Transforming Music Education: Evaluating the Impact of the Merdeka Curriculum in Arts Education

Background/purpose. This study evaluates the implementation and impact of the Merdeka Curriculum in music education at SMP Negeri 1 Padangpanjang, focusing on fostering creativity, critical thinking, and collaboration through a flexible and experiential approach. The curriculum faces challenges, including limited teacher training and inadequate resources, which may hinder its full potential.

Materials/methods. A qualitative approach was employed, involving 32 seventh-grade students. Data collection included observations, interviews, documentation, and literature reviews. The curriculum's effectiveness was evaluated through the five learning syntax elements: Experiencing, Reflecting, Thinking and Working Artistically, Creating, and Impacting, using mixed methods to assess students' performance and the implementation process.

Results. The findings show an average score of 89.80, categorized as "Independent Change." The highest achievement was observed in the Creating element (90%), demonstrating students' creativity in composing ensemble music. Other elements, such as Experiencing (85%) and Thinking and Working Artistically (87%), also showed strong outcomes, reflecting the curriculum's success in engaging students and enhancing their musical development.

Conclusion. The Merdeka Curriculum effectively promotes creativity, critical thinking, and collaboration in music education. However, to optimize its impact, it is essential to address challenges such as teacher training, resource availability, and time constraints. These insights provide valuable guidance for enhancing arts education and curriculum reform in Indonesia.

Keywords: Merdeka curriculum, experiential learning, music arts education.

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