Evaluation of Independent Curriculum Implementation Through Enhancement of Students’ Collaborative and Creative Skills

Abstract

The Independent Curriculum (Kurikulum Merdeka) represents Indonesia’s current educational reform aimed at promoting student-centered learning, flexibility, and the development of 21st-century competencies. This study evaluates the implementation of the Independent Curriculum with a specific focus on its effectiveness in enhancing students’ collaborative and creative skills. Using a qualitative methodology through a structured literature review, this research synthesizes empirical studies, policy documents, and theoretical frameworks related to project-based learning (PjBL), problem-based learning (PBL), and inquiry-based learning (IBL). The findings reveal that curriculum strategies grounded in authentic tasks, social interdependence, iterative reflection, and student autonomy significantly contribute to strengthening collaboration and creativity. Evidence also shows that teacher facilitation, professional competence, and supportive learning environments are critical in translating curriculum principles into classroom practices. However, practical challenges—such as limited teacher readiness, inadequate digital literacy, constrained resources, and rigid school structures—continue to hinder optimal implementation. Overall, the Independent Curriculum demonstrates strong potential to foster collaborative and creative learning when implemented systematically and supported by adequate professional development. The study highlights the importance of sustained teacher training, authentic project design, and institutional readiness to maximize the curriculum’s impact.