Implementation of the Freedom to Learn Curriculum Policy in Madrasah Tsanawiyah Schools in Serang City: A Case Study at MTS Negeri 1 Serang City

Abstract

The Kurikulum Merdeka is a government policy aimed at enhancing educational quality through learner-centered instruction. However, its implementation faces challenges such as limited facilities, varying teacher understanding, and adaptation within madrasah settings. This research aims to analyze the implementation of the Kurikulum Merdeka policy at MTS Negeri 1 Kota Serang, identify supporting and inhibiting factors, and examine efforts to overcome implementation challenges. The study employs a descriptive qualitative approach. Data were collected through observation, interviews, and documentation, and analyzed using George C. Edward III's policy implementation theory, which encompasses communication, resources, disposition, and bureaucratic structure. The findings indicate that the implementation of the Kurikulum Merdeka at MTS Negeri 1 Kota Serang has proceeded well; communication among implementers is effective, teachers demonstrate strong commitment, and the bureaucratic structure supports the policy's execution. Nevertheless, challenges remain regarding limited facilities and infrastructure, as well as the need for enhanced teacher competence. In conclusion, while the implementation has been successful to a significant degree, further improvements in teacher competence, facility and infrastructure support, and continuous evaluation are required to ensure the policy's objectives are optimally achieved.