The Implementation of the Merdeka Curriculum in Improving Students' Critical Thinking Skills in Environmental Change Learning in Grade X

Abstract

The purpose of this study is to determine the level of achievement in learning implementation, describe the role of teachers in improving students' critical thinking skills, and identify the obstacles encountered during the implementation of the Merdeka Curriculum. This study uses a qualitative method with a descriptive approach. The research subjects included 72 students from classes X-1 and X-2 at the Taman Siswa Pematangsiantar Private High School in the 2024/2025 academic year, who were selected using purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the Merdeka Curriculum learning was going well, with the level of conformity of the teaching modules to the standards reaching 89.1% (good category). Teachers demonstrated a good understanding of the application of differentiated learning and formative assessment. The Project Based Learning (PJBL) and Inquiry Learning models were also implemented effectively, with PJBL reaching 100% in the planning and testing stages. Students' critical thinking skills on environmental change material improved based on six main indicators, supported by active and contextual learning approaches. However, several obstacles were encountered, such as teachers' limited understanding in developing teaching modules, a lack of learning resources, and difficulties in adapting to the assessment system and utilizing technology in the Merdeka Curriculum.