Integration of Indonesian Language and Literature Learning in the Merdeka Curriculum: A Holistic Approach to Enhancing Literacy and Cultural Appreciation in Secondary Schools



Keywords:
Integrated Learning, Indonesian Language and Literature, Merdeka Curriculum, Literacy and Cultural AppreciationAbstract
This study examined the integration of Indonesian language and literature learning within the context of Merdeka Curriculum implementation at the secondary school level as a strategy to strengthen students’ literacy and cultural appreciation. The main objective of this research is to understand the extent to which an integrative approach can improve the quality of learning that is not only cognitively oriented but also affective and cultural in nature. The subjects of this research consist of 20 scholarly articles selected through purposive sampling based on their relevance to the topic and the publication period between 2015 and 2025. The characteristics of the literature encompass perspectives on educational policy, pedagogical strategies, and empirical studies involving junior and senior high school students from diverse socio-cultural backgrounds. This study employs a qualitative approach using a library research method, with documentation techniques for data collection and thematic analysis to identify patterns, trends, and conceptual contributions from each source. The findings indicate that integrating language and literature learning significantly enhances students' literacy skills, broadens their cultural insights, and creates more reflective and meaningful learning experiences. Learning strategies that combine literary texts and language practice foster students' critical thinking, empathy, and appreciation of literature as well as real-life contexts. These findings confirm that the integration of language and literature not only substantively strengthens the implementation of the Merdeka Curriculum but also contributes to the formation of the Pancasila Student Profile. As an implication, this approach needs to be further developed through teacher training, the provision of contextual learning media, and educational policies that support holistic and transformative teaching practices.
Downloads
References
Apriyanto, S., Dalman, & Santoso, D. (2020). The urgency of forensic linguistics in a police interrogation process. International Journal of Psychosocial Rehabilitation, 24(6), 4766–4772. https://doi.org/10.37200/IJPR/V24I6/PR260467
Dalman, Hesti, & Apriyanto, S. (2020). Conversational implicature: A pragmatic study of “our conversation” in learning at university. International Journal of Psychosocial Rehabilitation, 24(8), 4332–4340. https://doi.org/10.37200/IJPR/V24I8/PR280450
Dewi, R. S., & Hapsari, M. (2021). Integrasi karya sastra lokal dalam pembentukan karakter peserta didik di era globalisasi. Jurnal Pendidikan Karakter, 11(2), 189–200. https://doi.org/10.21831/jpk.v11i2.
Fitriyani, S. (2022). Project-based literature learning sebagai strategi peningkatan literasi kritis dalam Kurikulum Merdeka. Jurnal Inovasi Pendidikan dan Pembelajaran, 18(1), 55–67. https://doi.org/10.31227/jipp.v18i1.
Hartono, A., Lestari, D., & Wibowo, T. (2023). Implementasi Kurikulum Merdeka di sekolah menengah: Studi kasus integrasi sastra dalam pembelajaran bahasa. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 9(1), 15–30. https://doi.org/10.24114/jpbsi.v9i1
Hasanah, N., & Prayogo, J. A. (2020). Pembelajaran sastra kontekstual untuk peningkatan literasi siswa sekolah menengah. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya, 48(1), 73–84. https://doi.org/10.17977/um015v48i1p73-84
Hidayat, A., & Purnama, B. (2023). Kurikulum Merdeka dan tantangan pedagogis: Analisis kebijakan dan realitas implementasi. Jurnal Kebijakan Pendidikan, 17(2), 201–218. https://doi.org/10.24832/jkp.v17i2.
Isnawati, N., & Sari, M. N. (2018). Literasi kritis melalui pembelajaran sastra berbasis HOTS. Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua, 6(2), 102–114. https://doi.org/10.21107/metalingua.v6i2.
Kasiyarno, K., & Apriyanto, S. (2025). Influence of Globalisation on the Shift in Local Language and Cultural Identity. Journal Corner of Education, Linguistics, and Literature, 4(3), 372–383. https://doi.org/10.54012/jcell.v4i3.435
Kemendikbudristek. (2022). Profil pelajar Pancasila sebagai dasar pengembangan Kurikulum Merdeka. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Lestari, I., Nugroho, A., & Rahayu, W. (2019). Integrasi pembelajaran bahasa dan sastra Indonesia dalam penguatan karakter. Jurnal Ilmu Pendidikan, 25(3), 220–229. https://doi.org/10.17977/jip.v25i3.
Marzuki. (2016). Konstruktivisme dalam pembelajaran bahasa dan sastra. Jurnal Pendidikan Bahasa dan Sastra, 6(1), 1–13. https://doi.org/10.23887/jpbs.v6i1.
OECD. (2019). PISA 2018 Results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Rahmawati, D., & Setiawan, M. (2021). Penggunaan media digital dalam pembelajaran sastra untuk meningkatkan minat baca siswa. Jurnal Teknologi Pendidikan, 23(2), 146–159. https://doi.org/10.21009/jtp.v23i2.
Santoso, D., & Apriyanto, S. (2020). Algorithms of language in speech by the president of republic indonesia. International Journal of Psychosocial Rehabilitation, 24(6), 125–136. https://doi.org/10.37200/IJPR/V24I6/PR260010
Simanjuntak, M., Santosa, H., & Nugraha, D. (2021). Literasi digital dan pembelajaran sastra berbasis teks digital. Jurnal Literasi Digital, 3(1), 41–58. https://doi.org/10.31227/jld.v3i1.
Sukma, Y., & Fauziah, D. (2017). Hambatan guru dalam mengintegrasikan bahasa dan sastra di kelas. Jurnal Pendidikan Bahasa dan Sastra, 15(2), 76–88. https://doi.org/10.26877/jpbs.v15i2.
Suryani, I., & Mulyadi, D. (2021). Konstruktivisme dan pembelajaran reflektif dalam pengajaran sastra. Jurnal Teori dan Praktik Pembelajaran, 12(1), 21–35. https://doi.org/10.31227/jtpp.v12i1.
Susanto, A., Wulandari, F., & Pratama, R. (2019). Pelestarian sastra tradisional melalui pendekatan digital: Strategi pendidikan karakter berbasis budaya. Jurnal Pendidikan dan Kebudayaan, 24(3), 317–330. https://doi.org/10.24832/jpnk.v24i3.
Triana, Y., Sari, I. F., & Apriyanto, S. (2020). Language features and causes of suicide case from forensic linguistics point of view. International Journal of Psychosocial Rehabilitation, 24(6), 7955–7966. https://doi.org/10.37200/IJPR/V24I6/PR260803
Wulandari, M. A. (2018). Efektivitas pembelajaran bahasa berbasis teks sastra dalam peningkatan pemahaman sintaksis siswa. Jurnal Pendidikan Bahasa Indonesia, 6(2), 115–128. https://doi.org/10.23887/jpbi.v6i2.
Yuliana, D. (2020). Pembelajaran sastra lokal sebagai bentuk penguatan identitas budaya dalam pendidikan. Jurnal Bahasa dan Budaya, 7(1), 34–45. https://doi.org/10.21009/jbb.v7i1.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Adelina Anum, Eripuddin, Pipit Rahayu , Lisa Irmawati

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All articles published in the Journal Corner of Education, Linguistics, and Literature are licensed under the Creative Commons Attribution-ShareAlike License (CC BY-SA).