Framework of Kurikulum Merdeka and Role of Headmaster and Teacher Leadership in Merdeka Belajar Program at Indonesia Na<onal Educa<on

Abstract

The 21st century and society 5.0 era of Indonesia has improved various areas of life, economy, socio-culture, poli=cs, defense, security, and others. In addi=on to facing the demands of the 21st century and society 5.0, Indonesia is also facing a learning crisis that has resulted in educa=on being increasingly le@ behind with the loss of learning and increasing learning gaps between regions and socio-economic groups. This situa=on is exacerbated by the COVID-19 pandemic. This paper examines conceptually and empirically how Indonesia is improving in order to restore the condi=on of educa=on, so that the vision, mission, and goals of Indonesian Na=onal Educa=on can be achieved. The Indonesian government in restoring this learning through the Ministry of Kementrian Pendidikan dan Kebudayan, Riset, dan Teknologi Republik Indonesia launched the Merdeka Belajar Program", 15st episode: Kurikulum Merdeka and Merdeka Mengajar PlaSorm. In the implementa=on of the Kurikulum Merdeka Program, it is supported by the development of educator competence and capacity with a leadership model of the headmaster and teacher. The principal and educator are both leaders, namely the principal as the leader of the educa=onal unit, and the educator as the leader in the learning process. Both must have the competence and capacity to carry out their du=es and obliga=ons according to their respec=ve roles and func=ons.