Implementing the Merdeka Curriculum in Multigrade Teaching at Community Learning Centers in Sabah

Abstract

This study examines the implementation of the Merdeka Curriculum within the framework of multigrade teaching at Community Learning Centers (CLCs) for children of Indonesian migrant workers in Sabah, Malaysia. The study aims to evaluate the level of adaptability, effectiveness, and impact of the curriculum on teaching and learning processes in multigrade settings with limited resources. A descriptive qualitative approach was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through observations, interviews, and documentation at CLC United Malacca 3&4. The findings indicate that the Merdeka Curriculum, with its more streamlined and focused instructional design, is better suited for multigrade teaching than the 2013 Curriculum. Teachers reported greater ease in integrating instruction and managing classrooms, while students demonstrated improved understanding and learning engagement. The gradual implementation from 2022 to 2025 supported a smoother transition and positive learning outcomes, underscoring the important role of flexible curricula in improving educational quality in marginalized educational settings.