Manajemen Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Madrasah Aliyah (MA) Yaa Bunayya Kota Jayapura

Abstract

This study analyzes the management of Curriculum 2013 and the Merdeka Curriculum implementation at Madrasah Aliyah (MA) Yaa Bunayya in Jayapura City and identifies teachers’ constraints when both curricula are implemented simultaneously across different grade levels. A descriptive qualitative approach with a case study design was employed. Data were collected through observation, interviews, and documentation involving the head of the madrasah, the deputy head for curriculum affairs, and two subject teachers. Data analysis followed the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing or verification, while trustworthiness was strengthened through source, technique, and time triangulation. The findings indicate that Curriculum 2013 in grades XI and XII is managed through lesson plans based on Core Competencies and Basic Competencies, whereas the Merdeka Curriculum in grade X uses teaching modules based on Learning Outcomes, Learning Objectives, and the Learning Objective Flow. In classroom practice, Curriculum 2013 at the studied madrasah tends to be more structured and teacher-directed, while the Merdeka Curriculum provides broader space for differentiated learning, diagnostic assessment, and project-based learning. Evaluation is conducted through academic supervision and periodic teacher meetings, with a key distinction between Minimum Mastery Criteria in Curriculum 2013 and learning objective achievement criteria in the Merdeka Curriculum. Major constraints include teacher adaptation, a dual administrative workload, differences in students’ ability and motivation, limited digital learning media, and restricted training budgets. The findings emphasize the importance of managerial coordination, continuous teacher capacity development, and adequate resource support during curriculum transition.