ABSTRACT

Purpose: The Merdeka curriculum introduces flexibility, teacher autonomy, and digital-based support in Indonesia’s education system. However, local governments have not adequately prepared stakeholders with the necessary knowledge to implement the curriculum. Consequently, gaps in knowledge dissemination and utilization hinder effective implementation, particularly in enhancing teacher competence. This study explores systemic challenges in Merdeka curriculum implementation at the local government level and proposes a Knowledge Management (KM)-based policy model to strengthen the role of local governments in curriculum execution. Method: Using a qualitative approach with Soft Systems Methodology (SSM), data were collected through interviews and focus group discussions with key stakeholders, including government representatives, curriculum experts, local education authorities, supervisors, principals, and teachers. Rich picture analysis visualizes systemic challenges and stakeholder interactions. Findings: The rich picture reveals three areas of conflicts in curriculum implementation: (1) misalignment between local authorities and schools, (2) differing curriculum interpretations between supervisors and school staff, and (3) inefficient use of digital support systems. A KM-based policy model has been developed to resolve these conflicts and enhance local governments' role in implementing the Merdeka curriculum. Implication for Research and Practice: This study recommends KM-based policies for local governments to enhance curriculum implementation. The proposed model improves knowledge sharing, addresses systemic challenges, and strengthens educational governance and practice. Future research should develop an adaptive KM framework that fits Indonesia’s diverse local government conditions.