Implementation of Independent Curriculum Management for Adventist Junior High School in Indonesia in Support of SDG 4: Quality Education

Objective: This study analyzes the management of the Independent Learning Curriculum (Merdeka Belajar) at Unklab Adventist Junior High School, North Minahasa Regency, Indonesia, focusing on planning, organization, implementation, and supervision. The research aims to identify key challenges and propose strategies to enhance curriculum effectiveness. Theoretical Framework: Grounded in curriculum management theories, constructivist learning, and instructional leadership, this study aligns with Sustainable Development Goal 4 (SDG 4): Quality Education, which promotes inclusive and equitable learning opportunitie. Method: A qualitative case study approach was employed, with data collected over four months through structured observations, semi-structured interviews, and document analysis. Participants included administrators, teachers, students, and school committee members, selected via purposive sampling. Results and Discussion: Findings indicate that curriculum planning aligns with Independent Learning principles but is hindered by teacher training gaps. Organizational structures support role assignments and task distribution, yet further refinement is needed. Implementation prioritizes student-centered and holistic education but lacks consistency in teacher preparedness. Supervision mechanisms, including feedback and monitoring, contribute to curriculum effectiveness. Research Implications: his study underscores the importance of targeted teacher training and systematic supervision to optimize curriculum management, ensuring sustainable improvements in educational quality. Originality/Value: By examining curriculum management in a faith-based educational institution, this study provides insights into how schools can integrate national education reforms while maintaining their institutional values. The findings contribute to curriculum development strategies for similar institutions, bridging gaps in teacher readiness and curriculum adaptation.