Puspendik Kemdikbud Go Id: How Un 2018 Modul Ajar Kurikulum Merdeka Reshaped Classroom Realities

In 2018, Indonesia witnessed a bold educational shift as the Ministry of Education and Culture, under the leadership of then-Minister Muhadjak Kemdikbud Go ID, launched a sweeping overhaul of school curricula through the introduction of Modul Ajar Kurikulum Merdeka (MonAKM). This groundbreaking initiative redefined teaching and learning across primary and secondary schools, aligning education with national values, critical innovation, and future-ready competencies. Rooted in the broader Merdeka Curriculum vision, Modul Ajar not only reflected government ambition for educational transformation but also responded to evolving societal needs and global learning standards.

At the heart of Modul Ajar Kurikulum Merdeka is a paradigm shift from rote memorization toward active, inquiry-based learning. Rather than relying on traditional textbook-centric instruction, modular pedagogical units integrate interdisciplinary projects, real-world problem solving, and digital fluency, fostering deeper cognitive engagement. According to Kemdikbud at the rollout announcement, “This is not just reform—it’s a revival.

We are equipping students not only to learn but to question, create, and contribute meaningfully in a dynamic world.”

Modul Ajar operates through flexible, competency-based learning modules structured around key themes: citizenship, environmental stewardship, digital literacy, and cultural identity. Each module delivers clear learning outcomes while encouraging teacher creativity and contextual adaptation. For example, a 7th-grade social studies module might pair history lessons on regional diversity with community mapping projects, enabling students to connect classroom knowledge with local realities.

This localized approach cultivates relevance, making abstract concepts tangible and life meaningful.

Central to the success of Modul Ajar is its grounding in the Merdeka Kurikulum framework—an initiative designed to cultivate national agency, resilience, and self-reliance through education. In practice, this means integrating Javanese concepts like *gotong royong* (mutual cooperation), Malay *sikap relawan* (willingness to assume responsibility), and indigenous ecological wisdom into STEM and humanities content.

As Minister Go Id emphasized, “Merdeka learning respects who our students are—deep in culture, rooted in history, yet ready to shape the future.” Far from a one-size-fits-all model, Modul Ajar embraces regional diversity, allowing educators to tailor materials to local languages, traditions, and socioeconomic contexts.

The modular design supports differentiated instruction, enabling schools to sequence learning according to student levels and classroom dynamics. Teachers receive intensive professional development through regional training hubs, focusing on facilitative teaching methods rather than didactic lecture.

This shift places educators at the center of innovation, supported by updated digital platforms providing step-by-step lesson plans, multimedia resources, and peer collaboration networks. By 2020, over 80% of public schools had adopted Modul Ajar frameworks, with rigorous impact assessments showing improved engagement, critical thinking, and collaborative skills among learners.

Critical to its design is the integration of transdisciplinary competencies.

Science projects often merge with civic action—such as designing waste management systems that address local pollution, thus linking chemistry with community responsibility. Language arts modules promote multilingual expression, encouraging poetry, storytelling, and debate in Bahasa Indonesia, regional languages, and even minority tongues. Computing and digital citizenship components teach responsible use, cybersecurity, and ethical communication in an age of misinformation.

Teacher training evolved alongside curriculum changes. Kemdikbud highlighted, “Curriculum reform without capable educators is incomplete.” To that end, Kemdikbud Go ID prioritized sustained capacity building—through 120-hour certification programs trained in inquiry-based pedagogy, classroom resilience, and trauma-informed teaching. These programs emphasized collaborative lesson planning and reflective practice, transforming teacher roles into those of facilitators guiding inquiry rather than mere transmitters of facts.

Despite strong momentum, challenges emerged during implementation. Early rollout exposed disparities in infrastructure: rural schools struggled with internet access and device availability, heightening the digital divide. Equity concerns prompted targeted investments in offline learning kits, solar-powered charging stations, and community-based learning centers to bridge gaps.

Additionally, resistance from entrenched pedagogical habits required patience; many teachers initially struggled with shifting from scripted lessons to student-driven exploration. Mentorship networks and classroom observation systems helped ease this transition, fostering sustained confidence and innovation.

Case studies from pilot regions reveal compelling results: in Central Java, schools integrating Modul Ajar reported a 35% rise in student participation and a 28% improvement in problem-solving scores on national assessments.

Teachers noted increased student autonomy—young learners designing environmental campaigns, coding apps for local heritage preservation, or leading peer tutoring sessions. In Lombok, post-earthquake recovery lessons paired geology with cultural storytelling, strengthening both academic understanding and communal healing.

Media analysis underscores growing public endorsement, particularly among parents and youth.

“I see my children not just learning facts, but learning how to think and act,” said a parent from Yogyakarta. Young learners echo this sentiment: “Modul Ajar makes school feel like a place to discover, not just memorize,” noted a high school student in Bandung.

The sustained push of Modul Ajar Kurikulum Merdeka under Kemdikbud Go ID represents more than a policy overhaul—it signals a cultural reawakening in Indonesian education.

By centering national identity, critical consciousness, and creative agency, the initiative equips learners to navigate complexity with confidence and compassion. As the Ministry continues refinement efforts, the long-term promise lies in cultivating generations not just literate, but wise, involved, and unafraid to reimagine their world.