Authors: Nadia Lutfiana, Muhammad Aziz Ramdhani, Epita Fitri Wulandari
Reviewers: Farid Al-Firdaus, Dwi Martutiningrum, Priska Maya Putri
Introduction
The Golden Indonesia 2045 vision underscores the enhancement of world-class higher education, research, and innovation. However, Indonesian students’ global competitiveness remains limited. This is evidenced by the fact that even the country’s top public universities are only ranked in the 200s globally.
This is particularly concerning given that the fundamental aim of senior secondary education in Indonesia is to equip students for entry into universities or other forms of tertiary education. This objective aligns with Law No. 12 of 2012 on Higher Education, which stipulates that one of the key purposes of higher education is to produce graduates who have mastered branches of science and/or technology in order to serve national interests and enhance the country’s global competitiveness. According to the law, the branches of science are classified into six domains: religious studies, the humanities, the social sciences, the natural sciences, formal sciences, and applied sciences.
The quality of higher education in Indonesia remains low, as shown in Table 1.
Table I – Top Public Universities in Indonesia Based on QS World University Rankings
| Rank in Indonesia | University Name | World Ranking | Score |
| 1 | Universitas Indonesia (UI) | 206 | 45.7 |
| 2 | Universitas Gadjah Mada (UGM) | 239 | 41.8 |
| 3 | Institut Teknologi Bandung (ITB) | 256 | 39.9 |
| 4 | Universitas Airlangga (Unair) | 308 | 35.3 |
| 5 | IPB University | 426 | 27.9 |
Thesis Statement
- Indonesian students are not yet competitive enough for global universities.
- Many students struggle to adapt to the next level of education due to a lack of clear competency standards in SMA.
- There is a gap between the current curriculum and the needs of advanced studies.
Implementation of the Merdeka Curriculum in SMA
Indonesia is implementing the Merdeka Curriculum.The Merdeka Curriculum allows more varied intradisciplinary learning, where content is optimized so students have enough time to deeply understand concepts and strengthen competencies.
However, The Merdeka Curriculum has many evaluations when implemented, especially at the high school level. Implementation of Merdeka Curriculum in rural and remote regions of Indonesia faces significant challenges, including limited teacher readiness, poor infrastructure, and insufficient support systems. Many teachers struggle with the new curriculum’s requirements, such as lesson planning, diagnostic assessments, and project-based learning.
Five years after its introduction in 2021, the Merdeka Curriculum has shown both advantages and disadvantages, particularly in preparing SMA students for higher education. This calls for a thorough evaluation by the government.
Table II – Strengths and Weaknesses of the Merdeka Curriculum
| No | Strengths | Weaknesses |
| 1 | Simpler but more focused | Poor preparation and planning |
| 2 | More academic freedom | Unstructured and underdeveloped teaching system |
| 3 | More interactive (Project-Based Learning) | Limited teacher capacity |
| 4 | – | Unequal and insufficient facilities |
| 5 | – | Lack of competitiveness due to unstandardized assessments |
Comparative Analysis Between Merdeka and Singapore Curriculum
The Merdeka Curriculum in Indonesia and the Singapore Curriculum differ significantly in philosophy, structure, and emphasis. Merdeka Curriculum prioritizes local context and values, whereas Singapore’s curriculum is built for global competitiveness with a strong foundation in core academic disciplines and future-ready skills.Singapore is recognized as the country with the highest quality of education in Southeast Asia, including its high school students. This achievement is closely linked to the strong academic foundation of Singapore’s high school graduates who continue their studies at these top institutions.
Table III: Comparison between Indonesia and Singapore of Senior High School Curriculum
| Aspect | Merdeka Curriculum (Indonesia) | National Plus Curriculum (Indonesia + International) | Singapore Curriculum |
| Curriculum Structure | Flexible and competency-based, interdisciplinary | Hybrid of K13/Merdeka and international frameworks (Cambridge/IB) | Express, Normal (Academic/Technical) Streams (Grades 7–10); JC/Polytechnic (11–12) |
| Pedagogical Approach | Holistic, differentiated, and project-based learning | Mixed approach: teacher-centered and student-centered, with STEAM integration | Inquiry-based, problem-solving, with a strong emphasis on academic rigor |
| Assessment System | Formative and diagnostic assessments, National Assessment (ANBK), character-based | Combination of national exams (UN/ANBK) and international assessments (e.g., IB, Cambridge) | PSLE, O-Level, A-Level, and continuous assessment throughout |
| Distinguishing Features | Pancasila Student Profile Projects: contextualized learning | Adaptive to global trends; curriculum flexibility | High PISA performance; structured and competency-focused curriculum |
| Primary Objective | Character development and foundational competency strengthening | Integration of global and national competencies | Academic efficiency and university readiness |
Innovation Recommendations
- Transform education policy implementation into substantive oversight, not just administrative reporting.
- Establish a consistent, long-term curriculum vision (education blueprint).
- Improve teacher quality through training aligned with curriculum needs; reduce non-teaching burdens.
- Use technology and government-provided apps to support learning.
- Promote more consistent English usage at the senior high school level.
- Implement standardized tests to measure student competency levels.
Conclusion
With Indonesia’s long-term vision and global educational standards, there is a critical need for curriculum refinement. This includes strengthening assessment systems, ensuring consistent policy implementation, investing in teacher training, integrating more English-medium instruction, and establishing a clear academic pathway for pre-university students.
Without such systemic reforms, the Merdeka Curriculum risks widening the gap between secondary education and the demands of higher education in the global landscape.
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