Transformasi paradigma pembelajaran bahasa Indonesia dan tantangan implementasi kurikulum merdeka: Tinjauan historis pengembangan kurikulum

Abstract

Curriculum reforms in Indonesia have been implemented to address educational challenges, including low literacy achievement and the demands of twenty-first-century competencies. These reforms have transformed Indonesian language teaching from a structure-oriented approach into communicative and literacy-based learning. However, classroom practices have not always aligned with curriculum objectives. This study aims to analyze the historical transformation of Indonesian language teaching paradigms from the perspective of curriculum development, identify the factors driving these changes, and examine their implications for learning practices. This study employed a qualitative library research approach. Data were collected from relevant literature and analyzed using content analysis. The findings show that Indonesian language teaching has evolved gradually from nation-building and structural orientations to language skills development, communicative competence, and literacy enhancement. This transformation has been shaped by political factors, advances in science and technology, social changes, and the demands of twenty-first-century competencies. Although curriculum development has generally responded to contemporary educational needs, its implementation remains constrained by inconsistencies between curriculum goals and assessment systems, limited educational support, and the insufficient integration of communicative and linguistic competencies. Therefore, the main challenge lies in ensuring the consistent implementation of curriculum paradigms in classroom practice.