experiences)
c. How can these educational experiences be organized effectively? (organizing
learning experiences)
d. How can we determine whether these purposes are being attained? (assessment and
evaluation).
Tyler did not mention concrete steps in developing his curriculum. Tyler only
provides the basics principles. This development model can be seen in the following
stages:

What educational purposes should

Objectives the school seek to attain?

Selecting Learning How educational experiences are

Experience likely to attain these objectives?

organizing learning How can these educational

experiences experiences be organized effectively?

Evaluation How can we determine whether

these purposes are being attained?

Picture 1. Tyler's Curriculum Development Model

a. Setting Goals
In preparing a curriculum, formulating goals is the first and main step that must
be done. Because the goal is the direction or target of education. Where do students
 want to take them, and what abilities should students have after participating in an
educational program, everything boils down to a goal.
b. Defining Learning Experiences
Next is to determine the learning experience following predetermined goals.
There are several principles in determining student learning experiences. First, the
student experience must be following the goals to be achieved. Each goal will
determine the learning experience. Second, every learning experience must satisfy
students. Third, any student experience design should involve students. Fourth,
maybe one learning experience can achieve different goals.
c. Organizing the Learning Experience
The third step in designing a curriculum is to organize learning experiences
both in the form of subject units and in the form of programs.
d. Evaluation
Evaluation plays a fairly important role because with evaluation it can be
determined whether the curriculum used is following the goals to be achieved by the
school or not. Two aspects need to be considered in connection with the evaluation.
First, the evaluation must assess whether there has been a change in student behavior
following the educational goals that have been formulated. Second, evaluation should
use more than one assessment tool at a certain time.
2.3 The Implementation of Independent Curriculum (Kurikulum Merdeka) in Indonesia
Independent Curriculum (Kurikulum Merdeka) is a curriculum that brings forward
intra-curricular learning with more flexible learning contents to provide adequate time for
students to digest the concepts and strengthen them. Teachers have the flexibility to choose
various learning tools so that learning can be adapted to student's learning needs and
interests (Kemendikbud, 2022).
Referring to Sistem Informasi Kurikulum Nasional, the main characteristics of
Independent Curriculum are applying Project-based learning for the development of soft
skills and characters referring to the profile of Pelajar Pancasila, focusing on essential
learning contents to ensure sufficient time for in-depth learning of essential competencies:
literacy and numeracy, and providing flexibility for teachers to carry out differentiated
 learning according to student's abilities and make adjustments to the context and local
content.
SKL (Standar Kompetensi Lulusan) or Graduate Competency Standard is
formulated in eight criteria of competencies. Six characterize the profile of Pancasila
students, reflecting the quality of the generation following the National Education Goals
and the views and ideals of the nation's founders. At the same time, the other two
competencies are focused on literacy and numeracy (Kemendikbud, 2022).
The character of the Pancasila Student is described in the Pancasila Student
Profile, which consists of the following six dimensions: having faith, fearing God
almighty, noble character, global diversity, collaborative working, independent, critical
reasoning, and creative.

3. METHOD
In this study, the method used as a reference is library research. To support the
assumptions of thought the researcher uses a literature review, which is compatible with the
topic of discussion in the form of articles, books and expert understanding (Faiz &
Kurniawaty, 2020). The reference sources that become references include books and journals
related to the concept of the independent learning curriculum in Indonesia, this is to deepen
the concept of the independent curriculum which is used as a reference for learning in the
present. Typical library research research is also included in the qualitative research design
which aims to analyze the independent curriculum in junior high schools in Indonesia. It can
be concluded that library research is part of qualitative research (Waston, 2016), because this
research analyzes concepts related to the implementation of the Independent Curriculum
(Kurikulum Merdeka) based on the principles of Tyler’s theory in curriculum development
model. In addition, qualitative methods rely on text and image data, have unique steps in data
analysis, and draw on diverse designs (Creswell, 2014).

4. RESULT AND DISCUSSION

4.1 The Selected Curriculum
Kurikulum Merdeka is a curriculum that brings forward intra-curricular learning with
more flexible learning contents to provide adequate time for students in digesting the
concepts and strengthening them. Teachers have the flexibility to choose a variety of
learning tools so that learning can be adapted to the learning needs and interests of students
(Kemendikbud, 2022). Projects to strengthen the achievement of Pancasila student profiles
are developed based on certain themes set by the government. The project is not directed to
achieve certain learning achievement targets, so it is not tied to subject content.
The curriculum consists of intra-curricular activities, projects to strengthen the
profile of Pancasila students, and extracurriculars. The allocation of study hours in the
curriculum structure is written in total in one year and is supplemented by suggestions for
the allocation of study hours if delivered on a regular/weekly basis. In addition, there are
adjustments in subject settings which are explained in detail in the question-and-answer list
for each level.
The Independent Curriculum is not implemented simultaneously and massively, this
is in accordance with the policy of the Ministry of Education, Culture, Research, and
Technology (Kemendikburistek) which gives flexibility to educational units in
implementing the curriculum. Several programs that support the Implementation of the
Independent Curriculum are the Mobilization School and Vocational High School
programs at the Center of Excellence where the Ministry of Education and Culture in the
program provides support in the Implementation of the Independent Curriculum from these
two activities, good experience is obtained in implementing the independent curriculum so
that it becomes good practice and learning content from implementation the independent
curriculum at driving schools / Vocational High Schools Centers of Excellence is well
identified and can be a lesson for other educational units.
Referring to Sistem Informasi Kurikulum Nasional, the main characteristics of
Kurikulum Merdeka are: 1) Applying Project-based learning for the development of soft
skills and characters referring to the profile of Pelajar Pancasila, 2) Focusing on the most
essential learning contents to ensure sufficient time for in-depth learning of basic
competencies: literacy and numeracy, 3) Providing flexibility for teachers to carry out
differentiated learning according to student's abilities and make adjustments to the context
and local content.
Tabel 1. The Independent Curriculum Framework
Basic framework The main basic design of the Independent
 Curriculum is the goal of the National
Education System and National Education
Standards.
Developing Pancasila student profiles for
students.
Target competency Learning Outcomes arranged per phase.

Learning Outcomes are stated in

paragraphs that frame knowledge, attitudes,
and skills to achieve, strengthen, and
improve competence.

SMP/equivalent consists of one phase,

namely Phase D (generally equivalent to
class VII, class VIII and class IX of SMP).
Curriculum structure The curriculum structure is divided into 2
(two) main learning activities, namely:
a. regular or routine learning which is
an intra-curricular activity; and
b. project to strengthen the profile of
Pancasila students

Class Hours (JP) are set annually.

Education units can manage the allocation
of learning time flexibly to achieve the set
class hours.

Education units can use a subject-based,

thematic, or integrated approach to
organizing learning.
 Informatics subject is a compulsory
subject.

Education units or students can choose at

least one of 5 (five) Arts and Crafts
subjects: Music, Fine Arts, Theatre, Dance,
or Crafts.
Learning Strengthen differentiated learning
according to the stage of student
achievement.

A combination of intra-curricular learning

(approximately 70-80% of lesson hours)
and co-curricular through a project to
strengthen the Pancasila student profile
(approximately 20-30% of lesson hours).
Teaching Tools Provided by the Textbooks and non-textbooks
Government
Examples of teaching modules, flow of
learning objectives, examples of projects to
strengthen Pancasila student profiles,
examples of educational unit operational
curricula.
Curriculum Toolkit Learning and Assessment Guides, school
operational curriculum development
guidelines, project development guidelines
for strengthening Pancasila student
profiles, guidelines for implementing
inclusive education, guidelines for
preparing Individual Learning Programs,
guidance and counseling service modules.
 4.2 Design Analysis
4.2.1 Structures
The structure of the SMP/MTs curriculum consists of 1 (one) phase, namely
Phase D. Phase D is for class VII, class VIII, and class IX. The SMP/MTs curriculum
structure is divided into 2 (two), namely:
a. Intra-curricular learning; and
b. The project to strengthen the Pancasila student profile is allocated around 25%
(twenty-five percent) of total study hours per year.
The implementation of the project to strengthen the Pancasila student profile is
carried out flexibly, both in terms of content and in terms of implementation time. In
terms of content, the profile project must refer to the achievement of the Pancasila
student profile in accordance with the student phase and does not have to be linked to
learning achievement in the subject. In terms of implementation time management,
projects can be carried out by adding up the allocation of project study hours from all
subjects and the total amount of implementation time for each project does not have to
be the same.
4.2.2 Independent Curriculum Implementation Stages
Tabel 2. Independent Curriculum Implementation Stages
No Aspect Early stage Developing Ready stage Proficient stage
stage
Planning Stage
1 Designing the Made minor Develop Develop an education Develop an education
operational adjustments to educational unit curriculum based unit curriculum that is
curriculum of the sample unit on examples from the contextual and in
educational educational unit operational Ministry of Education accordance with the
units operational curricula based and Culture by aspirations of the
 curriculum on sample modifying the education unit
documents educational organization and residents as well as
provided by the unit curriculum planning of lessons the results of the
Ministry of documents based on analysis and education unit's
Education and provided by the reflection on analysis and self-
Culture. Ministry of conditions, facilities, reflection.
Education and infrastructure and
Culture by teaching and
modifying the educational staff in
organizing and education units by
planning involving
sections of the representatives of
lesson students, parents or
according to the community.
the conditions
of the
educational
unit, without
being based on
reflection on
the results of
an analysis of
the
characteristics
of the
educational
unit.
2 Designing the Using the Make Revised the flow of Develop a "flow of
flow of example of adjustments to learning objectives learning objectives"
learning "learning goal the flow of provided by the independently by
objectives flow" provided learning Ministry of Education referring to the
 by the Ministry objectives and Culture based on Learning Outcomes.
of Education and provided by the the needs of students.
Culture. Ministry of
Education and
Culture based
on the needs of
students.
3 Lesson Using examples Make Make adjustments to Developing lesson
planning and of lesson plans adjustments to the project modules plans and assessments
assessment and assessments the examples provided by the based on the needs of
provided by the of lesson plans Ministry of Education students.
Ministry of and and Culture
Education and assessments according to the local
Culture. provided by the context and the needs
Ministry of of students.
Education and
Culture based
on the needs of
students.
4 Use and Using textbooks Teachers can Teachers can Teachers can combine
development of and teaching choose combine various various teaching tools
teaching modules as the material from teaching tools according to the local
devices main source of textbooks and according to the local context and the needs
teaching. teaching context and the needs of students.
modules, as of students.
well as other
teaching
materials to
suit the local
context and the
needs of
 students.
5 Planning a Using project Make Make adjustments to Develop ideas and
project to modules adjustments to the project modules project modules
strengthen the provided by the the project provided by the according to the local
profile of Ministry of modules Ministry of Education context, needs and
Pancasila Education and provided by the and Culture interests of students
students Culture without Ministry of according to the local by involving students'
adjustments or Education and context, needs and opinions and ideas.
with very little Culture interests of students
adjustments. according to by involving students'
the local opinions and ideas.
context and the
needs of
students.
Implementation of Learning Stage
6 Implementatio Implementing Implementing Implementing a Implementing a
n of a project projects to a project to project to strengthen project to strengthen
to strengthen strengthen the strengthen the the Pancasila student the profile of
the Pancasila profile of Pancasila profile with the Pancasila students
student profile Pancasila student profile number with the number
students with with the recommended by the recommended by the
fewer or more number Ministry of Education Ministry of Education
numbers than recommended and Culture. and Culture.
recommended by by the Ministry
the Ministry of of Education
Education and and Culture.
Culture.
The project begins

Projects are The project with problem

oriented towards begins with identification

producing problem facilitated by the

 artifacts identification teacher so that project
(products such as which is activities begin to be
food, drinks), not guided or oriented toward
yet focusing on directed more understanding
understanding by the teacher concepts and/or
concepts and/or so that project solving problems
solving problems activities begin (problem solving)
(problems to be oriented according to the
solving). toward theme.
understanding
concepts
and/or solving
problems
(problem
solving)
according to
the theme.
7 Application of Teachers use a Teachers use Teachers use learning The teacher
participant- variety of learning methods that are differentiates learning
centered teaching methods methods that varied and student- methods according to
learning but are still are varied and centered, and in the needs,
educate dominated by student- accordance with the achievements/
roles such as centered, as learning objectives performance, and
instructors who well as and needs of students. interests of students.
direct student methods
activities appropriate to
throughout the the learning
learning process. objectives.
8 Integration of The teacher The teacher The teacher carries The teacher conducts
assessment in conducts an conducts a out a formative a formative
learning assessment at the formative assessment at the assessment at the
 beginning of assessment at beginning of the beginning of learning
learning but is the beginning lesson and the results and the results are
not used to of learning and are used to design the used to design
design learning the results are next lesson that is in differentiated learning
or to identify used to identify accordance with the according to the stage
students who students who achievements of the of student
need more need more majority of students achievement.
attention. attention. in their class (not yet (teaching at the right
a differentiated lesson level).
plan).

The teacher starts When The teacher conducts Teachers are able to
conducting designing an an assessment to get make learning
assessments assessment, the feedback about the adjustments
several times teacher begins learning needs of throughout the
(not only when to pay attention students and learning process so
approaching the to the determines the that all students
reporting / report compatibility follow-up. achieve learning
card period) but between the goals.
the assessment is assessment and
carried out only the learning
to provide value objectives.
to students and
has not been
used for
designing
learning.
9 Learning Based on the Based on the Based on the Based on the
according to formative formative formative assessment formative assessment
the learning assessment at the assessment at at the beginning of at the beginning of the
stage of beginning of the beginning the lesson, students in lesson, students in the
 students (basic learning, the of the lesson, the same class are same class are divided
education teacher teaches the teacher divided into two into two groups
and medium) all students in his teaches all groups according to according to their
class according students in his their learning learning
to the Learning class according achievements. Thus, achievements. Thus,
Outcomes phase to the learning each student can learn each student can learn
of the majority of achievement according to their accordingly
students in his phase of the learning learning achievement.
class. majority of achievements.
students in his
class and by
paying special
attention to
some students
who require
different
treatment
(materials
and/or learning
methods).
10 Collaboration Teachers have Teachers Teachers collaborate Teachers collaborate
between not collaborated collaborate in in learning planning for lesson planning at
teachers for for intra- the learning at the beginning of the beginning of the
curriculum and curricular planning the semester semester and in the
learning learning process at the (planning) and in the learning process
purposes purposes, but beginning or learning process throughout the
have end of the throughout the semester, for example
collaborated for semester, for semester, for example through discussions
projects to example, through discussions about students'
strengthen the discussions about student learning progress,
Pancasila student about students' learning progress, sharing good
 profile. learning sharing good practices, sharing
progress at the practices, sharing information about
end of the information about teaching materials,
semester, teaching materials, etc., for the purposes
sharing good etc., and of projects
practices, collaborating for strengthening
sharing projects to strengthen Pancasila student
information Pancasila student profiles, and being
about teaching profiles and involved involved in
materials, etc., in curriculum curriculum
and evaluation in development
collaborating educational units. educational unit
for projects to operations.
strengthen
Pancasila
student
profiles.
11 Collaboration Teachers through The teacher The teacher The teacher
with education units coordinates coordinates with coordinates with other
parents/family provide with other other teachers teachers through the
in learning information teachers through the education education unit to
about students' through the unit to provide provide information
learning progress education unit information about about student learning
to parents/ to provide student learning progress to
guardians when information progress to parents/ parents/guardians at
receiving report about student guardians at the time the time of receipt of
cards and when learning of receipt of report report cards and
students progress to cards and periodically periodically in the
experience parents/ in the learning learning process.
learning guardians at process.
problems. the time of There are regular
 receipt of communication
report cards channels for parents to
and provide feedback on
periodically in curriculum and
the learning learning.
process.
12 Collaboration The education Education units Education units The education unit
with society/ unit has designed involve the involve the involves the
community/ the involvement community/ community/ community/
industry of the community/ community/ industry community/ industry
community/ industry only to support intra- on an ongoing basis to
community/ to support curricular learning or support intra-
industry in the activities that projects to strengthen curricular learning and
intra-curricular are not student profiles, for projects to strengthen
learning process sustainable or activities that are the profile of
as well as activities that longer term. Pancasila students.
projects to are not related
strengthen the to intra-
profile of curricular
Pancasila learning or
students, but this projects to
has not yet been strengthen the
implemented. profile of
Pancasila
students.
13 Reflection, Reflection and Reflection and Reflection and Reflection and
evaluation and evaluation of evaluation of evaluation of evaluation of
improvement curriculum curriculum curriculum curriculum
of the quality implementation implementation implementation and implementation and
of curriculum and learning tend and learning learning are carried learning are carried
implementation to be one-way are carried out out by some teachers. out by the majority or
from the by some The results of all teachers. The
education unit teachers. reflection (experience reflection results
leadership, and These and perceptions of (teacher's experiences
are not yet data- reflections and teachers and and perceptions) are
based. evaluations are colleagues) are complemented by
not yet data- complemented by Education Report
based, but each data on student Card data
teacher's learning outcomes, as
assessment is well as input from
based on parents/guardians.
personal Education Report
experience Cards also began to
and/or the use data for reflection
views of and evaluation.
colleagues.

Teachers in small
Some teachers Some teachers adjust
teams (based on
adjust lesson lesson plans based on
subject groups in one
plans based on the results of the
phase, class teachers
the results of reflection and
in one phase, and/or
the reflection evaluation.
various subjects in one
and evaluation.
phase/level) discuss
and collaborate to
carry out lesson plans
based on the results of
reflection and
evaluation.

Education units
already have policies
regarding curriculum
 reflection and
evaluation (for
example through
learning communities,
regular teacher
meetings, policies on
writing report cards
and providing
feedback to students).

4.2.3 Principles
The principle of an independent curriculum is contained in the Decree of the
Minister of Education, Culture, Research, and Technology Number 56/M/2022
concerning Guidelines for Implementing Curriculum in the Context of Learning
Recovery, namely:
a. Learning is designed taking into account the developmental stages and current
levels of achievement of students, in accordance with learning needs, and
reflects the characteristics and development of various students so that learning
becomes meaningful and enjoyable;
b. Learning is designed and implemented to build the capacity to become lifelong
learners;
c. The learning process supports the development of students' competence and
character holistically;
d. Relevant learning, namely learning that is designed according to the context,
environment and culture of students, and involves parents and the community as
partners;
e. Continuous future-oriented learning.
4.3 The Rationale of the Curriculum
Based on the stages of implementing the independent curriculum that has been
mentioned above, there are two main stages in the implementation of the independent
curriculum, namely the planning stage and the learning implementation stage. The
planning stage includes 5 aspects, namely curriculum design, learning objectives flow
design, learning planning and assessment, use and development of teaching tools, and
project planning to strengthen the Pancasila student profile.
At this planning stage, it is in line with what was put forward by Tyler (1950)
stated, "If we are to study an educational program systematically and intelligently we
must first be sure as to the educational objectives aimed at". In the first analysis, Tyler
said that objectives are value judgments of those responsible for the school. Objectives
are also the criteria by which materials are selected, content is outlined, instructional
procedures are developed, and tests and examinations are prepared.
In the aspect of designing the flow of learning objectives, it is carried out by
making adjustments to the flow of learning objectives provided by the Ministry of
Education and Culture based on the needs of students. This is in line with Tyler (1950),
the needs studies appear to take precedence over the interest studies in determining
objectives. The concept of need is defined by Tyler concerning norms. Tyler (1950)
stated, "needs represent a gap between some conception of a desirable norm, that is,
some standard of philosophic value and the actual status”. Tyler also recommends
investigating student interests as other sources for purposes originating from the learners
themselves. In the independent curriculum there are also aspects of developing project
ideas and modules according to the local context, needs, and interests of students by
involving students' opinions and ideas.
Then, the second stage is the learning implementation stage. The learning
implementation stage includes 8 aspects, namely: implementation of a project to
strengthen the Pancasila student profile, application of participant-centered learning
education, integration of assessment in learning, learning according to the learning stage
of students (basic education and medium), a collaboration between teachers for
curriculum and learning purposes, collaboration with parents/ family in learning,
collaboration with society/ community/ industry, reflection, evaluation, and improvement
of the quality of curriculum implementation.
In the independent curriculum, teachers use learning methods that are varied and
student-centered, as well as methods appropriate to the learning objectives. Tyler reasons
that since education is an active process, the learner learns what he does; he does what
interests him, and therefore educational objectives should be based upon interest.
In the aspect of implementing participant-centered learning students, teachers use
learning methods that are varied and student-centered, and in accordance with the
learning objectives and needs of students, teachers are more skilled at acting as
facilitators by providing more opportunities for students to learn independently and be
responsible for their learning process. The purpose of implementing this learning is to
provide a good learning experience to students. This is in line with Tyler's (1950)
rationale for organizing the Learning Experience, "the third step in designing a
curriculum is to organize learning experiences both in the form of subject units and in
the form of programs".
Furthermore, the last aspect of the learning implementation stage is reflection,
evaluation, and improvement of the quality of curriculum implementation. In the
independent curriculum, reflection and evaluation of curriculum implementation and
learning are carried out by the majority or all teachers. According to Tyler (1950),
evaluation is a process to determine how far the learning experiences developed and
organized produce the desired results. The process involves identifying the strengths and
weaknesses of the plan. This process also helps check the validity of the hypotheses, the
effectiveness of the teacher, and other conditions and instruments used in the learning
program.
Reflection results (teacher's experiences and perceptions) are completed with
Education Report Card data. Teachers in small teams (based on subject groups in one
phase, class teachers in one phase, and/or various subjects in one phase/level) discuss and
collaborate to carry out lesson planning based on the results of reflection and evaluation.
Education units already have policies regarding curriculum reflection and evaluation (for
example through learning communities, regular teacher meetings, policies on writing
report cards, and providing feedback to students). This aspect is in line with what was
stated by Tyler (1950), two aspects need to be considered in connection with the
evaluation. First, the evaluation must assess whether there has been a change in student
behavior following the educational goals that have been formulated (in the independent
 curriculum it can be seen from the results of reflection). Second, the evaluation should
use more than one assessment tool at any given time.

5. CONCLUSION
This article has presented the analysis of Merdeka Curriculum/ Independent Curriculum
for Junior High School using Tyler’s rationale. It has shown that the Independent Curriculum
seen from the rationale presented, has fulfilled three rationales based on Ralph Tyler’s Model.
The Independent curriculum was organized into two stages including planning stage the
learning implementation stage following Tyler’s curriculum development framework. Firstly,
the planning stage includes 5 aspects, namely curriculum design, learning objectives flow
design, learning planning and assessment, use and development of teaching tools, and project
planning to strengthen the Pancasila student profile. Secondly, the learning implementation
stage includes 8 aspects, namely: implementation of a project to strengthen the Pancasila
student profile, application of participant-centered learning education, integration of
assessment in learning, learning according to the learning stage of students (basic education
and medium), a collaboration between teachers for curriculum and learning purposes,
collaboration with parents/ family in learning, collaboration with society/ community/
industry, reflection, evaluation, and improvement of the quality of curriculum
implementation. Therefore, the results of this study can be said that the implementation of the
independent curriculum in Indonesia is in accordance with the principles of Tyler's curriculum
development framework are goal/ objective setting, organizing the learning experience, and
evaluation.

REFERENCES

Creswell, John. (2014). Research Design. California: Sage Publication.

Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia Dalam
Perspektif Filsafat Progresivisme. Konstruktivisme : Jurnal Pendidikan Dan
Pembelajaran, 158.
https://doi.org/https://doi.org/10.35457/konstruk.v12i2.973
Hidayat, Rahmat. (2016). Manajemen Pendidikan Islam Strategi Baru dalam Peningkatan Mutu
Lembaga Pendikan Islam. Medan: LPPPI.
Kemendikbud. (2022). Copy of Decree Number 009/H/Kr/2022 Regarding Dimensions,
Elements And Sub-elements Of Pancasila Student Profile In Kurikulum Merdeka.
Richards, C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge
University Press.
Sanjaya, Wina. 2008. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta:
Kencana.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. NY:
Macmillan.
Tyler, R. W. (1950). Basic Principles of Curriculum and Instruction: Syllabus for
Education 360. (Ninth impression, 1957). Chicago, IL: Syllabus Division, The
University of Chicago Press.
Vhalery, R., Setyastanto, A., Leksono, A. (2022). Kurikulum Merdeka Belajar Kampus
Merdeka: Sebuah Kajian Literatur. Research and Development Journal Of Education,
8(1), 185 – 201.
Waston, W. (2016). Pemikiran Epistemologi Amin Abdullah Dan Relevansinya Bagi Pendidikan
Tinggi Di Indonesia. Profetika: Jurnal Studi Islam, 17(01), 80–89.
https://doi.org/10.23917/profetika.v17i01.2102