Assessing Merdeka Curriculum Impact on High School Physical Education Learning Outcomes

Abstract

Studi Purpose. This study examined the effectiveness of Indonesia's Merdeka Curriculum in Physical Education, Sport, and Health (PESH) by evaluating changes in students' physical, cognitive, and social-emotional learning outcomes from pre-implementation baseline to post-implementation. It also investigated contextual factors influencing successful curriculum implementation across different school environments. Materials and Methods. A quantitative pre-post evaluative design was employed involving 450 students aged 15 – 18 years from 15 senior high schools located in urban, suburban, and rural areas of North Sumatra, Indonesia. Participants were selected through proportional stratified sampling to ensure balanced demographic representation. Data were collected at two time points — pre-implementation (baseline) and post-implementation — using four validated instruments: the Physical Competency Assessment Tool (PCAT), Cognitive Assessment Questionnaire (CAQ), Social-Emotional Learning Scale (SELS), and an Implementation Factor Survey. All instruments demonstrated satisfactory