Evaluation of the Implementation of the Independent Learning Curriculum in Improving the Quality of Higher Education in Indonesia
Keywords:
Independent Curriculum, Freedom of Learning, higher education, quality of education, the digital divide, employabilityAbstract
The Independent Learning Curriculum is a transformational policy launched by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in response to the stagnation of the quality of higher education in Indonesia. This study aims to systematically evaluate the effectiveness of the implementation of the Independent Curriculum in improving the quality of higher education, focusing on three main dimensions: (1) improving the quality of learning, (2) the relevance of graduates to the world of work, and (3) structural challenges in implementation. Using a systematic literature review (SLR) approach based on the PRISMA 2020 protocol, this study analysed 28 scientific publications from Q1 journals (Scopus/WoS) and 7 official policy reports published in 2019–2024. The findings show that the Independent Curriculum significantly increased the student engagement index from 58% (2021) to 85% (2023) and the graduate absorption rate 76% at participating colleges compared to 58% at non-participating universities. The Independent Academic Mobility Program has been attended by more than 120,000 students until 2024, with 89% of participants reporting an increase in job readiness. However, implementation faces a serious challenge in the form of a sharp digital infrastructure gap between regions: 96% of universities in DKI Jakarta have adequate digital access, while in Papua only 32%. In addition, the readiness of lecturers and the resistance of the academic bureaucracy hindered the scalability of the reform. The study concludes that the Independent Curriculum has great potential in transforming Indonesian higher education, but its sustainability depends on national commitments to equitable infrastructure distribution, strengthening the capacity of academic human resources, and decentralization of policies responsive to local contexts. These findings provide an empirical basis for evidence-based policies to realize quality, inclusive, and sustainable higher education.
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