Parental Engagement and Perception in the Implementation of the Merdeka Curriculum in Early Childhood Education in Indonesia

The implementation of the Independent Curriculum in early childhood education (ECE) aims to create a flexible, contextual, and child-centered learning environment. This study aims to analyze the effectiveness of three key learning aspects: Direct Experience, Project-Based Learning, and Children’s Portfolios, across five ECE institutions implementing the curriculum. A quantitative research approach was applied using n-Gain scores to measure learning improvement, analyzed according to Hake’s classification. The findings revealed that the Project-Based Learning aspect achieved the highest average n-Gain score of 0.76 (high category), indicating its strong impact on enhancing children’s critical thinking, creativity, and collaboration skills. Conversely, the Children’s Portfolio aspect recorded the lowest average n-Gain score of 0.55 (medium category), which was mainly influenced by limitations in documentation tools and low parental engagement. Meanwhile, the Direct Experience aspect demonstrated scores ranging from 0.65 to 0.72, reinforcing constructivist learning principles that emphasize hands-on activities. These results underscore the need for strategic interventions, including optimizing project-based learning practices, strengthening portfolio management systems, and fostering effective school–parent collaboration. The study provides empirical evidence to guide policymakers and educators in advancing curriculum implementation to achieve the Pancasila student profile in early childhood education.