School Readiness for Bilingual Learning in the Merdeka Curriculum: A CIPP-Based Systematic Review

Abstract

A systematic literature review was conducted to explore the level of school readiness in implementing bilingual learning within the Merdeka Curriculum. The increasing need for multilingual competence has driven the expansion of bilingual instruction, yet variations in institutional preparedness remain evident and inadequately addressed. The focus of this study is to map implementation patterns, determine key readiness factors, and construct a conceptual framework grounded in the CIPP model. Guided by the PRISMA protocol, 20 peer-reviewed articles published between 2020 and 2025 were selected for systematic analysis. Data analysis employed thematic analysis structured around the context, input, process, and product dimensions. The results demonstrate that school readiness is a complex, multidimensional construct influenced by policy alignment, teacher competence, instructional integration, and sustainability mechanisms. Additionally, a consistent disparity between policy and classroom practice was observed, largely attributed to insufficient pedagogical integration and unequal distribution of resources. Based on these findings, the study advances a CIPP-based framework as a strategic approach for assessing and enhancing the implementation of bilingual learning.