EFL Curriculum Reform in Indonesia: From KTSP to Kurikulum 2013 to Kurikulum Merdeka

Laisa Karimah, Lailis Syafa'ah, Nuriska Julia Angraini, Kalayo Hasibuan

Abstract


This article examines the trajectory of EFL curriculum reform in Indonesia from the decentralized KTSP model through the competency-based Kurikulum 2013 to the recent, more flexible Kurikulum Merdeka, highlighting shifts in curriculum aims, assessment practices, teacher roles, and classroom implementation; it synthesizes empirical and policy literature that reports a move from locally adaptable syllabuses (KTSP) to nationally standardized competency frameworks (Kurikulum 2013) and then toward learner-centered autonomy and contextualization under Kurikulum Merdeka, identifies persistent challenges including uneven teacher readiness, infrastructure and resource gaps, and assessment misalignment, and recommends sustained teacher professional development, clearer assessment-design alignment, and stakeholder engagement to ensure intended EFL learning outcomes.

Keywords


EFL curriculum reform,KTSP,Kurikulum 2013,Kurikulum Merdeka,teacher readiness,assessment alignment

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References


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DOI: http://dx.doi.org/10.33087/jelt.v10i1.219

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