Innovation of the Merdeka Belajar Curriculum: Implementation and Implications for Elementary School Students’ Creativity

Abstract

This study examines the implementation and implications of the Kurikulum Merdeka Belajar reform on the creativity of primary school students. Employing a convergent mixed-methods design, the research integrates systematic classroom observations, semi-structured interviews with teachers and curriculum administrators, and standardized creativity assessments administered to a purposive sample of fourth- and fifth-grade students across urban and rural elementary schools. Quantitative analyses compare pre- and post-implementation creativity scores using established metrics of divergent thinking, problem-solving flexibility, and creative expression, while qualitative data illuminate educators’ pedagogical adaptations, resource constraints, and contextual factors shaping practice. Findings indicate a statistically significant improvement in several dimensions of student creativity, notably in ideational fluency and elaboration, associated with learner-centered activities, project-based assessments, and opportunities for interdisciplinary exploration. Qualitative results reveal that successful implementation depends on teacher autonomy, targeted professional development, and supportive leadership that facilitates curricular co-creation and assessment innovation. However, the study also identifies persistent disparities between schools in access to learning materials, differential teacher readiness, and assessment pressures that can attenuate creative gains. The discussion synthesizes empirical evidence with theoretical perspectives on curriculum reform and creativity cultivation, arguing that Merdeka Belajar’s flexible framework can foster meaningful creative development when coupled with systemic supports and equity-focused interventions. Implications for policy and practice include recommendations for scalable teacher training models, formative assessment strategies that capture creative competencies, and mechanisms to ensure resource equity. Directions for future research are suggested