Curriculum Development Models in Indonesia: Theoretical Analysis, Implementation, and Integration of the Merdeka Curriculum
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Abstract
Curriculum development is a key component of the education system, determining the direction, quality, and relevance of learning. An effective curriculum must be able to adapt to student needs, global demands, and local contexts. This study reviews various curriculum development models, including the Tyler, Taba, and CIPP models, and discusses their strengths, weaknesses, and applications in Indonesia. The method used is a qualitative literature review with a descriptive-comparative approach. The analysis examines the basic principles, implementation processes, and evaluation of each model. The results show that each model has unique strengths: the Tyler model emphasizes systematic learning objectives, the Taba model emphasizes teacher participation and local adaptation, while the CIPP model emphasizes continuous evaluation and curriculum improvement. The comparative analysis reveals that no single model is fully sufficient when applied independently; however, their strategic integration provides a more comprehensive framework that aligns with the flexibility and contextual orientation of the Merdeka Curriculum. This study emphasizes the importance of integrating the three models to produce an adaptive, contextual, and sustainable curriculum that can support the implementation of the Independent Curriculum in Indonesia. These findings are expected to guide curriculum developers, teachers, and education policymakers in designing and evaluating relevant and high-quality curricula.
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