Implementation of Kurikulum Merdeka Development in Facing the

Industrial Revolution Era 4.0 at SMKN 6 Padang

Herdi Setiawan

, Rahmi Putri

Rilla Gina Gunawan

Nurhizrah Gistituati

and Alwen Bentri

Doctoral Program of Educational Sciences, Universitas Negeri Padang, West Sumatra, Indonesia

Department of Education Administration, Universitas Negeri Padang, West Sumatra, Indonesia

Department of Curriculum and Educational Technology, Universitas Negeri Padang, West Sumatra, Indonesia

alwenbentri@fip.unp.ac.id

Keywords: Curriculum Analysis, Industrial Revolution 4.0, Merdeka Curriculum.

Abstract: The project to strengthen the Pancasila Student Profile (P5) in the Merdeka Curriculum is an important thing

to be carried out in each education unit because it guides educators in building the character and competencies

of students in schools. Furthermore, it is hoped that Indonesian students are students whose lives are

competent, characterized, and behave according to the values of Pancasila. SMKN 6 Padang is one of the high

schools implementing Kurikulum Merdeka and a Sekolah Pusat Unggulan. This paper aims to analyze the

implementation of P5 activities at SMKN 6 Padang and reveal problems in the performance of P5. The

research method uses a qualitative approach to descriptive research. The data collection techniques used are

observation, interviews, and documentation. This P5 activity begins with identifying problems facilitated by

the teacher so that the activity starts to have an orientation to the understanding of concepts and resolve the

issue according to the theme. The P5 theme selected activities are sustainable lifestyles, local wisdom, and

entrepreneurship. Generally, the implementation of P5 in SMKN 6 Padang has been going well, and it has

reflected the character and behavior of the values of Pancasila.

1 INTRODUCTION

The industrial revolution 4.0 indirectly changed the

paradigm of education in the 21st century (Humairah,

2022). The shift in 21st-century learning at this time

is not solely on the concept of teaching methods, but

the perspective on learning itself is far more essential.

Education is one of the crucial foundations in the

progress of a nation in order to form quality human

resources so that they can keep up with increasingly

advanced times (Bebasari et al., 2022). Education is a

driving sector in culture in producing creative and

innovative things. In Indonesia, education is highly

prioritized and considered a fundamental matter. It

follows the opening of the 1945 Constitution in the

fourth paragraph, which contains the goal of

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educating the nation's life, which is the state's

responsibility.

The era of independent learning can be interpreted

as a period in which teachers and students have

independence or freedom of thought, free from the

shackles of educational burdens to develop their

potential to achieve educational goals. (Widiyono and

Millati, 2021). The essence of freedom of thought,

according to Nadiem, must be passed by teachers

before they carry out the learning process. As the

main component in education, the teacher has the

flexibility and freedom to translate. By understanding

the curriculum that has been set, the teacher can

answer the needs of students during the learning

process. (Nurlaili et al., 2021). Through independent

learning, teachers are expected to be able to develop

362

Setiawan, H., Putri, R., Gunawan, R., Gistituati, N. and Bentri, A.

Implementation of Kurikulum Merdeka Development in Facing the Industrial Revolution Era 4.0 at SMKN 6 Padang.

DOI: 10.5220/0012201200003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 362-368

ISBN: 978-989-758-669-9; ISSN: 2975-9676

their potential such as planning interesting, fun, and

meaningful learning (Setiawan et al., 2022).

The curriculum is the life of education. Education

in Indonesia always experiences curriculum changes

from time to time. Changes in the curriculum

certainly cannot be avoided and passed but must

always be lived and adapted to the needs and

principles (Sadewa, 2022). The national education

system is required to make renewal in a planned,

directed continually, and continuous manner so that it

can guarantee equitable education, improved quality

as well as the relevance and efficiency of education

management to prepare students to face challenges

according to the demands of life changes both local,

national, to global (Faiz and Kurniawaty, 2022).

In Indonesia, one of the educational development

processes is curriculum development (Bisri, 2020;

Safaruddin, 2020). The curriculum in Indonesia has

been developed since independence, and changes

occur from time to time. The curriculum is the life of

the course of education (Huda, 2017). Through the

curriculum, it is expected that education success will

be created. Changes in the curriculum cannot be

avoided due to the lack of proper education in

Indonesia and the influence of sociocultural systems,

politics, economics, and science and technology

(Pahlawan et al., 2022). To achieve success in

education, in addition to a good curriculum, all

components in education must be bound to each other

(Abi Hamid et al., 2020; Safaruddin, 2020)

In 2021 the government, through the Ministry of

Education and Culture, the government launched the

prototype curriculum, which was further enhanced in

2022 and became the Merdeka curriculum. In its

journey, the implementation of the Merdeka

Curriculum (IKM) was carried out in stages, not

simultaneously and not massively. The government

provides opportunities for schools to conduct IKM

learning independently. IKM Mandiri is made in

three categories: Mandiri Learning, Change, and

Mandiri Sharing.

One of the schools that uses the Merdeka Learning

curriculum is SMK Negeri 6 Padang, also a Sekolah

Pusat Keunggulan. According to the results of

interviews with deputy school principals in the field

of curriculum and several learning committee

teachers at SMKN 6 Padang, "In Merdeka

curriculum, there is a term called KOSP (Education

Unit Operational Curriculum) which is the basis of

learning at school, teaching modules and student

profile project Pancasila."

In the Merdeka Learning Curriculum, learning

strives to lead to the formation of the Pancasila

Student Profile following its vision and mission,

which emphasizes the formation of Pancasila

students. Based on the Minister of Education and

Culture Regulation No. 22 of 2020 concerning the

Strategic Plan of the Ministry of Education and

Culture of 2020-2024, Pancasila Students are the

embodiment of Indonesian students as a lifelong

student who has global competence and behaves

Pancasila values, with six main characteristics:

Believers, fear God and have a noble character, global

diversity, work together, independent, critical

reasoning, and creative.

Before using the Merdeka Learning Curriculum,

SMK Negeri 6 Padang had implemented character

education for its students. For example, by inviting

students always to maintain the cleanliness of the

school, not damage plants, and discipline in time.

Education developers use Pancasila Student Profiles

as the leading destination (Kemendikbud Ristek,

2021B). According to the Deputy Principal of the

Curriculum Section of SMKN 6 Padang, there are still

several obstacles to applying to Kurikulum Merdeka

in this school.

The demand for independent learning certainly

has various obstacles. One of the factors that causes

this to happen is educational technology. Educational

technology is a scientific field that aims to facilitate

the learning process by using various learning

resources included in the appropriate technology to

form an efficient and practical education. This is

illustrated in the definition of educational technology

according to AECT 2004, which contains that

learning technology is research and ethical practice in

facilitating learning and can improve performance

based on appropriate technological resources.

(Setiawan and Fauzan, 2022). Educational

technology is intended to make learning more

effective, efficient, numerous, comprehensive, faster,

and meaningful for the lives of those who learn

(Setiawan and Fauzan, 2022). Thus, technological

advances are expected to allow teachers to apply

various technologies in education.

Based on the background of the problem

above, which is the topic of discussion in this

study, the writer feels the need to analyze the

development of the Kurikulum Merdeka in Facing

the Industrial Revolution Era 4.0 SMKN 6 Padang.

2 METHODOLOGY

This research is a qualitative approach to descriptive

research. Data collection techniques used are in-depth

interviews, observation, and documentation. Data

analysis is done through data reduction, presentation,

Implementation of Kurikulum Merdeka Development in Facing the Industrial Revolution Era 4.0 at SMKN 6 Padang

363

and conclusion. This study's data sources are the

Principal, Deputy Principal of the Curriculum

Section, and SMK N 6 Padang teachers.

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Planning for Learning Projects

Strengthening Pancasila Student

Profiles at SMKN 6 Padang

SMAK 6 Padang is one of the high school-level

Sekolah Pusat Unggulan in West Sumatra. SMKN 6

Padang, in 2022, has implemented Kurikulum

Merdeka for the first and second years. SMKN 6

Padang has been to deliver that students can face the

era of the industrial revolution 4.0.

Based on the results of observations and

interviews, SMKN 6 Padang has developed its

curriculum according to the school context and

according to needs. It indicates that the complexity

level of SMKN 6 Padang in adopting the curriculum

is already in the medium category. Meanwhile, the

SMKN 6 Padang education unit is already in the

advanced stage category and is recommended to

mentor early and developing schools. It is because

SMKN 6 Padang has met the criteria, namely, all

teachers have carried out project learning, the project

is cross-disciplinary, the system already exists, and

there is partner involvement in its implementation.

Before the learning project strengthened the

Pancasila Student Profile, SMKN 6 Padang formed

the Learning Committee Team. Based on interviews

with the Principal of SMKN 6 Padang, the Learning

Committee Team designed and planned the learning

project for Pancasila Student Profile. This team holds

workshops, training, and assessments with other

teachers so that the learning will be carried out

according to the same goals and expectations.

Some of the activities of the learning committee

team that have been carried out are identifying the

stages of readiness in schools in running projects,

determining the dimensions and themes of profile

projects, designing the time project time allocation,

compiling the profile project module, determining

learning objectives and developing topics, activity

flow and assessment of profile projects. Based on

interviews with the Head of the Project Planning

Team, Strengthening the Pancasila Student Profile

said that the development of ideas and project

modules according to the local context, needs, and

interests of students involves students' opinions and

ideas.

In identifying the stages of the readiness of the

education unit in carrying out the project

strengthening the Pancasila student profile, including

at the developing stage, because in SMKN 6 Padang

already has a system to carry out the project-based

learning, some teachers already understand the

project-based learning and SMKN 6 Padang already

involved outside parties to help wrong one project

activity.

Through the Pancasila Student Profile, it is

expected that students, especially in high school, can

develop their character values so that good behavior

is formed and inherent in students. There are six key

competencies: faith, devotion to God Almighty and

noble character, global diversity, cooperation,

creativity, and critical and independent. The six

dimensions are interrelated and also strengthen.

The Project to Strengthen Pancasila Student

Profile (P5), allocated around 30 total JP per year, is

carried out flexibly in terms of content and

implementation time. P5 activities must refer to the

achievements of the Pancasila student profile

according to the phase of the students and do not have

to be linked to the learning outcomes of the subjects.

As for the implementation time, it can be carried out

by allocating project study hours from all subjects,

and the total implementation time for each project

does not have to be the same.

Educators need to develop these six dimensions

as a whole in SMK. In addition, to help a more

thorough understanding of the dimensions of the

Pancasila student profile. Then the meaning of each

dimension is explained, and its development is

sequenced according to the psychological and

cognitive development stages of school-age children

and adolescents. Furthermore, each dimension of the

Pancasila student profile consists of several elements,

and some elements are explained more concretely

into sub-elements. It is contained in the Decree of the

Head of the Educational Curriculum Standards and

Assessment Agency (BSKAP) Number

09/H/KR/2022 concerning Profile Dimensions,

Elements, and Subelements Pancasila students.

Furthermore, the Internalization Process of the 6

Dimensions above is carried out in the Project

learning activities.

Implementing Pancasila Student Profile Projects

at SMKN 6 Padang was choosing the theme of Work,

building body and soul, and local wisdom.

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3.2 Implementation of Learning

Projects Strengthening Pancasila

Profiles in the Era of the Industrial

Revolution 4.0

The Pancasila Student Profile Strengthening Project

(P5), which was developed at SMKN 6 Padang in the

2022/2023 school year, is devoted to the mandatory

theme, namely Work and the chosen theme Wake Up

Your Mind and Body and Local Wisdom and in the

even semester, P5 learning is given with the theme of

choosing a Sustainable Lifestyle.

3.2.1 Work

The employment theme project aims to explore and

develop the potential of students in order to

understand the scope and characteristics of work

according to their program of expertise. The general

objective of the employment-themed project is for

students to understand the scope and characteristics

of the world of work according to their expertise

program. The relevance of the main learning

activities from P5 learning is implementing Project

Based Learning by involving students in work and

social projects. The competencies acquired by

students can be implemented in solving surrounding

problems by maximizing the function of the Student

Practice Room (Teaching Factory).

The specific goals of each project can be seen in

each sub-theme. Through this project, students are

expected to develop four dimensions of Pancasila

student profiles: faith and piety to God Almighty and

noble character, independence, mutual cooperation,

critical reasoning, and creativity.

An example of implementing a work project is

students making cakes as a P5 project.

Figure 1: Students Making Cakes.

The process of making cakes in the P5 project

with the theme of work already uses automated

machines so that students, when they enter the

industry, are no longer surprised by the technology

used. It is in supporting the 4.0 industrial revolution

that has been carried out at SMKN 6 Padang. Apart

from that, marketing has also used technology, be it

social media, technology, and so on, that support the

industrial era 4.0.

3.2.2 Wake up Body and Soul

The theme of choice 1 given to students of SMKN 6

Padang is Wake Up Their Mind and Body. This

theme has a project theme, “Prevent Cyber Bullying.”

This theme creates learning opportunities for students

to shape themselves according to the Pancasila

Student Profile. Aiming to train physical and mental

health on an ongoing basis, this project with an active

and learner-centered learning method is expected to

be a tool that offers a meeting point for collaboration

and identifies related parties for solving

cyberbullying problems around them.

Through this project, students are ultimately

expected to have explicitly developed the three

dimensions of the Pancasila Student Profile, namely

Fear of God Almighty and having noble character,

cooperation, and independence, including the sub-

elements that will be elaborated. This theme is

implemented for the learning duration of 72 JP.

One of the activities in the “prevent

cyberbullying” project is conducting a literacy tour.

Figure 2: Explore Literacy.

This literacy activity aims to provide students with an

understanding of the dangers of bullying on social

media, namely by knowing how to use social media

correctly and adequately so students do not go the

wrong way in using social media.

3.2.3 Local Culture

The theme of Choice 2 given to students is the theme

of Local Wisdom. This theme is very suitable for

class X students so they have knowledge and

experience learning about the local cultures

surrounding them. This project begins with the

discovery stage, where students are invited to

recognize the forms and functions of local wisdom in

several regions in Indonesia. After that, the activity

continues with finding the relationship between self-

Implementation of Kurikulum Merdeka Development in Facing the Industrial Revolution Era 4.0 at SMKN 6 Padang

365

identity and cultural identity and learning to

understand that identity is a dynamic and ever-

changing conception.

In this case, the activity carried out is the Makan

Bajamba project, which is eating together based on

Minangkabau customs and culture.

Figure 3: Makan Bajamba.

In this activity, food, drinks, and everything needed

in the Bajamba eating project are prepared by

students and teachers.

3.3 Evaluation Results of Project

Strengthening Pancasila Student

Profile Using the CIPP Model

A hypothetical design or hypothetical model results

from a comparative analysis between the results of

relevant preliminary studies (conceptual models) and

field models (factual models) findings.

Based on the results of research both

qualitatively, it is known that the implementation of

P5, in general, is appropriate; it is just that the

evaluation of the project is less appropriate and

relevant to the 21st-century competency.

Based on the findings of the planning, process,

and evaluation of the learning of P5 at SMK N 15

Padang, the following is a description of the

evaluation results of the implementation of the P5

project. Using the CIPP model can be seen in the table

below:

Table 1: Evaluation Results of Project Strengthening

Pancasila Student Profile Using the CIPP Model.

Aspect Findings of the Results of the project

strengthening the Pancasila Student

Profile

Context

- There is already a Project Module for

Strengthening Pancasila Student Profile

- Assessment is carried out o

timall

Input

- Limited knowledge and ability of

teachers in differentiation learning

- The use of technolo

Process

Application in class is not optimal

ecause, in one meeting, it has not been

able to carry out learning simultaneously

with assessment and reflection.

Product

The unavailability of an assessment rubric

is related to the project themes relevant to

P5, and several projects have supported

the era of the industrial revolution 4.0

Referring to the data of the study's results so that

the objectives of the P5 project can be achieved

optimally, researchers try to design the P5 project

hypothetically. The following is a Hypothetical

Design Project P5:

Table 2: Hypothetical design project strengthening student

Profile Pancasila.

Aspect

Hypothetical design project

strengthening student profile Pancasila

Context

- Analyzing the achievement of industrial

revolution era 4.0 Objectives so that the

aim of implementing projects is right on

target

- Development of P5 Assessment related

to the era of the industrial revolution 4.0

Input

- Teacher guidance

- Procurement of facilities and

infrastructure, especially technological

tools

Process

- Improve teacher competence in the

learning process regarding the syntax of

the learning model

- Rubric Assessment of Project Results

Relevant to P5 and can be used in the face

of the industrial revolution 4.0 era

Product

- School Exhibition Project results

attended by teachers, students, parents,

and the communit

around the school.

Based on Permendikbudristek No. 56/M/2022,

Pancasila Student Profile Strengthening Project (P5)

is a project-based curricular activity designed to

strengthen efforts to achieve competency and

character following the Pancasila Student Profile,

which is arranged based on graduate compensation

standards. Project strengthening of the Pancasila

Student Profile (P5) new learning raised in the driving

school.

This P5 is part of the Merdeka Curriculum

structure in addition to intracuricular learning. P5 is a

learning that provides direct experience following the

characteristics of the surrounding environment so that

children have global competence and behave that

reflects the values of Pancasila in daily life.

Implementing the recommended project approach in

developing P5 can be preceded by observing or

investigating the topics chosen by students following

their respective interests and needs.

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In the hypothetical design of the project,

strengthening the Pancasila student profile in terms of

context is to analyze the achievement of the 21st-

century competency goals so that the objectives of

implementing the project are right on target.

In this case, implementing P5 must follow

students' competencies in the 21st century. According

to (Griffin, Care, and McGaw, 2012), the

competencies that students must have been critical

thinking and problem-solving, creativity,

communication skills, and the Ability to Work

Collaboratively. In implementing this project, there

must be a P5 assessment form related to 21st-century

competency. It is more than just an assessment that

contains the characters from P5 that students must

achieve.

In its implementation, in the hypothetical design

of the project, strengthening the Pancasila Student

Profile in terms of input and guidance is needed for

teachers to achieve this competency goal. Supervisors

by the teacher on the project help students inform

what needs are needed in implementing P5.

For implementing the P5 project, it is necessary

to increase the potential of teachers to manage the

learning process, and component training can be held,

especially in using the syntax of the learning model.

To evaluate the implementation of the P5 project

can be seen in the products produced by students.

Assessment is not only with one model of assessment;

this evaluation is not only on student learning but also

on the learning process of educators in preparing

project activities and the readiness of education units

and other educational units in carrying out projects.

So the evaluation benchmark is the development and

self-growth of students, educators, and education

units. Moreover.

4 CONCLUSION

In planning a project strengthening the Pancasila

Student Profile, SMKN 6 Padang has adjusted the

project module provided by the Ministry of Research

and Technology following the local context, needs,

and interests of participants by involving opinions;

and student ideas.

Implementation of Projects Strengthening

Pancasila Student Profile, Teachers have

implemented a project strengthening Pancasila

Student Profile with less or more than the

recommended Ministry of Education and Culture of

the Project. This activity begins with identifying

problems facilitated by the teacher so that project

activities begin to be oriented to the concept of

concepts and solving problems (Problem Solving)

according to the theme.

SMKN 6 Padang Education involves the

community, the community on an ongoing basis to

support intracuricular learning and project

strengthening the profile of Pancasila students. The

community involved is more diverse according to

intracuricular learning objectives and projects,

strengthening the profile of Pancasila students.

Project activities Strengthening Pancasila Student

Profiles held at SMKN 6 Padang has prepared

students to face the 4.0 revolution era after graduation

because they are used to working in an all-automated

and all-technological way.

Limitations in this study include no analysis of

student perspective on the implementation of the P5

program using valid instruments. Therefore, this can

be a follow-up to the following study.

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