- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Integrating Experiential Learning into the Merdeka Curriculum for Early Childhood Education in Indonesia
DOI:
https://doi.org/10.31004/obsesi.v9i5.7020Keywords:
Merdeka Curriculum, Early Childhood Education, Integrating Experiential LearningAbstract
This study investigates the integration of experiential learning within the Merdeka Curriculum for early childhood education in Indonesia through a descriptive qualitative method using a systematic literature review of 126 national and international journal articles published between 2017 and 2024. Articles were selected using keyword combinations experiential learning, Merdeka curriculum, and early childhood education from accessible databases such as Google Scholar, Scopus, and DOAJ, and reviewed through four stages: identification, screening, eligibility, and inclusion. The study examines how experiential learning strategies can enhance holistic development in young children by fostering active engagement, critical thinking, creativity, and socio-emotional growth. Findings indicate that experiential learning supports child-centered education when teachers are adequately trained, technology is effectively used, and community involvement is encouraged. However, challenges include inconsistent teacher competencies, lack of infrastructure, and limited policy support. The review emphasizes the need for contextualized teacher training and adaptive education policies. By offering evidence-based insights, this study contributes to best practices and policy recommendations for early childhood education in Indonesia, positioning experiential learning as a transformative approach to prepare a confident, creative, and compassionate generation.
Downloads
Download data is not yet available.
References
Acuyo, A. (2022). Reviewing the literature on professional development for higher education tutors in the work-from-home era: Is it time to reconsider the integration of social media? Education and Information Technologies, 27, 89–113. https://doi.org/10.1007/s10639-021-10603-2
Agusniatih, A., Nurhayati, N., & Durrotuisa, D. (2023). Empowering Merdeka Play: Unleashing Potential Through Project-Based Learning in Kindergarten. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 7385–7396. https://doi.org/10.31004/obsesi.v7i6.5547
Aithal, P., & Mishra, N. (2024). Integrated Framework for Experiential Learning: Approaches & Impacts. International Journal of Case Studies in Business, IT, and Education. https://doi.org/10.47992/ijcsbe.2581.6942.0340
Aji, K. (2023). Literature Review: The Relationship between Merdeka Curriculum and Student Learning Achievement. Jurnal Pendidikan Jasmani (JPJ), 4(1), 732. https://doi.org/10.55081/jpj.v4i1.732
Anggraini, S., & Dewi, S. K. (2023). The effectiveness of using interactive multimodality books in pediatric nursing in implementing Merdeka Belajar program. Revista Brasileira de Enfermagem, 76(5), e20220599. https://doi.org/10.1590/0034-7167-2022-0599
Bahchevanova-Georgieva, R. (2024). Experiential reading. Education and Technologies Journal. https://doi.org/10.26883/2010.242.6192
Bartle, E. (2015). Experiential learning: An overview. A discussion paper prepared for Professor Joanne Wright, Deputy Vice-Chancellor (Academic) for the Vice-Chancellor’s Retreat March 23rd & 24th. https://itali.uq.edu.au/files/1264/Discussion-paper-Experiential_learning%20_an_overview.pdf
Cheng, T. (2022). How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context? International Journal of Training Research, 20(2), 178–193. https://doi.org/10.1080/14480220.2021.1991435
Christina, J., & Watini, S. (2022). Implementasi model Atik dalam mengembangkan kemampuan mendongeng pada anak usia dini di PAUD Siera Pertiwi. Edukasia: Jurnal Pendidikan dan Pembelajaran, 3(2), 207–219. https://jurnaledukasia.org/index.php/edukasia/article/view/84/71
Copple, C., & Bredecamp, S. (2006). Basics of developmentally appropriate practice: An introduction for teacher of children 3 to 6. National Association for the Education of Young Children.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Sage Publications.
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
De Bilde, J., Boonen, T., Speybroeck, S., De Fraine, B., Van Damme, J., & Goos, M. (2015). Experiential education in kindergarten. The Elementary School Journal, 116(1), 173–197. https://doi.org/10.1086/683802
Enache, A. (2023). Teaching experiential learning as a source of learning and development in preschool children. In ?tiin?? ?i educa?ie: Noi abord?ri ?i perspective: Materialele conferin?ei ?tiin?ifice interna?ionale, Seria 25. Volumul 1: Psihologie. https://doi.org/10.46727/c.v2.24-25-03-2023.p178-185
Erikson, E. H. (2010). Childhood and society. W.W. Norton & Company.
Fourcade, F., & Go, N. (2012). Towards a new paradigm in experiential learning: Lessons learned from kindergarten. Journal of Management Development, 31(3), 198–208. https://doi.org/10.1108/02621711211208835
Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139. https://doi.org/10.1016/J.TATE.2016.04.009
Gobeil, M., Wilson, J., Yates, T., Aitken, A., & Lewis, K. (2024). Investigation of experiential learning practices in K-12 education. SFU Educational Review, 16(1). https://doi.org/10.21810/sfuer.v16i1.6256
Grant, K. B., & Ray, J. A. (2010). Home, school, and community collaboration: Culturally responsive family involvement. Sage Publication, Inc.
Hasan, M., Arisah, N., Dinar, M., Ramatullah, & Nurdiana. (2023). Model experiential learning untuk mengembangkan karakter kewirausahaan berbasis budaya lokal pada anak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(2), 1333–1345. https://doi.org/10.31004/obsesi.v7i2.3884
Hasibuan, R., Fitri, R., Maureen, I., & Pratiwi, A. (2022). Penyusunan kurikulum operasional pada satuan PAUD berbasis Kurikulum Merdeka. Transformasi dan Inovasi: Jurnal Pengabdian Masyarakat, 2(2), 87–92. https://doi.org/10.26740/jpm.v2n2.p87-92
Hikmah, N., Afif, N., & Ayuningrum, A. (2021). Experiential learning pada model pembelajaran Ta’lim Yaumiyah Pendidikan Anak Usia Dini. Edukasi Islam: Jurnal Pendidikan Islam, 10(2). https://doi.org/10.30868/ei.v10i02.2183
Hu, M. (2023). A comparative study of experiential teaching methods in Chinese and American preschool students. Journal of Education, Humanities and Social Sciences, 22, 12492. https://doi.org/10.54097/ehss.v22i.12492
Huong, L. (2024). Education of science for preschool children through experiential approach. East African Scholars Journal of Education, Humanities and Literature, 7(4), 304–309. https://doi.org/10.36349/easjehl.2024.v07i04.003
Irbah, A., Ichsan, I., & Fauziah, N. (2022). Competency evaluation and performance training against Merdeka Belajar Curriculum among Kindergarten Teachers. JOYCED: Journal of Early Childhood Education, 2(1), 7–12. https://doi.org/10.14421/joyced.2022.21-07
Irawati, S., Haidar, M., Pendidikan, J., & Sekolah, L. (2023). Implementation of Merdeka Belajar Curriculum at the early childhood level in Insan Cemerlang Kindergarten Magetan. KOLOKIUM Jurnal Pendidikan Luar Sekolah, 11(2), 646. https://doi.org/10.24036/kolokium.v11i2.646
Kementerian Pendidikan dan Kebudayaan. (2003). Sistem Pendidikan Nasional (Undang-Undang Republik Indonesia Nomor 20 Tahun 2003). https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/UU_tahun2003_nomor020.pdf
Kharimah, I., Agama, I., Negeri, I., Raya, P., Qamariah, Z., Kunci, K., I., & Merdeka, K. (2023). The implementation of Merdeka Curriculum for formal English learning. Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora, 1(3), 206. https://doi.org/10.59024/atmosfer.v1i3.206
Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Journal of Experiential Education, 40(4), 8.
Kolb, D. (2015). Experiential learning: Experience as the source of learning and development. Person Education LTD.
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12, 771272. https://doi.org/10.3389/fpsyg.2021.771272
Kwan, Y. (2022). Exploring experiential learning practices to improve students’ understanding. PUPIL: International Journal of Teaching, Education and Learning, 6(1), 72–89. https://doi.org/10.20319/pijtel.2022.61.7289
Latif, M. A., & Sirait, S. (2022). Persepsi guru dan orang tua: Implementasi experiential learning pada pendidikan anak usia dini. Raheema: Jurnal Studi Gender dan Anak, 9(2), 72–80. https://doi.org/10.24260/raheema.v9i2.1643
Mak, B., Lau, C., & Alan, W. (2017). Effects of experiential learning on students: An ecotourism service-learning course. Journal of Teaching in Travel & Tourism, 17(2), 85–100. https://doi.org/10.1080/15313220.2017.1285265
Mewilda, L., Rianto, S., & Tanamir, M. D. (2024). Pengaruh penerapan model experiential learning terhadap motivasi belajar geografi peserta didik fase E SMAN 1 Guguak. Jurnal Review Pendidikan dan Pengajaran, 7(3), 7210–7216. https://doi.org/10.31004/jrpp.v7i3.29503
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
NAEYC. (1997). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
Ndari, W., S., S., & Mahmudah, F. (2023). Implementation of the Merdeka Curriculum and its challenges. European Journal of Education and Pedagogy, 4(3), 648. https://doi.org/10.24018/ejedu.2023.4.3.648
Ngkunda, H., Makahinda, T., & Tulandi, D. (2023). Pengembangan perangkat pembelajaran berbasis model experiential learning dengan pendekatan konstruktivisme di SMA Negeri 2 Tondano. Charm Sains: Jurnal Pendidikan Fisika, 3(3), 142–153. https://doi.org/10.53682/charmsains.v4i3.277
Nicu, A. (2017). The importance of mastering pedagogy knowledge in initial teacher training. European Proceedings of Social and Behavioural Sciences, 772–780. https://doi.org/10.15405/epsbs.2017.05.02.94
Novitaningrum, I., Septiana, I., & Rahayu, W. (2023). Implementasi model experiential learning untuk meningkatkan keterampilan menulis teks biografi kelas X SMA Negeri 5 Semarang. Prosiding Seminar Nasional Pendidikan Profesi Guru, 1(1), 1277–1285. https://conference.upgris.ac.id/index.php/psnppg/article/view/4080
Nugraha, T. S. (2022). Kurikulum Merdeka for learning recovery. Jurnal Inovasi Kurikulum, 19(2), 251–262. https://doi.org/10.17509/jik.v19i2.45301
Nuraini, F., Sholikhah, A., Rahmawati, F., Tahir, A., & Malang, U. (2024). Evaluating the economics education framework within the Merdeka Curriculum at the ECD level: Case study at Kharisma Kindergarten. Eduscape: Journal of Education Insight, 2(3), 439. https://doi.org/10.61978/eduscape.v2i3.439
Nursaputri, E., & Sabat, Y. (2023). Kindergarten teachers’ readiness in implementing Kurikulum Merdeka. Academy of Education Journal, 14(2), 1715. https://doi.org/10.47200/aoej.v14i2.1715
Ogunseemi, O., & Idowu, E. (2023). Best practices in curriculum implementation through the experiential learning cycle. European Journal of Theoretical and Applied Sciences, 1(3), 32. https://doi.org/10.59324/ejtas.2023.1(3).32
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pherson-Geyser, G., De Villiers, R., & Kavai, P. (2020). The use of experiential learning as a teaching strategy in life sciences. International Journal of Instruction, 13(3), 967–982. https://doi.org/10.29333/iji.2020.13358a
Rahayu, A. F., Syaodih, E., & Romadona, N. F. (2019). Improving the ability to understand the concept children through experiential learning approach in TK Labschool UPI Cibiru. Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini, 16(1), 11–23. https://doi.org/10.17509/edukid.v16i1.20725
Rahma, B. A., Kustiono, & Setiawan, D. (2023). Penerapan Merdeka Belajar dengan media berbahan loose part pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 3991–4001. https://doi.org/10.31004/obsesi.v7i4.4926
Rakhman, F., & Surur, M. (2024). Analysis of the readiness of driving school teachers in implementing the independent curriculum at the PAUD level in Situbondo Regency. Al-Hijr: Journal of Adulearn World, 3(1), 596. https://doi.org/10.55849/alhijr.v3i1.596
Rashid, S., Makhtar, N., Jaafar, N., & Abdullah, S. (2024). Improving students’ understanding in physics using experiential learning. International Journal of Academic Research in Progressive Education and Development, 13(1), 20625. https://doi.org/10.6007/ijarped/v13-i1/20625
Rini, R., & Indah, O. (2023). Improving children’s ability in knowing vocabulary through the experiential learning model approach. Jurnal Dieksis Id, 3(1), 233. https://doi.org/10.54065/dieksis.3.1.2023.233
Rini, R. Y. (2022). Upaya meningkatkan kemampuan mengenal kosa kata pada anak melalui pendekatan model experiential learning. Jurnal Anak Bangsa (JAS), 1(2), 121–140. https://doi.org/10.46306/jas.v1i2
Šalkauskait?, P. (2021). Experiential education experiences and discoveries in a primary school. ŠVIETIMAS: POLITIKA, VADYBA, KOKYB? / EDUCATION POLICY, MANAGEMENT AND QUALITY, 13(1), 98. https://doi.org/10.48127/spvk-epmq/21.13.98
Santrock, J. W. (2009). Child development (14th ed.). McGraw-Hill Companies, Inc.
Sapriati, A., Amini, M., Aisyah, S., Sapta, A., & Anam, R. S. (2023). Experiential learning in action: Inovasi pembelajaran guru mahasiswa FKIP Universitas Terbuka. Universitas Terbuka.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson Educational, Inc.
Sriandila, R., Suryana, D., & Mahyuddin, N. (2023). Implementasi Kurikulum Merdeka di PAUD Nur Ikhlas Kemantan Kabalai Kabupaten Kerinci. Journal on Education, 5(2), 1826–1840. https://doi.org/10.31004/joe.v5i2.823
Suryani, N., Haenilah, E. Y., & Sasmiati, S. (2018). Model pembelajaran berbasis pengalaman (experiential learning) dalam kaitannya dengan pemahaman konsep sains anak usia dini. Jurnal Pendidikan Anak, 4(2). https://jurnal.fkip.unila.ac.id/index.php/PAUD/article/view/16872
Suryaningsih, N. M. A., Cahaya, M. E., & Poerwati, C. E. (2020). Implementasi metode experiential learning dalam menumbuhkan perilaku kesehatan dan keselamatan anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(1), 187–200. https://doi.org/10.31004/obsesi.v4i1.317
Susiloningsih, E., Sumantri, M., & Marini, A. (2023). Experiential learning model in science learning: Systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(9), 4452. https://doi.org/10.29303/jppipa.v9i9.4452
Tan, C. (2021). Educating for twenty-first century competencies and future-ready learners: The Singapore experience. Asia Pacific Journal of Education, 41(1), 4–19. https://doi.org/10.1080/02188791.2020.1761775
Tarida, E., Sastromiharjo, & Cahyani, I. (2022). Implementasi model pembelajaran experiential learning dalam menulis teks puisi. Seminar Internasional Riksa Bahasa XVI, 315–321. http://proceedings.upi.edu/index.php/riksabahasa/article/view/2652
Tereza Trejbalova, Linsey A. Belisle, & Emily J. Salisbury. (2022). Changes in students’ attitudes towards substance use and treatment: A mixed method inquiry on experiential learning tactics. Journal of Criminal Justice Education, 35(1), 1–19. https://doi.org/10.1080/10511253.2022.2097719
Thu, H., Chung, V., & Nam, B. (2024). Developing lesson plans for elementary students based on experiential learning. International Journal of Education and Social Science Research, 7(2), 10. https://doi.org/10.37500/ijessr.2024.7210
Tinarti, Puranamasari, I., & Handayani, A. (2022). Keefektifan model experiential learning bernatu pendekatan Science, Technology, Engineering, Art, Mathematics dalam penanaman kemampuan bahasa ekspresif pada anak usia dini. Praniti Jurnal Pendidikan, Bahasa & Sastra, 2(2), 152–160. https://jurnal.unw.ac.id/index.php/praniti/article/view/1639
Utami, F., Gumilar, Y., & Lestari, M. (2024). Training on the implementation and evaluation of the Merdeka Curriculum for kindergarten teachers in Tangerang City. Community Empowerment. https://doi.org/10.31603/ce.10933
Uyen, B., Tong, D., & Liên, N. (2022). The effectiveness of experiential learning in teaching arithmetic and geometry in sixth grade. Frontiers in Education, 7, 858631. https://doi.org/10.3389/feduc.2022.858631
Watini, S. (2021). Pengembangan model ATIK untuk meningkatkan kompetensi menggambar pada anak Taman Kanak-Kanak. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1512–1520. https://doi.org/10.31004/obsesi.v5i2.899
Wheeler, M., Burwell, J., Gravely, G., & Summers-Dawkins, R. (2022). Experiential learning in a family systems course: Integrating the FCSfit KIDS curriculum. Journal of Family & Consumer Sciences, 114(1), 38–43. https://doi.org/10.14307/jfcs114.1.38
Wijayanti, D., Pramono, S., & Handoyo, E. (2024). Principal decision-making in implementing Merdeka Curriculum in elementary schools: A review. International Journal of Evaluation and Research in Education (IJERE), 13(6), 28940. https://doi.org/10.11591/ijere.v13i6.28940
Wooding, C. (2019). Experiential learning. In High impact teaching for sport and exercise psychology educators (pp. 577–590). Springer. https://doi.org/10.1007/978-94-6209-497-0_37
Yafie, E., Setyaningsih, D., Lestariningrum, A., Saodi, S., Herlina, H., & Wiranata, I. (2024). Exploring Merdeka Curriculum implementation in diverse preschools settings: A comparative analysis of principal perceptions in public and private schools with varied accreditation levels. Participatory Educational Research, 11(5), 63–76. https://doi.org/10.17275/per.24.63.11.5
Zidan, M., & Qamariah, Z. (2023). A literature study on the implementation of Merdeka Curriculum. Jurnal Riset Rumpun Ilmu Bahasa, 2(2), 1576. https://doi.org/10.55606/jurribah.v2i2.1576
Downloads
Published
12-06-2025
How to Cite
Wahyuningsih, D., & Küçükoğlü, A. (2025). Integrating Experiential Learning into the Merdeka Curriculum for Early Childhood Education in Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 9(5), 1457–1467. https://doi.org/10.31004/obsesi.v9i5.7020
Issue
Section
Articles
License
Copyright (c) 2025 Dian Wahyuningsih, Adnan Küçüko?lü (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
