Analyzing Curriculum Change Policies in Indonesia: “A Review on Mathematics Subject"

Abstract

The research employs a qualitative approach through literature review from official reports and
academic journals. The finding reveal several key insights: (i) the average duration between curriculum
changes is 7 to 8 years, with the shortest period lasting only two years and the longest extending up to
twelve years; (ii) Indonesia recorded its highest PISA mathematics score of 391 in 2006, during the
implementation of the 1994 and KBK curricula; (iii) since 2006, students have increasingly sought learning
resources beyond their teachers, a shift that coincided with the introduction of the KBK curriculum. Further
innovations in learning resources began with the implementation of the K-13 curriculum. (iv) different
curricula emphasize distinct learning approaches-KTSP focuses on procedural mastery, K-13 curriculum
emphasizes conceptual understanding, while the Merdeka Curriculum promote flexibility in learning. These
findings underscore the importance of aligning curriculum reforms with the evolving needs of teachers and
students. To be effective, reforms must be supported by adequate resources and comprehensive training.
This study contributes to a deeper understanding of how curriculum policies influence mathematics
education, offering insights for policymakers to design stable, inclusive, and impactful curricula that
improve learning quality and equip with essential 21 st -century skills.