PERBANDINGAN IMPLEMENTASI KURIKULUM MERDEKA DI INDONESIA DAN THE NATIONAL CURRICULUM IN ENGLAND DI INGGRIS DALAM PENGEMBANGAN KETERAMPILAN ABAD 21

Abstrak

This study investigates the implementation of Indonesia’s Kurikulum Merdeka and England’s National Curriculum in fostering twenty-first-century competencies. Through a systematic literature review of policy frameworks, institutional reports, and recent empirical studies, the analysis centers on three key dimensions: the conceptual and philosophical orientations of both curricula, the instructional approaches promoted in their implementation, and the assessment mechanisms used to evaluate students’ skill development. The findings reveal that Kurikulum Merdeka emphasizes pedagogical flexibility, contextualized learning, and project-based activities intended to cultivate student autonomy and character formation. In contrast, the National Curriculum in England is characterized by standardized learning outcomes, structured guidance for teachers, and a more established system of professional development and accountability. Despite their differing orientations, both curricula share a commitment to enhancing critical thinking, creativity, communication, and collaboration. The study also notes that curriculum effectiveness is shaped not only by design, but by institutional capacity and teacher readiness. Variations in school resources and professional competence present challenges for the Indonesian context, while England benefits from more consistent implementation due to long-standing support structures. These comparative insights underscore the importance of aligning curriculum flexibility with coherent policy support to ensure meaningful development of twenty-first-century skills.