Comparative analysis of Kurikulum Merdeka and Malaysia’s KSSM in mathematical literacy

Nadya Irba Rosyadah; Artika Nur Noviani; Ika Kurniasari

doi:10.17509/curricula.v5i2.616

Authors

Nadya Irba Rosyadah Universitas Negeri Surabaya
Artika Nur Noviani Universitas Negeri Surabaya
Ika Kurniasari Universitas Negeri Surabaya

DOI:

https://doi.org/10.17509/curricula.v5i2.616

Keywords:

KSSM, Kurikulum Merdeka, mathematical literacy, mathematics education

Abstract

Mathematical literacy is a crucial skill in the 21st century, helping people understand and apply Mathematics in everyday life. However, the results of the PISA 2022 show that Indonesia and Malaysia still have mathematical literacy skills below the OECD average. To address this issue, Indonesia began implementing the Kurikulum Merdeka in 2022, while Malaysia has been using the Kurikulum Standar Sekolah Menengah (KSSM) since 2017. This study aims to compare the two curricula for improving mathematical literacy by analyzing official documents, academic articles, and international reports. The study results show that both curricula focus on problem-solving, analytical thinking, and the application of Mathematics in real-world situations. However, the Independent Curriculum emphasizes greater freedom to improve mathematical literacy through teacher analysis, project-based learning, and a student-centered approach. On the other hand, the KSSM has a more structured learning system that incorporates Higher-Order Thinking Skills (HOTS) and a standardized numeracy program. These differences can serve as a reference for improving the quality of Mathematics education in Southeast Asia.

Abstrak

Literasi Matematika sebagai keterampilan penting di abad ke-21, yang membantu masyarakat memahami dan menerapkan Matematika dalam kehidupan sehari-hari. Namun, hasil PISA 2022 menunjukkan bahwa Indonesia dan Malaysia masih memiliki keterampilan literasi Matematika di bawah rata-rata OECD. Untuk mengatasi masalah ini, Indonesia mulai menerapkan Kurikulum Merdeka pada tahun 2022, sedangkan Malaysia telah menggunakan Kurikulum Standar Sekolah Menengah (KSSM) sejak tahun 2017. Studi ini bertujuan untuk membandingkan kedua kurikulum tersebut dalam meningkatkan literasi Matematika melalui analisis dokumen resmi, artikel akademis, dan laporan internasional. Hasil studi menunjukkan bahwa kedua kurikulum tersebut berfokus pada pemecahan masalah, berpikir analitis, dan penerapan Matematika dalam situasi dunia nyata. Namun, Kurikulum Merdeka lebih menekankan kebebasan bagi guru, pembelajaran berbasis proyek, serta pendekatan yang berpusat pada siswa. Di sisi lain, KSSM memiliki sistem pembelajaran yang lebih terstruktur yang menggabungkan keterampilan berpikir tingkat tinggi (HOTS) dan program numerasi yang terstandarisasi. Perbedaan-perbedaan ini dapat dijadikan acuan untuk meningkatkan kualitas pendidikan Matematika di kawasan Asia Tenggara.

Kata Kunci: KSSM; Kurikulum Merdeka; literasi Matematika; pendidikan Matematika

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