Curriculum Management Based on Deep Learning: The Role of Teacher and Student Participation in Elementary Schools under the Merdeka Curriculum

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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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Related topics: Educational Curriculum and Learning Methods · Child Development and Education · Values and Moral Education