The Influence of the Implementation of the Merdeka Curriculum on Critical Thinking Skills and Learning Independence of Elementary School Students

Abstract

This study aims to examine the effect of implementing the Merdeka Curriculum on elementary school students’ critical thinking skills and learning independence. The Merdeka Curriculum emphasizes flexible, student-centered learning and is designed to strengthen 21st-century competencies from the early stages of formal education. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The research participants consisted of 60 elementary school students divided into an experimental group (n = 30) and a control group (n = 30). Data were collected using a critical thinking skills test and a learning independence questionnaire, both of which had been tested for validity and reliability. Data analysis was conducted using descriptive statistics, independent sample t-tests, and effect size calculations. The results showed that the mean score of students’ critical thinking skills in the experimental group increased from 62.45 in the pretest to 82.30 in the posttest, while the control group showed a lower increase from 61.80 to 71.25. The independent t-test results indicated a significant difference between the two groups (t = 4.87; p < 0.05). In addition, students’ learning independence in the experimental group significantly improved, with a posttest mean score of 84.10 compared to 73.60 in the control group (t = 4.12; p < 0.05). The effect size values of 0.78 for critical thinking skills and 0.72 for learning independence indicate a moderate to high level of practical impact. Based on these findings, it can be concluded that the implementation of the Merdeka Curriculum has a positive and significant effect on improving elementary school students’ critical thinking skills and learning independence. This study provides empirical evidence supporting the effectiveness of the Merdeka Curriculum and offers valuable implications for enhancing the quality of learning in primary education