The Paradigm of Pregressivism: Strengthening Education in The Era of Merdeka Belajar
Article Sidebar
Main Article Content
Abstract
Based on Law No. 20 of 2003 concerning the National Education System, it is stated that education is an educational endeavor carried out through improving the learning atmosphere in the classroom and proactive learning that prioritizes self-potential, spiritual, self-control, personality, intelligence, noble character, and skills needed by himself, the surrounding community and the nation and state. Until now, the latest curriculum can only answer this law, namely the Merdeka Belajar curriculum. The Merdeka Belajar curriculum is a curriculum that gives freedom to teachers and schools to develop the potential of students optimally, according to the needs and interests and talents of students, so this is in line with the mandate of the Law. This is also in line with one of the paradigms or philosophies of education, namely the paradigm of progressivism. Progressivism opposes the implementation of traditional education. The progressive school supports the implementation of education that is centered on student participants and develops their various abilities as provisions for facing social life in their environment. This means that progressivism is one of the schools that wants progress, which will bring about a change. Progressivism highly values a person's ability to solve problems through the experiences that everyone has. The research method used in this research is a literature study by collecting sources of journals, books and related articles, then understanding, processing and drawing conclusions. The results of this research show that progressivism has made a major contribution to the world of education in Indonesia. This school has laid the foundations of independence and freedom to students. Students are given freedom, both in theory and practice, to develop talents and skills latent in themselves without being hampered by obstacles made by others.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abadi, D. P., Nuha, M. S., Indreswari, H., & Hotifah, Y. (2023). Perspektif Positivisme Vs Post-Positivisme Dalam Memandang Ilmu Pengetahuan Bebas Nilai Serta Implikasinya Dalam Bimbingan Dan Konseling. Prosiding Seminar Nasional SEHATI ABDIMAS, 6(1), 130–138. https://doi.org/10.47767/sehati_abdimas.v6i1.676
Anggraini, D. L., Yulianti, M., Nurfaizah, S., & Pandiangan, A. P. B. (2022). Peran Guru dalam Mengembangkan Kurikulum Merdeka. Jurnal Ilmu Pendidikan Dan Sosial, 1(3), 290–298. https://doi.org/10.58540/jipsi.v1i3.53
Aristyasari, Y. (2019). Synergizing Progressive Values and Social, Emotional, Spiritual Intelligence in Islamic Education in The Digital Era. Third International Conference on Sustainable Innovation 2019–Humanity, Education and Social Sciences (IcoSIHESS 2019), 437–443.
Azizah, A., & Purwoko, B. (2019). Studi Kepustakaan Mengenai Landasan Teori dan Praktik Konseling. Jurnal Mahasiswa Universitas Negeri Surabaya, 7(2), 1–7. https://core.ac.uk/download/pdf/230614535.pdf
Daga, A. T. (2022). Penguatan Peran Guru Dalam Implementasi Kebijakan Merdeka Belajar Di Sekolah Dasar. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 6(1), 1–24. https://journal.um-surabaya.ac.id/index.php/pgsd/article/view/9120
Fadlillah, M. (2017). Aliran Progresivisme Dalam Pendidikan Di Indonesia. Jurnal Dimensi Pendidikan Dan Pembelajaran, 5(1), 17–24. https://doi.org/10.24269/dpp.v5i1.322
Irawati, D., Iqbal, A. M., Hasanah, A., & Arifin, B. S. (2022). Profil Pelajar Pancasila Sebagai Upaya Mewujudkan Karakter Bangsa. Edumaspul: Jurnal Pendidikan, 6(1), 1224–1238. https://doi.org/10.33487/edumaspul.v6i1.3622
Jome, I. (2023). Analisis Pelaksanaan Teori Progresivisme John Dewey Dalam Pembelajaran Pendidikan Agama Kristen. Jurnal Pendidikan Dan Keguruan, 1(6), 529–540.
Kardiyem, Siti Mukoyimah, & Mansyur Arsyad. (2023). Merdeka Belajar Kampus Merdeka: Tinjauan Filosofis Dari Perspektif Filsafat Pendidikan Barat Dan Timur Serta Realitasnya. Jurnal Filsafat Indonesia, 6(2), 291–302. https://doi.org/10.23887/jfi.v6i2.57668
Mawati, A. T., Hanafiah, H., & Arifudin, O. (2023). Dampak Pergantian Kurikulum Pendidikan Terhadap Peserta Didik Sekolah Dasar. Jurnal Primary Edu (JPE), 1(3), 190–203. https://doi.org/10.61116/jkip.v1i3.172
Mualifah, I. (2013). Progresivisme John Dewey dan Pendidikan Partisipatif Perspektif Pendidikan Islam. Jurnal Pendidikan Agama Islam, 1(1).
Mustaghfiroh, S. (2020). Konsep “Merdeka Belajar” Perspektif Aliran Progresivisme John Dewey. Jurnal Studi Guru Dan Pembelajaran, 3(1), 141–147. https://doi.org/10.30605/jsgp.3.1.2020.248
Nuha, M. S., Hidayah, N., & Hotifah, Y. (2023). Peran Konselor Dalam Menyiapkan Peserta Didik Menghadapi Tantangan Kurikulum Merdeka Ditinjau Dari Paradigma Konstruktivisme. Prosiding Seminar Nasional OPPSI 2023, 2, 44–51. https://publishing.oppsi.or.id/index.php/SN/article/view/28
Priantini, D. A. M. M. O., Suarni, N. K., & Adnyana, I. K. S. (2022). Analisis kurikulum merdeka dan platform merdeka belajar untuk mewujudkan pendidikan yang berkualitas. Jurnal Penjaminan Mutu, 8(02), 238–244.
Purba, G. F. (2022). Implementasi Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Pada konsep Merdeka Belajar. Sepren, 4(01), 23–33.
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237
Rahmah, N. W., & Aly, H. N. (2023). Penerapan Teori Behaviorisme dalam Pembelajaran. Journal of Education and Instruction (JOEAI), 6(1), 89–100. https://doi.org/10.31539/joeai.v6i1.5425
Ramadani, F., & Desyandri. (2022). Konsep Kurikulum Merdeka Belajar terhadap Pandangan Filsafat Progresivisme. Pendas : Jurnal Ilmiah Pendidikan Dasar, 7(2), 1239–1251.
Rodiyah, R. (2021). Implementasi Program Merdeka Belajar Kampus Merdeka di Era Digital dalam Menciptakan Karakter Mahasiswa Hukum yang Berkarakter dan Profesional. Jurnal Nasional Hukum, 7(2), 425–434. https://doi.org/10.15294/snhunnes.v7i2.737
Rokhyani, E. (2022). Penguatan praksis bimbingan konseling dalam implementasi kebijakan merdeka belajar. PD ABKIN JATIM Open Journal System, 3(1), 26–38.
Sabarrudin, S., Silvianetri, S., & Nelisma, Y. (2022). Konseling Kelompok untuk Meningkatkan Rasa Percaya Diri dalam Belajar: Studi Kepustakaan. Jurnal Pendidikan Dan Konseling, 4(4), 1349–1358.
Salu, V. R. (2017). Filsafat Pendidikan Progresivisme dan Implikasinya dalam Pendidikan Seni di Indonesia. Imajinasi : Jurnal Seni, 11(1), 29–42.
Setioyuliani, S. E. P., & Andaryani, E. T. (2023). Permasalahan Kurikulum Merdeka dan Dampak Pergantian Kurikulum K13 dan Kurikulum Merdeka. Pedagogika: Jurnal Ilmu-Ilmu Kependidikan, 3(2), 157–162. https://doi.org/10.57251/PED.V3I2.1123
Simatupang, E., & Yuhertiana, I. (2021). Merdeka Belajar Kampus Merdeka terhadap Perubahan Paradigma Pembelajaran pada Pendidikan Tinggi: Sebuah Tinjauan Literatur. Jurnal Bisnis, Manajemen, Dan Ekonomi, 2(2), 30–38. https://doi.org/10.47747/jbme.v2i2.230
Siregar, N., Sahirah, R., & Harahap, A. A. (2020). Konsep Kampus Merdeka Belajar di Era Revolusi Industri 4.0. Fitrah: Journal of Islamic Education, 1(1), 141–157. https://doi.org/10.53802/fitrah.v1i1.13
Soedardi, R. A. (2019). Does Religion Matter? Understanding Religion Subject for Formal Education. At-Tarbawi: Jurnal Kajian Kependidikan Islam, 4(2), 104. https://doi.org/10.22515/attarbawi.v4i2.1927
Sulistyaningsih, D. A. (2023). Kajian Filsafat Progesivisme dalam Pendidikan. Journal of Innovation in Teaching and Instructional Media, 4(1), 59–69. https://doi.org/10.52690/jitim.v4i1.731
Supriyadi, A. (2021). Pelatihan Strategi Menulis Proposal Hibah Kurikulum Merdeka Belajar-Kampus Merdeka. Jurnal Abdimas Prakasa Dakara, 1(1), 25–28. https://doi.org/10.37640/japd.v1i1.937
Surahman, S., Rahmani, R., Radiana, U., & Saputra, A. I. (2022). Peran Guru Penggerak dalam Pendidikan Merdeka Belajar di Kubu Raya. Jurnal Pendidikan Indonesia, 3(4), 376–387. https://doi.org/10.36418/japendi.v3i4.667
Vhalery, R., Setyastanto, A. M., & Leksono, A. W. (2022). Kurikulum Merdeka Belajar Kampus Merdeka: Sebuah Kajian Literatur. Research and Development Journal of Education, 8(1), 185. https://doi.org/10.30998/rdje.v8i1.11718
Woenardi, T. N., Supratno, H., Mudjito, M., & Putri, I. O. R. (2022). The Concept of Education According to John Dewey and Cornelius Van Til and Its Implications in The Design of Early Childhood Character Curriculum. IJORER: International Journal of Recent Educational Research, 3(3), 269–287.
Yudianto, Y., & Fauziati, E. (2021). Pembentukan Karakter Siswa dalam Pendidikan Karakter Ditinjau dari Aliran Progresivisme. Jurnal Sosial Teknologi, 1(8), 840–847. https://doi.org/10.59188/jurnalsostech.v1i8.170