Policy Analysis of the Competency-Based Curriculum (KBK), the 2013 Curriculum, and the Independent Curriculum

Abstract

Curriculum changes in Indonesia reflect the government's efforts to improve the quality of education so that it remains relevant to the times and societal needs. This article aims to analyze the differences, strengths, and weaknesses of the three major curricula implemented in Indonesia, namely the Competency-Based Curriculum (KBK), the 2013 Curriculum, and the Independent Curriculum. This study employed a literature review method by examining official documents, academic books, and research findings related to the implementation of these three curricula. The analysis shows that KBK focused on mastering students’ basic competencies, the 2013 Curriculum emphasized character formation and 21st-century competencies through scientific approaches, while the Independent Curriculum highlights flexibility and student-centered learning through project-based and differentiated instruction. These developments demonstrate a progressive direction toward a more adaptive, contextual, and future-oriented education system. However, the successful implementation of the Independent Curriculum depends on teacher readiness, infrastructure availability, and consistent policy support.