Integrating SDGs Values in Education: Comparing Cognitive and Character Emphases in the 2013 and Merdeka Curricula
DOI:
https://doi.org/10.23917/profetika.v27i02.12879Keywords:
sdgs values, 2013 curriculum, merdeka curriculum, character education, comparative analysisAbstract
Objective: This study aims to compare the 2013 Curriculum and the Merdeka Curriculum in terms of their integration of Sustainable Development Goals (SDGs) values, with particular attention to the balance between cognitive development and character education. Theoretical framework: The study is grounded in the theoretical perspective that sustainable education requires the integration of cognitive competencies, ethical values, and transformative character to prepare learners for the social, economic, and environmental challenges of the twenty-first century. Literature review: Previous studies have highlighted the importance of curriculum reform for promoting sustainable development; however, most have examined either the 2013 Curriculum or the Merdeka Curriculum independently, leaving limited comparative evidence regarding their respective contributions to SDGs-oriented education. Method: This research employs a qualitative content analysis using official curriculum documents as the primary data source. The analysis focuses on curriculum objectives, learning outcomes, competency standards, and character development frameworks related to SDGs principles. Results: The findings reveal that the 2013 Curriculum places greater emphasis on cognitive achievement through structured competency-based learning and measurable academic outcomes. In contrast, the Merdeka Curriculum prioritizes character formation through the Projek Penguatan Profil Pelajar Pancasila (P5), encouraging critical thinking, collaboration, creativity, responsibility, and sustainability awareness that closely align with the principles of the SDGs. Nevertheless, each curriculum demonstrates limitations when implemented independently. The 2013 Curriculum provides less flexibility for contextual and character-oriented learning, whereas the Merdeka Curriculum requires stronger academic integration to ensure balanced cognitive achievement. Therefore, a comprehensive integration of the cognitive strengths of the 2013 Curriculum with the character-oriented approach of the Merdeka Curriculum is recommended to develop graduates who are academically competent, ethically responsible, and capable of contributing to sustainable development. Implications: The study implies that future curriculum policies should harmonize academic excellence and character education as complementary dimensions of SDGs implementation. Novelty: Its novelty lies in presenting a systematic comparative framework that explicitly connects Indonesia's two national curricula with SDGs values through the dual perspectives of cognitive competence and character development.
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