Flexible Learning Model Effects in Kurikulum Merdeka Implementation to Develop Soft-Kill and Student Character in Vocational High Schools

Flexible Learning Model Effects in Kurikulum Merdeka Implementation to Develop Soft-Kill and Student Character in Vocational High Schools

Dedy Supiyono¹, Putu Sudira², Muhammad Imron Romadhon³*

^1,2Vocational Education Technology, Yogyakarta Stat University

³Informatics Education, University of Trunojoyo Madura

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0121

Received: 20 February 2025; Accepted: 27 February 2025; Published: 27 March 2025

ABSTRACT

Kurikulum Merdeka, known as Indonesia’s Independent Learning Curriculum, has been introduced in vocational high schools to equip students with practical skills aligned with industry demands. Among these are soft skills and character development, which are essential for vocational students to compete effectively in the job market. The flexible learning model incorporated into Kurikulum Merdeka allows students to explore their potential within the school setting. However, the implementation of this curriculum in vocational schools faces several challenges, including teachers’ understanding, preparedness of both teachers and students, and the availability of infrastructure. This study aims to assess how Kurikulum Merdeka is applied in vocational high schools in Nganjuk, as well as to evaluate the impact of the flexible learning model on the development of students’ soft skills and character. A qualitative descriptive approach was used in the research, involving in-depth interviews with teachers, students, and principals of public vocational high schools in Nganjuk, in addition to document analysis regarding the implementation of Kurikulum Merdeka. The findings reveal that Kurikulum Merdeka in vocational schools in Nganjuk can enhance students’ soft skills and character when supported by teachers, school management, and government stakeholders. Moreover, the flexible learning model plays a significant role in helping students improve their soft skills and character. This model, which includes online learning, project-based learning, cooperative learning, competency-based learning, and problem-based learning, is effective in fostering the development of these skills. By combining practical application with theoretical knowledge, the flexible learning model addresses various challenges. Its success depends on five key components: the integration of project-based learning, the use of problem-based learning, differentiated learning approaches, the incorporation of formative assessments for feedback, and collaboration with industry and students’ families.

Keywords: Kurikulum Merdeka, Vocational High School, Flexible Learning Model, Soft Skills, Students’ Character Development

INTRODUCTION

The 2020 World Economic Forum report indicates that approximately 50% of the essential job skills required by 2024 are soft skills, including communication, teamwork, leadership, and creativity. In addition to soft skill development, student character also plays a crucial role in preparing graduates—particularly those from vocational high schools—to enter the workforce and industry. This aligns with the primary objective of vocational high schools (SMK), which is to equip students with job-ready skills. As such, mastering communication, teamwork, leadership, and creativity is essential to meet labor market demands.

According to the 2023 report by Indonesia’s Central Bureau of Statistics, more than 70% of companies in Indonesia prioritize hiring employees with strong soft skills. This suggests that vocational school graduates who possess well-developed soft skills have a higher likelihood of securing employment. Moreover, student character significantly contributes to career success. Key character traits, including integrity, work ethics, responsibility, and perseverance, are critical attributes that employers seek. Therefore, the development of both soft skills and student character in vocational high schools is not solely about preparing students for employment but also about shaping them into successful and responsible professionals in a dynamic and competitive industrial environment.

Vocational school graduates with strong soft skills and character are better equipped to adapt to new work environments. However, research indicates that only 10% of students meet the necessary soft skill criteria. To address this issue, Kurikulum Merdeka (Kurikulum Merdeka) in vocational high schools has been designed as a foundational framework to equip students with essential workplace competencies and promote independent learning. Additionally, Kurikulum Merdeka emphasizes learning outcomes that are specific and relevant to students’ fields of study (Restiana et al., 2022). The ultimate goal of the learning process is to develop competent, adaptive, and persistent lifelong learners (Vhalery et al., 2022).

The implementation of Kurikulum Merdeka in vocational high schools provides teachers with opportunities to innovate by employing appropriate teaching methods and strategies. The outcomes of this flexible learning process are expected to equip students with skills required in the workforce (Syafe’i et al., 2022). Some of the key competencies gained include soft skills and character development (Syahbana et al., 2024). Furthermore, to facilitate the effective implementation of Kurikulum Merdeka, essential subject matter must be integrated into the learning process. These essential materials serve as fundamental knowledge for students, enabling them to apply their acquired competencies in both professional and everyday contexts (Kurniati et al., 2020).

The government has undertaken several initiatives to introduce and implement Kurikulum Merdeka in vocational high schools, including training and workshops for vocational school teachers. However, the adoption of the curriculum still faces multiple challenges, one of which is teachers’ difficulty in adapting to the new system. These challenges arise due to limited knowledge about the curriculum, inadequate learning facilities, and minimal parental support (Pertiwi et al., 2022). To overcome these obstacles, several key factors are necessary for the successful implementation of Kurikulum Merdeka in vocational high schools, including (1) active teacher involvement in the learning process, (2) the use of diverse and appropriate teaching strategies and models, (3) individualized teacher support for students facing learning difficulties, (4) creating a conducive learning environment to enhance student motivation, (5) a democratic teaching approach that values student input, and (6) providing continuous teacher feedback throughout the learning process (Sutari et al., 2022).

Various learning models align with Kurikulum Merdeka, one of which is the flexible learning model. This approach allows students to tailor their learning experiences based on their individual needs and preferred learning styles. Research has demonstrated that the flexible learning model enhances motivation, student engagement, soft skills, and character development—competencies that are essential in the workforce.

The Indonesian government has mandated vocational schools to adopt teaching models that enhance student motivation and engagement to support Kurikulum Merdeka. One region with a significant number of vocational schools is Nganjuk Regency. The government has targeted vocational schools in this area for the implementation of learning models that support Kurikulum Merdeka. However, among the 59 public and private vocational high schools in Nganjuk, limited research has been conducted on the implementation of Kurikulum Merdeka, particularly in relation to the use of the flexible learning model. Furthermore, a survey conducted by PSKP in March 2022 revealed that 49.17% of school principals had not received socialization from the Education Office, while 48.77% had not received socialization from the UPT (Educational Technical Unit) regarding Kurikulum Merdeka (Fitriah et al., 2022). Additionally, 56.7% of school principals were unaware of the required textbooks for the curriculum (Solihin et al., 2022).

Given these circumstances, this study aims to analyze the implementation of Kurikulum Merdeka in vocational high schools in Nganjuk Regency and evaluate the role of the flexible learning model in fostering soft skills and character development among students.

RESEARCH METHOD

This study employs a qualitative research approach to explore the phenomenon surrounding the use of flexible learning models in the implementation of Kurikulum Merdeka, particularly in enhancing students’ soft skills and character development. The research was conducted from November 2023 to March 2024 in vocational high schools (SMK) within Nganjuk Regency that have adopted Kurikulum Merdeka under the “Kurikulum Merdeka Implementation” category. The study focused on eight schools: SMKN 1 Nganjuk, SMKN 2 Nganjuk, SMKN 1 Gondang, SMKN 1 Bagor, SMKN 2 Bagor, SMKN 1 Kertosono, SMKN 1 Tanjunganom, and SMKN 1 Lengkong.

To collect data, multiple methods were employed, including observation, interviews, and document analysis, as detailed in Table 1.

Table 1.Data Collection Techniques and Instruments

The data collected in this study consists of primary and secondary data. Primary data were obtained through direct interviews with key informants, including school principals, vice principals in charge of curriculum, teachers, and students. Participants were selected using three sampling techniques:

1. Theoretical saturation, where data collection continued until no new information emerged.
2. Purposive sampling, selecting participants with relevant knowledge and experience regarding the implementation of Kurikulum Merdeka and flexible learning models.
3. Snowball sampling, where new respondents were identified through referrals from previous participants.

The criteria for selecting participants included individuals with substantial experience and knowledge of Kurikulum Merdeka, flexible learning in essential subjects, and student soft skill and character development. Additionally, they had to be willing to provide accurate and reliable information.

Secondary data were obtained through document analysis, including school operational curricula, teaching modules, organizational structures, school websites, observation reports, academic journals, and research documentation.

To ensure the credibility of the data, several validation techniques were employed, including prolonged engagement, persistent observation, data triangulation, peer debriefing, analysis of deviant cases, and direct verification with participants. Data triangulation was achieved by comparing multiple data sources from different perspectives, enhancing the validity of the findings. In this study, triangulation was conducted by:

1. Comparing interview results from teachers and students.
2. Cross-referencing teacher interview data with school documents related to Kurikulum Merdeka.
3. Comparing document analysis findings with data from observations and interviews.

The next step in the research process was data analysis, which followed three stages: data reduction, data display, and conclusion drawing.

1. Data reduction involved compiling interview data from primary sources, refining the information to identify relevant insights, and eliminating irrelevant data.
2. Data display was conducted by presenting relevant data in a narrative format, providing a clear description of the findings and linking them to relevant theories.
3. Conclusion drawing entailed identifying key patterns and themes, translating findings into theoretical frameworks, and ensuring that conclusions align with the research objectives. This approach provides a comprehensive understanding of the impact of flexible learning models in the implementation of Kurikulum Merdeka on the soft skill and character development of vocational high school students in Nganjuk Regency.

RESULT AND DISCUSSION

The implementation of the Merdeka Curriculum has been adopted by all state vocational high schools (SMK) in Nganjuk Regency. There are eight state vocational schools in Nganjuk Regency, namely SMKN 1 Nganjuk, SMKN 2 Nganjuk, SMKN 1 Gondang, SMKN 1 Bagor, SMKN 2 Bagor, SMKN 1 Kertosono, SMKN 1 Tanjunganom, and SMKN 1 Lengkong. Based on interviews with the principal of SMKN 1 Gondang, who also serves as the chairman of MKKS in Nganjuk Regency, it was found that most teachers have a general understanding of the Merdeka Curriculum through training provided by the government. However, its implementation still faces several challenges, including limited comprehension of the curriculum’s concepts and objectives among some teachers and students, inadequate learning resources, and time constraints in preparing materials that align with students’ needs.

Teacher Perspectives on the Implementation of the Merdeka Curriculum

Teachers expressed varying levels of readiness in implementing the Merdeka Curriculum:

• “I have attended several training sessions and seminars, so I have a basic understanding, but I am still learning.” (SV)
• “I feel I need more guidance and practical training for its implementation.” (MS)
• “The main challenge is adjusting teaching methods to accommodate diverse student needs and characteristics.” (FM)
• “The primary difficulty is the lack of time and resources to develop appropriate methods aligned with the Merdeka Curriculum.” (BP)
• “The main challenge is transitioning from conventional teaching methods to a more flexible, student-centered approach.” (ENH)

The findings indicate that teachers’ preparedness in Nganjuk Regency still requires improvement. Teachers play a crucial role in the successful implementation of the Merdeka Curriculum (Rusmarhadi et al., 2024). A comprehensive understanding of this curriculum is essential for vocational school teachers to produce graduates who are competent, have strong character, and are competitive in the job market (Wahyudi et al., 2024). Furthermore, a solid conceptual understanding serves as the foundation for adapting education to contemporary demands. Therefore, teachers need continuous training and in-depth knowledge of the Merdeka Curriculum through government or school-organized programs such as the “Sekolah Penggerak” (SP) and “Sekolah Menengah Kejuruan Pusat Keunggulan” (SMK-PK) (Junaidi et al., 2023). Additionally, schools, the government, and other institutions must support teachers in overcoming challenges such as difficulties in adapting teaching methods, limited facilities, and lack of collaboration with industries (Vitariyanti et al., 2024).

Flexible Learning Approach in the Merdeka Curriculum

The implementation of the Merdeka Curriculum in vocational schools provides teachers with the flexibility to design and conduct learning processes tailored to each student’s potential (Alfaeni et al., 2023). This approach allows students to be more independent and creative in preparing for the workforce. One effective method to achieve this is through flexible learning (Tunas & Pangkey, 2024). Teachers believe that flexible learning aligns well with the Merdeka Curriculum, as it allows them to tailor teaching methods to students’ needs, readiness, interests, and learning styles (Prasetyowati et al., 2023). Students become more engaged and motivated as they find it easier to understand materials and feel valued when learning is personalized to their needs. However, teachers face challenges such as limited time and infrastructure. To address this, teachers must modify learning content and processes according to student needs, which involves observations, interviews, surveys, diverse teaching strategies, and varied assignments. Schools and governments should provide adequate support in terms of facilities and relevant training.

Teachers shared their views on flexible learning:

• “The Merdeka Curriculum allows teachers more creativity in designing and delivering lessons.” (SV)
• “Flexible learning is highly relevant as it provides adaptability in teaching.” (BP)
• “The challenge is the lack of time and resources for material preparation.” (AS)
• “The biggest obstacle is insufficient time and resources for developing diverse materials.” (IKW)
• “I use a variety of teaching methods and assignments tailored to student needs.” (IKD)
• “Students find it easier to grasp concepts and feel valued when learning aligns with their interests.” (ENH)

Student Perspectives on Flexible Learning

Interviews with students from state vocational schools in Nganjuk Regency revealed that most students responded positively to flexible learning approaches. They felt more motivated because the teaching methods were adapted to their needs, potential, and interests. Additionally, they could better understand the learning materials. Approximately 70% of students appreciated the variety offered by their teachers, such as project-based tasks, discussions, presentations, and interactive media. However, some students still struggled to adjust to different teaching methods. To address this, teachers must consistently apply diverse teaching strategies while ensuring students understand their objectives and processes. Teachers should also provide guidance for students who face difficulties in adapting.

Student feedback on flexible learning included:

• “I like having different assignment choices so I can pick the one that suits my interests.” (Student 7)
• “I enjoy the variety of methods, like using videos and hands-on practice.” (Student 8)
• “Sometimes, the tasks are too varied, making it hard to adapt.” (Student 6)

School Support for the Implementation of the Merdeka Curriculum

Adequate school facilities and infrastructure are crucial for the successful implementation of the Merdeka Curriculum (Gailea, 2024). Interviews with vocational school principals in Nganjuk Regency indicated a strong commitment to supporting this curriculum by allocating 10%–20% of their annual budget for teaching materials, including instructional aids, software, additional books, and teacher training. The integration of technology in teaching is a key focus, as it provides interactive learning tools that enhance student engagement (Aisyah et al., 2025). Moreover, principals emphasized the alignment of instructional tools with the school’s vision and mission. Each school has a dedicated team to periodically evaluate curriculum implementation and instructional materials through discussions with teachers, training sessions, digital communication platforms like WhatsApp, and workshops for sharing experiences and ideas. These efforts encourage teachers to innovate and develop instructional materials suited to student needs.

School leadership’s perspective on instructional support:

• “Our school is fully committed to providing teaching resources that align with the Merdeka Curriculum. We continuously update and enhance instructional materials based on teacher and student needs.” (ES)
• “We encourage collaboration through regular meetings, workshops, and digital platforms. We also conduct discussion and sharing sessions to exchange experiences and ideas.” (HB)

Each school has the flexibility to develop its own instructional materials to meet specific needs. Teachers recognize the necessity of regularly updating teaching resources to stay aligned with the latest educational advancements. Despite significant progress, some issues remain, such as insufficient resources, lack of training on effective instructional material usage, and limited collaboration with external parties like industries. School principals support the curriculum implementation through five key strategies outlined in Table 2.

Table 2 School Support for Merdeka Curriculum Implementation

The Impact of School Support and Teacher Preparedness in the Implementation of Kurikulum Merdeka

The support from schools and teachers’ readiness in implementing the Merdeka Curriculum through flexible learning significantly impacts students’ soft skills and character development Kurikulum Merdeka fosters a learning environment that enables students to enhance their existing soft skills (Lince, 2022). Through self-directed learning, students are trained to master academic material while cultivating lifelong learning habits based on their interests and capabilities. They are given the autonomy to complete projects independently, which in turn strengthens their soft skills (Mahmudah, 2023). When self-directed learning evolves into collaborative learning, students internalize social values such as discipline, teamwork, and responsibility—attributes essential for success in the workforce (Yaelasari & Yuni Astuti, 2022).

Beyond self-directed learning, various activities under Kurikulum Merdeka framework contribute to students’ soft skill development, including project-based learning, the utilization of the Merdeka Belajar platform, and the implementation of flexible learning strategies (Anridzo et al., 2022). These activities encourage students to collaborate, communicate effectively, and engage in problem-solving. Furthermore, students are trained to present their project outcomes articulately. To maximize the effectiveness of Kurikulum Merdeka in enhancing students’ soft skills and character, several influencing factors must be considered, as summarized in Table 3.

Table 3 Factors Influencing the Development of Students’ Soft Skills and Character

The Role of Flexible Learning in the Implementation of Kurikulum Merdeka

Flexible learning has been widely adopted in the implementation of Kurikulum Merdeka, particularly for essential learning materials. These essential materials are designed to address learning loss experienced during the pandemic while also emphasizing the development of soft skills such as communication, problem-solving, teamwork, leadership, creativity, and critical thinking. Various flexible learning models that can be employed in the implementation of Kurikulum Merdeka are outlined in Table 4.

Table 4 Flexible Learning Models in the Implementation of Kurikulum Merdeka

The effectiveness of flexible learning models in fostering students’ soft skills and character development is influenced by several factors, including:

• Infrastructure Support – The availability of technological devices and reliable internet access significantly affects student engagement in online learning.
• Teacher Involvement – Teachers’ active participation in designing, managing, and supporting flexible learning enhances its effectiveness.
• Relevant Learning Design – Learning designs tailored to students’ needs can improve their motivation and engagement.
• Family Support – Encouragement from parents and guardians plays a vital role in students’ learning experiences.
• Student Motivation – Internal drive and enthusiasm contribute to the effectiveness of flexible learning.
• Assessment and Feedback – Continuous assessment and constructive feedback help reinforce learning outcomes.

IMPLICATIONS AND RECOMMENDATIONS

These findings align with previous studies, emphasizing the need for synergy between teachers, schools, and policymakers to ensure the successful implementation of Kurikulum Merdeka in vocational high schools in Nganjuk Regency. Teachers should be provided with adequate resources, including instructional materials aligned with students’ needs, professional development through training and workshops facilitated by schools and government agencies, and the autonomy to design instructional models that cater to diverse student profiles—one of which is the flexible learning model.

Meanwhile, schools must demonstrate a strong commitment to curriculum implementation by organizing training sessions, allocating necessary resources, conducting regular evaluations, and fostering collaboration with parents. With collective support from all stakeholders, Kurikulum Merdeka is expected to produce vocational school graduates equipped with strong soft skills and character traits essential for today’s dynamic workforce.

CONCLUSION

The findings of this study indicate that the successful implementation of Kurikulum Merdeka in state vocational schools in Nganjuk Regency is influenced by several key factors. These include teachers’ understanding of the curriculum’s concepts and objectives, as well as the support provided by schools through training programs, infrastructure development, and collaboration with parents and industry partners.

Furthermore, developing students’ soft skills and character can be effectively fostered through flexible learning models within Kurikulum Merdeka. These models allow teachers to adapt their instructional methods to meet student’s needs better, thereby preparing them more effectively for the demands of the workforce.

The success of flexible learning models in supporting students’ soft skills and character development is determined by five key indicators: the implementation of project-based learning, problem-based learning approaches, differentiated instruction strategies, the integration of formative assessment for continuous feedback, and collaboration with industry and the wider community.

ACKNOWLEDGMENT

We extend our gratitude to all those who contributed to this research. Our appreciation goes to the teachers and students of state vocational schools in Nganjuk Regency for sharing their experiences and insights. We also thank the schools and industry partners for their valuable support and information. The encouragement from colleagues and family has been instrumental in completing this study.

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