Integration of Balinese Local Wisdom into the Merdeka Curriculum Policy: An Analysis of Its Implementation and Challenges in Educational Institutions
Keywords:
Balinese Local Wisdom, Merdeka Curriculum, Curriculum Integration, Cultural Literacy, Primary and Secondary EducationAbstract
However, limited empirical studies have examined how Balinese local wisdom is systematically integrated into the Merdeka Curriculum and the challenges faced by schools in its implementation. This study aims to critically analyze the pedagogical strategies, institutional dynamics, and implementation gaps in integrating Balinese local wisdom into the Merdeka Curriculum. Using a qualitative case study approach, data were collected through semi-structured interviews with teachers and curriculum coordinators, participant observation in classrooms, and document analysis of lesson plans and teaching materials. Findings reveal that the integration occurs through interdisciplinary thematic approaches, reflecting a contextual adaptation of curriculum policy at the school level. However, the study also identifies challenges, including pedagogical challenges (teacher readiness), structural constraints (limited resources), and policy alignment issues, and difficulties aligning cultural content with standardized curriculum objectives. The study highlights the need for a culturally responsive curriculum framework that systematically integrates local wisdom into national policy implementation. These findings contribute to the discourse on culturally responsive curriculum by providing an empirical model for integrating local wisdom within standardized national education systems.
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