PHILOSOPHY OF INDEPENDENT CURRICULUM



Authors (s)


(1) * Chasbullah Kafabihi   (Nurul Jadid University, East Java)  
        Indonesia
(2)  Abu Khaer   (Nurul Jadid University, East Java)  
        Indonesia
(3)  Mohammad Bahrul Ulum   (Nurul Jadid University, East Java)  
        Indonesia
(*) Corresponding Author

Abstract


The Independent Curriculum is an initiative to reform the education system in Indonesia that aims to improve the quality of human resources through a philosophical and pragmatic approach. This article examines the curriculum from three main perspectives: ontology, epistemology, and axiology. In terms of ontology, the Independent Curriculum is designed to equip students with 21st-century competencies, such as critical, creative, and collaborative thinking, through project-based learning and strengthening the profile of Pancasila Students. The epistemological perspective includes the philosophical foundations of Progressivism, Constructivism, Humanism, and Anthropology that emphasize experiential learning and adjustment to students' needs. Meanwhile, axiology highlights the benefits of this curriculum as a tool to shape students' characters that are adaptive to changing times and global challenges. This study confirms that the implementation of the Independent Curriculum involves a flexible and thematic structure, allowing collaboration between subjects to create holistic learning. Thus, this curriculum not only prepares students academically but also forms moral, social, and personality values. The ultimate goal is to produce individuals who are independent, critical thinkers, and globally competitive, in accordance with the dimensions of Pancasila Students. This article recommends the importance of adaptive, innovative, and local values-based learning as a foundation for facing technological disruption and globalization.

Keywords

Independent Curriculum, Pancasila Students Profile, 21st-Century Competencies.



Full Text: PDF



References


Ahmad, T. (2007). Filsafat Ilmu Mengurai Ontologi, Epistimologi, dan Aksiologi Pengetahuan. Bandung: PT Remaja Rosdakarya.

Ekawati, M., & Yarni, N. (2019). Teori Belajar Berdasarkan Aliran Psikologi Humanistik Dan Implikasi Pada Proses Belajar Pembelajaran. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 2(2), Article 2. https://doi.org/10.31004/jrpp.v2i2.482

Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia Dalam Perspektif Filsafat Progresivisme. Konstruktivisme : Jurnal Pendidikan dan Pembelajaran, 12(2), Article 2. https://doi.org/10.35457/konstruk.v12i2.973

Fernandes, R. (2019). Relevansi Kurikulum 2013 dengan kebutuhan Peserta didik di Era Revolusi 4.0. Jurnal Socius: Journal of Sociology Research and Education, 6(2), Article 2. https://doi.org/10.24036/scs.v6i2.157

Hilmin, Noviani, D., & Nafisah, A. (2022). Kebijakan Pemerintah Daerah Dalam Penerapan Kurikulum Merdeka. Khatulistiwa: Jurnal Pendidikan Dan Sosial Humaniora, 2(2), Article 2. https://doi.org/10.55606/khatulistiwa.v2i2.565

I. Gede A. B., W. (2011). Antropologi Budaya. Citra Aditya Bakti.

Kemendikbud RI. (2022). Buku Saku Tanya Jawab Kurikulum Merdeka. Jakarta.

Kemendikbudristek_bskap_2022_09 Dimensi, Elemen dan Sub elemen Profil Pelajar Pancasila PPP.pdf. (n.d.). Google Docs. Retrieved October 17, 2022, from https://drive.google.com/file/d/1uqAQpPRJeUsqqhgy_eVvkHgxnOkb_hVl/view?usp=drivesdk&usp=embed_facebook

Keputusan Menteri Agama Republik Indonesia No. 347 Tahun 2022. (n.d.). Tentang Pedoman Implementasi Kurikulum Merdeka Pada Madrasah.

Kesuma, U., & Hidayat, A. W. (2020). Pemikiran Thomas S. Kuhn Teori Revolusi Paradigma. Islamadina : Jurnal Pemikiran Islam, 21(2), Article 0. https://doi.org/10.30595/islamadina.v0i0.6043

Mahfud, J. (2017). Paradigma Baru Filsafat Pendidikan Islam. Jakarta: Kencana.

Muhaimin. (2016). Pengembangan Kurikulum Pendidikan Agama islam. Jakarta: PT Raja Grafindo Persada.

Muslikh, M. (2020). Landasan Filosofis dan Analisis terhadap Kebijakan Merdeka Belajar dan Kampus Merdeka. Jurnal Syntax Transformation, 1(3), 40–46.

Mustaghfiroh, S. (2020). Konsep “Merdeka Belajar” Perspektif Aliran Progresivisme John Dewey. Jurnal Studi Guru Dan Pembelajaran, 3(1), Article 1. https://doi.org/10.30605/jsgp.3.1.2020.248

Nanggala, A., & Suryadi, K. (2021). Analisis Konsep Kampus Merdeka Dalam Perspektif Aliran Filsafat Pendidikan Progresivisme Dan Perenialisme. Jurnal Pendidikan Kewarganegaraan Undiksha, 9(1), Article 1. https://doi.org/10.23887/jpku.v9i1.31422

Nuralim, I., & Suharto, A. W. B. (2022). Ontologi, Epistemologi, dan Aksiologi. Intiqad: Jurnal Agama dan Pendidikan Islam, 14(1), 11. https://doi.org/10.30596/intiqad.v14i1.8703

Perni, N. N. (2018). Penerapan Teori Belajar Humanistik Dalam Pembelajaran. Adi Widya: Jurnal Pendidikan Dasar, 3(2), Article 2. https://doi.org/10.25078/aw.v3i2.889

Priyanto, D. (2017). Implikasi Aliran Filsafat Pragmatisme Terhadap Praksis Pendidikan. Jurnal Pendidikan Islam Indonesia, 1(2), 177–191. https://doi.org/10.35316/jpii.v1i2.47

Rosyid, R. (2012). Epistemologi Pragmatisme: Dalam Pendidikan Kita. Jurnal Pendidikan Sosiologi Dan Humaniora, 1(1), Article 1. https://doi.org/10.26418/j-psh.v1i1.380

Sanprayogi, M., & Chaer, M. T. (2017). Aksiologi Filsafat Ilmu dalam Pengembangan Keilmuan. AL-MURABBI: Jurnal Studi Kependidikan Dan Keislaman, 4(1), Article 1.

Satria, R., Hanum, N. A., Shahbana, E. B., Supriyanto, A., & Ulfatin, N. (2020). Landasan Antropologi Pendidikan dan Implementasinya Dalam Pembangunan Indonesia. Indonesian Journal of Social Science Education (IJSSE), 2(1), Article 1. https://doi.org/10.29300/ijsse.v2i1.2718

Susanto, A. (2021). Filsafat Ilmu: Suatu Kajian dalam Dimensi Ontologis, Epistemologis, dan Aksiologis. Bumi Aksara.

Susilawati, N. (2021). Merdeka Belajar dan Kampus Merdeka Dalam Pandangan Filsafat Pendidikan Humanisme. Jurnal Sikola: Jurnal Kajian Pendidikan Dan Pembelajaran, 2(3), Article 3. https://doi.org/10.24036/sikola.v2i3.108

Teguh, W. G. W. (2014). Filsafat Pendidikan: Mazhab-mazhab Filsafat Pendidikan. Jogyakarta: Ar-Ruzz.

Triwiyanto, T. (2021). Pengantar Pendidikan. Bumi Aksara.

Wahyuni, F. (2015). Kurikulum dari masa ke masa. 10(2), 231–242.

Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia Di Era Global. 1, 16.




Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Muhammad Alfi Alfaridli