Aligning Learning Assessments with Curriculum Outcomes: A Systematic Review of the Merdeka Curriculum in Indonesian Primary Education

Abstract

This study aims to examine the alignment between learning evaluations and the learning outcomes mandated by the Merdeka Curriculum in Indonesian elementary schools. It also identifies the key factors influencing this alignment and proposes strategic interventions for improvement. Employing a systematic literature review method, the research analyzed scientific articles, conference proceedings, books, and official policy documents published between 2020 and 2024. The findings indicate substantial variability in the degree of alignment, with a significant number of elementary schools demonstrating inconsistencies between assessment practices and targeted learning outcomes. Influencing factors include teachers’ limited understanding of learning outcomes, insufficient skills in designing valid evaluation instruments, time constraints, administrative burdens, and a lack of ongoing professional development. Proposed strategies to enhance alignment include integrating diverse assessment methods, developing comprehensive evaluation tools, leveraging technology, providing sustained mentoring for teachers, and adopting student-centered evaluation approaches. A systematic, integrated approach is essential to improve the coherence between learning evaluations and curriculum goals in the implementation of the Merdeka Curriculum.