Realization of the Merdeka curriculum in culinary fundamentals education for grade x at vocational high school

Abstract

The objectives of this research are: (1) To explain the planning, implementation, and evaluation of the Merdeka Curriculum in the teaching of Basic Culinary Skills for Grade X; (2) To identify obstacles in the implementation of the Merdeka Curriculum in teaching Basic Culinary Skills for Grade X; (3) To describe efforts in implementing the Merdeka Curriculum in teaching Basic Culinary Skills for Grade X. This study employed a qualitative method with SMK Negeri 4 Yogyakarta as the research subject. Data were collected through observations, interviews, and document analysis. Research informants included the Vice Principal of Curriculum, the Head of the Culinary Department, and Basic Culinary Skills teachers. Data analysis techniques encompassed data collection, data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation. The research findings are: (1) Learning implementation includes learning planning (Understanding Learning Outcomes, Formulating Learning Objectives, Developing Learning Objective Pathways, Planning Learning Activities and Assessments). The learning models applied were Project-Based Learning (PjBL) and Discovery Learning, using audiovisual learning media. Evaluation was conducted through reflective activities; (2) Identified obstacles include teachers’ limited capacity to implement differentiated learning, shortages of both teaching staff and adequate practice facilities, as well as students’ lack of independence, persistence, and self-confidence when engaging in sales practices; (3) Efforts made to address these issues include teachers’ participation in training programs, enhanced coordination among teachers to foster creativity in active classroom learning, inviting guest instructors, and providing additional support to students to boost their self-confidence, independence, and entrepreneurial resilience. This study concludes that continuous support through educational policy is essential to enhance the effectiveness of the Merdeka Curriculum implementation in vocational high schools.