Badrul Munir Marzuqi, Siti Latif Arifah

Merdeka Belajar Policy to Improve the Quality of Education

Introduction

Merdeka belajar policy to improve the quality of education. Indonesia's Merdeka Belajar policy, initiated by Nadiem Makarim, aims to boost education quality. Learn about reforms: new assessments, RPP simplification, and flexible learning.

Abstract

"Bebas Belajar" is a new policy program of the Ministry of Education and Culture of the Republic of Indonesia, initiated by Minister of Education and Culture Nadiem Anwar Makarim. Nadiem has a reason for pursuing an independent learning policy. The 2019 Program for International Student Assessment (PISA) showed that Indonesian students ranked sixth from the bottom; Indonesia ranked 74th out of 79 countries in mathematics and literacy. There are four main points of the new policy of the Ministry of Education and Culture of the Republic of Indonesia, namely: 1) The National Examination (UN) is replaced by the Minimum Competency Assessment and Character Survey. 2) The National Standardized School Examination (USBN) is handed over to schools. 3) Simplification of the Learning Implementation Plan (RPP). 4) Expansion of the zoning system in the admission of new students (PPDB). The characteristics of independent learning include: 1) Development of Soft Skills and Character. 2) Focus on essential materials. 3) Flexible learning. The implementation of independent learning is applied in three options, namely: 1) Independent learning. 2) Independent change. 3) Independent sharing. Implementation of independent learning To be effective and appropriate in its implementation, thorough preparation is needed, including the capacity of human resources must also be prepared as well as possible by gaining complete knowledge about the independent learning policy through the socialization process, gradually but continuously improving teaching methods by introducing student-friendly learning strategies, improving the pedagogical quality of teachers and changing the way of thinking and old paradigms of teachers. The independent campus policy is a continuation of the independent learning concept. The MBKM policy includes: 1) Collaboration Mechanism between PTKIS and Study Programs with external parties. 2) Acceleration of PTN Go International with the PTN Legal Entity (PTN-BH) policy. 3) Internship Mechanism Outside the Study Program.

Review

This abstract provides a concise overview of the "Merdeka Belajar" (Independent Learning) policy in Indonesia, framing it as a crucial initiative by the Ministry of Education and Culture to address the nation's suboptimal performance in international assessments like PISA. The paper effectively introduces the rationale behind the policy, linking it directly to the imperative for improving educational quality. The summary of the four main policy points—replacing the National Examination, decentralizing the School Examination, simplifying the Learning Implementation Plan, and expanding the zoning system—offers a clear understanding of the structural changes introduced. Furthermore, the abstract highlights key characteristics of independent learning, such as the development of soft skills and character, focus on essential materials, and flexible learning, setting the stage for a discussion on pedagogical shifts. The abstract further elaborates on the proposed implementation strategies, outlining three options: independent learning, independent change, and independent sharing. Crucially, it emphasizes the need for thorough preparation, including enhancing human resource capacity, continuous teacher socialization, improving teaching methods, fostering student-friendly strategies, boosting pedagogical quality, and shifting teachers' mindsets. The mention of the "Merdeka Campus" policy as a continuation reinforces the holistic vision for educational reform from basic to higher education. However, as an abstract, it primarily describes the policy's tenets and planned implementation rather than presenting empirical findings or a detailed analytical framework for evaluating its effectiveness. In conclusion, this abstract outlines a highly relevant and significant educational reform effort in Indonesia. It provides a good foundational understanding of the Merdeka Belajar policy, its components, characteristics, and the envisioned implementation process. For a full paper, readers would expect a deeper dive into the methodology for assessing the policy's impact, evidence of its initial effects on educational quality, and a more critical analysis of potential challenges and successes during its implementation. A comprehensive study would benefit from incorporating empirical data, case studies, or qualitative analyses to substantiate the claims of improving education quality and to critically evaluate the practicalities of shifting long-entrenched educational paradigms and practices.

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