Principal-Led Curriculum and Learning Evaluation in Elementary Schools: An Integrative Review of the Merdeka Curriculum

Abstract

Research on the Merdeka Curriculum has increasingly examined principal leadership and curriculum implementation; however, limited attention has been given to how principals integrate curriculum and learning evaluation into a continuous school improvement process. This study aimed to analyze principals’ strategies in managing curriculum and learning evaluation and to formulate a conceptual framework for principal-led evaluation in elementary education. The study employed a qualitative approach using an integrative literature review of 35 sources related to instructional leadership, curriculum evaluation, academic supervision, assessment literacy, data-driven decision-making, and Merdeka Curriculum implementation. The synthesis identified five interconnected strategies: strengthening curriculum vision, building teacher reflection, using assessment data, conducting dialogical academic supervision, and ensuring follow-up actions. These strategies were integrated into a cyclical evaluation framework comprising diagnosis, planning, implementation, reflection, follow-up, and monitoring. The review indicates that curriculum and learning evaluation should function not merely as an administrative activity but as an evidence-based and reflective mechanism for continuous instructional improvement. The findings highlight the importance of strengthening principals’ competencies in curriculum analysis, data literacy, academic supervision, teacher coaching, and reflective leadership to support adaptive and contextual curriculum implementation.