Integrating Kurikulum Merdeka in Language Education and Psychological Dimensions among University Students in Sumatra, Indonesia: A Mixed Methods Study
Keywords:
Kurikulum Merdeka, language education, educational psychology, self-determination, Sumatran higher educationAbstract
This mixed methods study examines the integration of Kurikulum Merdeka within language education programs and its psychological implications for university students in Sumatra, Indonesia. Grounded in self-determination theory and sociocultural learning frameworks, the study employed a sequential explanatory design combining quantitative surveys administered to 356 undergraduate students from four universities across Sumatera Utara, Sumatera Barat, and Sumatera Selatan, with qualitative semi-structured interviews involving 20 participants. Findings indicate that Kurikulum Merdeka's emphasis on student autonomy, project-based learning, and Profil Pelajar Pancasila significantly enhanced intrinsic motivation, psychological well-being, and language learning self-efficacy. However, implementation disparities across urban and rural university contexts revealed contextual inequities that moderated pedagogical outcomes. Qualitative data illuminated students' psychological responses to flexible curriculum structures, highlighting both empowerment and anxiety dimensions of autonomy-oriented language learning.
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