Curriculum Management Based on Deep Learning: The Role of Teacher and Student Participation in Elementary Schools under the Merdeka Curriculum
DOI:
https://doi.org/10.65820/ejes-15vol2-issue2-2026Keywords:
Curriculum Management, Deep Learning, Student Participation, Elementary Education, Merdeka CurriculumAbstract
Purpose: This study analyses deep learning-based curriculum management and the influence of teacher and student participation on deep learning implementation within the Merdeka Curriculum in public elementary schools in Grobogan Regency, Indonesia.
Methodology: A convergent mixed-method design combined quantitative and qualitative data from 144 teachers and 144 fifth-grade students across 18 schools, using questionnaires, interviews, observations, and document analysis. Data were analysed through regression and thematic analysis.
Results: Teacher and student participation significantly influence deep learning implementation (R² = 0.48 and 0.42, respectively, p < 0.05). Curriculum management significantly strengthens this relationship, with overall implementation effectiveness at 76% (moderately effective).
Novelty and Contribution: The study positions curriculum management as an intervening mechanism linking participation with deep learning implementation, offering mixed-method evidence of its systemic role in integrating planning, implementation, and evaluation
Practical and Social Implications: Schools should strengthen curriculum management through collaborative planning, teacher capacity-building, and active student engagement, supporting meaningful, student-centred education aligned with 21st-century competencies.
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Copyright (c) 2026 Agustin Putri, I. Fathurohman, Nur Fajrie, Sri Utaminingsih (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This article is licensed under a Creative Commons Attribution 4.0 International License.
