KURIKULUM TERPADU DI ERA GLOBALISASI: STUDI KUALITATIF PENERAPAN KURIKULUM MERDEKA, ISMUBA, UMI, DAN CAMBRIDGE DI SD MUHAMMADIYAH 6 JAKARTA

Abstract

This study aims to analyze the implementation of four integrated curricula—the Merdeka Curriculum, ISMUBA, UMI, and Cambridge—at SD Muhammadiyah 6 Jakarta. The research employs a descriptive qualitative approach, with data collected through observations, in-depth interviews with the school principal, and literature reviews. The findings reveal that the integration of these curricula successfully creates a holistic education system encompassing academic, spiritual, and global skill development. The Merdeka Curriculum focuses on differentiated learning and character building, while ISMUBA and UMI strengthen Islamic values through religious education and Quranic memorization (tahfidz). The Cambridge Curriculum enhances international literacy in English, Mathematics, and Science. Key challenges include time management, teacher training, and balancing global and local values. However, stakeholder collaboration and curriculum flexibility enable the school to achieve its objectives. In conclusion, this multi-curriculum model has the potential to serve as an example of balanced value-based and competency-driven education in the globalization era.