The paradigm shifts in senior high schools' history education in the Merdeka Curriculum
DOI:
https://doi.org/10.17977/um022v11i12026p53-69Keywords:
curriculum change, history education, Merdeka Curriculum, paradigm shift, pedagogical reformAbstract
This study aims to analyze the fundamental change contained in history learning in the Merdeka Curriculum compared to the earlier curricula. The research questions posed are: 1) What is the position of high school History education within the Merdeka Curriculum when viewed from the global curriculum developments? 2) How has the pedagogical paradigm of History instruction at the high school level shifted as a consequence of the implementation of Merdeka Curriculum? The method used is a documentary study that draws on both primary and secondary sources. The primary sources are two history curriculum documents for senior high school, published by the Department of Education: Curriculum 2006, 2013, and the Merdeka Curriculum. Analysis uses Paul H. Hirst’s curriculum framework, i.e., curricular objectives, content, and pedagogical orientation. The results show that the Merdeka Curriculum emphasizes a shift toward an outcome-based curriculum framework. History education focuses on four competencies: historical thinking, historical literacy, historical consciousness, and historical empathy. The shift implies that history teachers need to move away from chalk-and-talk and focus on developing students' skills in the four historical competencies.
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