Bringing the Merdeka Curriculum to Life: Integrating Center-Based Learning and Experiential Philosophy in an Early Childhood Education in Bali
Keywords:
Merdeka Curriculum, Center-based approach, Experiential learning, Early childhood education, Qualitative studyAbstract
Early Childhood Education (ECE) becomes more meaningful when children’s learning is grounded in everyday experiences that reflect their cultural backgrounds and values. In Indonesia, the Merdeka Curriculum offers space for early childhood institutions to adapt learning practices in ways that are responsive to local contexts. This study examines how the Merdeka Curriculum is enacted through the integration of Beyond Centers and Circle Time (BCCT), Dewey’s experiential learning philosophy, and religious–cultural values in a private Islamic early childhood education setting in Jimbaran, Bali. A qualitative descriptive approach was adopted. Data were generated through classroom observations carried out over one instructional week, semi-structured interviews with two key participants (one teacher and one principal), and an analysis of institutional documents, including the weekly schedule, lesson plans (RPP), and the school profile. The findings suggest that the Merdeka Curriculum is implemented in ways that foreground character building and spiritual development. Learning is organized through thematic centers following the BCCT model, creating opportunities for children to explore, collaborate, and express creativity. Experiential learning principles are visible in routine classroom activities such as cooking, outdoor exploration, art-based tasks, and daily reflective practices that form part of the school culture. Overall, the study illustrates how curriculum flexibility, structured pedagogical approaches, and experiential learning can be thoughtfully combined within a religious and cultural framework. By offering a context-specific account of Merdeka Curriculum implementation, this study contributes empirical insights to early childhood education literature. The findings also provide practical considerations for educators and policymakers seeking to design experience-based and culturally responsive learning practices within national curriculum reforms.
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