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"Kebijakan Kurikulum Merdeka ditetapkan berdasarkan Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi dengan pedoman Nomor 262/M/2022 tentang Perubahan Atas Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam Rangka Pemulihan Pembelajaran dengan tujuan mengatasi learning loss. Learning loss merupakan ketertinggalan hingga hilangnya pengetahuan dan keterampilan yang sebelumnya telah dipelajari siswa yang mana learning loss pada siswa SMAN di Jakarta Utara dipicu oleh tingginya tingkat putus sekolah serta dominasi latar belakang ekonomi tidak mampu, yang secara signifikan mempengaruhi proses pembelajaran. Penelitian ini bertujuan menganalisis implementasi Kebijakan Kurikulum Merdeka belajar pada SMAN di Jakarta Utara dalam mengatasi Learning Loss berdasarkan perspektif Guru dengan menggunakan teori implementasi kebijakan publik oleh Van Meter dan Van Horn (1975). Metode yang digunakan adalah kualitatif post positivist dengan teknik pengumpulan data wawancara mendalam dan studi kepustakaan. Hasil penelitian menunjukkan bahwa implementasi Kebijakan Kurikulum Merdeka berdasarkan perspektif guru dinilai mampu mengatasi learning loss. Hasil capaian belajar siswa mengalami peningkatan selama menggunakan Kurikulum Merdeka. Selain itu, kebijakan Kurikulum Merdeka telah memiliki standarisasi dan tujuan yang jelas, adanya koordinasi, dan terdapat buku pedoman bagi guru untuk mengajar. Guru memahami dan mendukung implementasi dalam mengatasi learning loss melalui adanya upaya pemberian metode dan materi pembelajaran sesuai kebutuhan siswa. Meskipun begitu, terdapat beberapa aspek yang perlu menjadi perhatian yakni belum sepenuhnya guru ingin belajar serta kurangnya jumlah guru dalam menerapkan kebijakan Kurikulum Merdeka guna mengatasi learning loss pada SMAN Jakarta Utara. Rekomendasi yang diberikan yakni memperkuat koordinasi dan sinergitas Kemendikbud Ristek, Sudin Jakarta Utara, hingga guru SMAN untuk menyelenggarakan pembukaan Pegawai Pemerintah dengan perjanjian Kontrak (PPPK), melaksanakan kolaborasi antar sekolah untuk mengatasi keterbatasan guru, dan mengoptimalkan penggunaan PMM dalam penerapan kebijakan Kurikulum Merdeka.

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The Merdeka Curriculum Policy is established based on the Decree of the Minister of Education, Culture, Research, and Technology with guideline Number 262/M/2022, amending the Decree of the Minister of Education, Culture, Research, and Technology Number 56/M/2022 on Guidelines for Curriculum Implementation in the Context of Learning Recovery, with the aim of addressing learning loss. Learning loss refers to the lag or loss of knowledge and skills previously acquired by students, which in the case of students at SMAN in North Jakarta is triggered by high dropout rates and the dominance of economically disadvantaged backgrounds, significantly affecting the learning process. This study aims to analyze the implementation of the Merdeka Curriculum Policy at SMAN in North Jakarta in overcoming Learning Loss from the perspective of teachers using the public policy implementation theory by Van Meter and Van Horn (1975). The method used is qualitative post-positivist with deep interview data collection techniques and literature studies. The results show that the implementation of the Merdeka Curriculum Policy from the perspective of teachers is considered effective in addressing learning loss. Student learning outcomes have improved during the use of the Merdeka Curriculum. Furthermore, the Merdeka Curriculum policy has clear standards and goals, coordination, and there are teaching guidelines for teachers. Teachers understand and support the implementation in addressing learning loss through efforts to provide teaching methods and materials according to student needs. However, there are some aspects that need attention, namely that not all teachers are fully willing to learn and there is a shortage of teachers in implementing the Merdeka Curriculum policy to address learning loss at SMAN in North Jakarta. The recommendations given are to strengthen coordination and synergy between the Ministry of Education, Culture, Research, and Technology, the North Jakarta Education Office, and SMAN teachers to conduct the recruitment of Government Employees with Contract Agreements (PPPK), carry out collaboration between schools to address teacher shortages, and optimize the use of PMM in implementing the Merdeka Curriculum policy."

"ABSTRAKPenetapan kebijakan Doi Moi di Vietnam merupakan langkah awal dari Partai Komunis Vietnam untuk menaikkan perekonomian negara. Hal tersebut dilakukan dengan cara mengubah sistem perekonomian sentralistik menjadi desentralistik dan membuka liberalisasi perdagangan. Penerapan Doi Moi tidak hanya berdampak pada sektor ekonomi, namun juga pada sektor kesehatan yang ditunjukan dengan adanya ketidakmerataan akses terhadap layanan kesehatan. Pemerintah selanjutnya mengeluarkan Dekrit 43 Tahun 2006 mengenai otonomisasi badan usaha publik, termasuk rumah sakit. Kebijakan tersebut diharapkan berfungsi sebagai solusi atas permasalan layanan kesehatan pada saat itu. Penulisan ini akan menganalisis implementasi Dekrit 43 tahun 2006 dengan menggunakan pendekatan kualitatif serta teori implementasi kebijakan publik yang digagas oleh Daniel A. Mazmanian dan Paul A. Sabatier. Hasil dari temuan penelitian ini adalah pemberian otonomi tersebut dianggap tidak berhasil karena masih terdapat komersialisasi layanan kesehatan, sehingga menyebabkan ketidakmerataan layanan kesehatan.

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ABSTRACTThe implementation of Doi Moi`s policy in Vietnam is the first step of the Communist Party of Vietnam to raise the country`s economy, by transforming the centralized economic system into a decentralized system and opening trade liberalization. The implementation of Doi Moi not only affects the economic sector, but also the health sector as indicated by the inequity of access to the health services. The government subsequently issued Decree 43 of 2006 about the autonomization of public business entities including hospitals. The policy is expected to work as a solution to health care problems at the time. However, after the policy is running, there is still commercialization of health services, so that the implementation of health care policy fails. Based on the problems, this paper will analyze the implementation of Decree 43 of 2006, using a qualitative approach and the theory of public policy implementation created by Daniel A. Mazmanian and Paul A. Sabatier. The finding of this study is that the provision of autonomization towards public health care is unsuccessful. Considering after the implementation of the policy, the commercialization of health services is still there, causing an inequality of health services."

"Since independence day, our founding fathers had made awere to realize the purpose of NKRI establishment. Indonesia that has a wide territory needs to conduct through decentralization strategy. Decentralization policy has caused autonomous (province and district/city) that carry out local autonomy in border and principle of NKRI . To realize the purpose of local autonomy conducted by autonomous local government (province, district/city) that are conditionally in diversity involving autonomous regions that have lands and lands and islands characteristic. In case of realizing special local autonomy in islands region needs a price public strategy policy and appropriate to the region itself as it is presented in this article."

"ABSTRAKA core issue of welfare state studies is the discrepancy in public support for welfare this study uses "the 2015 survey on social justice in taiwan" of taiwan foundation for democracy to analyze the general attitude towards welfare in taiwan. this paper identifies three main factors that affect public opinion on the matter. first, the citizens acclimation and satisfaction with democratic ideals have spurred support for welfare even though it would mean an increase in taxes and a slower economy. second, support for welfare expansion increases when people believe the government is at least somewhat, responsible for the poor economic situation for many individuals. third, age, rather than class, appears to be the main social attribute that divides attitude on welfare."