Strategi Inovasi Kurikulum dalam Implementasi Kurikulum Merdeka: Sintesis Pendekatan Pembelajaran Berdiferensiasi, Asesmen Diagnostik, dan Penguatan Profil Pelajar Pancasila
Abstract
Penelitian ini bertujuan mengidentifikasi dan memetakan strategi inovasi kurikulum yang diterapkan dalam implementasi Kurikulum Merdeka pada jenjang pendidikan dasar, menganalisis efektivitas serta tantangan pelaksanaannya, dan menyusun sintesis strategi yang aplikatif dan kontekstual bagi praktisi pendidikan. Penelitian menggunakan pendekatan studi literatur sistematis terhadap dua puluh sumber referensi utama berupa artikel jurnal terindeks dan terakreditasi yang diterbitkan dalam rentang 2020–2025. Analisis dilakukan melalui content analysis dengan kategorisasi tematik untuk mengidentifikasi pola, kesamaan, dan kesenjangan strategi yang dikaji. Hasil penelitian menunjukkan bahwa terdapat lima strategi dominan dalam pelaksanaan Kurikulum Merdeka: pembelajaran berdiferensiasi yang responsif terhadap kesiapan dan minat siswa; asesmen diagnostik sebagai fondasi perancangan pembelajaran adaptif; pemanfaatan teknologi digital dan platform pembelajaran interaktif; Proyek Penguatan Profil Pelajar Pancasila (P5) sebagai wahana pembentukan karakter; serta model pembelajaran inovatif seperti project-based learning dan blended learning. Temuan menunjukkan bahwa strategi-strategi tersebut berkontribusi signifikan terhadap peningkatan keterlibatan siswa, penguasaan kompetensi abad 21, serta penguatan karakter berbasis nilai Pancasila. Namun, implementasinya masih dihadapkan pada tantangan struktural seperti keterbatasan kompetensi guru dalam menerapkan metode pembelajaran inovatif, kesenjangan akses infrastruktur teknologi antara sekolah di wilayah urban dan rural, serta resistensi terhadap perubahan paradigma pedagogis. Sintesis strategi dalam penelitian ini dikategorikan ke dalam tiga dimensi tematik yang saling terhubung: strategi berbasis kebutuhan individual siswa, strategi berbasis teknologi digital, dan strategi penguatan karakter. Temuan ini diharapkan dapat menjadi rujukan konseptual dan praktis dalam merancang program pelatihan guru berkelanjutan, pengembangan kebijakan pendidikan yang adaptif, serta penerapan kurikulum yang lebih inklusif dan berkelanjutan di berbagai konteks satuan pendidikan.
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