ANALYSIS OF SCHOOL-BASED MANAGEMENT IMPLEMENTATION IN SUPPORTING THE MERDEKA CURRICULUM AT SMPN 5 KANDIS

Abstract

This study aims to analyze the implementation of School-Based Management (SBM) in supporting the Merdeka Curriculum at SMPN 5 Kandis. SBM, as a decentralized approach to school governance, grants schools autonomy to manage resources, establish policies, and create innovative learning experiences tailored to students' needs. In the context of the Merdeka Curriculum, SBM plays a crucial role in fostering an inclusive, innovative, and adaptive learning environment suitable for 21st-century educational challenges. This research employs a qualitative approach with a narrative method to explore the experiences of school principals, teachers, and stakeholders in SBM implementation. Data were collected through in-depth interviews, observations, and document studies. The findings indicate that transformational leadership by the principal is a key factor in SBM success. The principal acts as an administrator and an innovator, promoting collaboration, enhancing quality culture, and integrating technology into learning. Key strategies include teacher competency development through differentiated instruction training and strengthening school committees in decision-making processes. However, challenges persist, including limited human resources, low community participation, and underutilization of technology in educational management. This study provides insights into best practices for SBM in supporting the Merdeka Curriculum. The recommendations can serve as references for other schools in managing education more independently, innovatively, and participatively. Effective SBM implementation can position schools as competitive educational institutions capable of producing excellent, creative students ready for global challenges.