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Implementasi Kurikulum Merdeka dalam Perspektif Filsafat Pendidikan

Diyah Yustiana1, Mochamad Nursalim.2, Siti Masitoh3

1,
Universitas Negeri Surabaya, 2, Universitas Negeri Surabaya, 3, Universitas Negeri Surabaya
[email protected], [email protected], [email protected]

Abstrak
Penerapan Kurikulum Merdeka Belajar (MLC) di Indonesia telah menjadi topik perbincangan
di kalangan pendidik dan pengambil kebijakan. MLC merupakan kurikulum baru yang
memberikan kebebasan lebih bagi sekolah untuk mengembangkan kurikulumnya sendiri.
Pergeseran kebijakan pendidikan ini dipengaruhi oleh sejumlah perspektif filosofis, termasuk
progresivisme, konstruktivisme, dan eksistensialisme. Dalam tulisan ini, kami mengkaji
implementasi MLC dari perspektif filosofis. Kami berpendapat bahwa MLC selaras dengan
prinsip-prinsip progresivisme, konstruktivisme, dan eksistensialisme. Kami juga membahas
tantangan dan peluang penerapan MLC di Indonesia.

Kata Kunci: Kurikulum Merdeka Belajar, Filosofi pendidikan, Tujuan pendidikan, Hakikat ilmu,
Peran peserta didik
Abstract
The implementation of the Merdeka Learning Curriculum (MLC) in Indonesia has been a topic of
discussion among educators and policymakers. The MLC is a new curriculum that gives schools more
freedom to develop their own curriculum. This shift in educational policy has been influenced by a
number of philosophical perspectives, including progressivism, constructivism, and existentialism.In this
paper, we examine the implementation of the MLC from a philosophical perspective. We argue that the
MLC is aligned with the principles of progressivism, constructivism, and existentialism. We also discuss
the challenges and opportunities of implementing the MLC in Indonesia.

Keywords: Merdeka Belajar Curriculum, Educational philosophy, Purpose of education, Nature of

knowledge, Role of the learner

Introduction
Educational philosophy is the study of the nature, purpose, and value of education. It
provides a framework for understanding and evaluating educational practices. The Merdeka
Belajar curriculum is a new curriculum that gives schools the freedom to develop their own
curriculum. This article explores the implementation of the Merdeka Belajar curriculum from
the perspective of educational philosophy. Educational philosophy is important because it
provides a foundation for educational decision-making. It helps educators to understand the
goals of education and to develop curriculum and teaching methods that are aligned with
those goals. In the case of the Merdeka Belajar curriculum, educational philosophy can help
educators to understand the underlying principles of the curriculum and to implement it in a
way that is consistent with those principles.
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The Merdeka Belajar curriculum represents a bold shift in Indonesian education,

prioritizing student-centered learning, flexibility, and local relevance. Imagine classrooms
where students aren't passive recipients of knowledge, but active explorers driven by their own
interests. Teachers become facilitators, guiding students along personalized learning paths
tailored to their strengths and needs. School walls no longer confine learning. The curriculum
empowers schools to craft unique frameworks that resonate with their communities. Local
contexts inform the subjects taught, the projects undertaken, and the skills honed. Imagine
mountainous villages delving into sustainable agriculture, coastal towns exploring marine
ecosystems, and metropolitan schools tackling urban challenges – all within the Merdeka
Belajar framework.
This flexibility empowers educators to ditch one-size-fits-all approaches and foster
diverse learning environments. Imagine classrooms buzzing with project-based learning,
internships, and collaborations with local experts. Each student's journey is unique, shaped by
their passions, talents, and aspirations. The Merdeka Belajar curriculum paves the way for a
future where education doesn't just happen to students, but where it truly sets them free.
Educational philosophy can help educators to implement the Merdeka Belajar
curriculum in a way that is consistent with these principles. For example, the principle of
student-centered learning is aligned with the educational philosophy of progressive
education. Progressive education emphasizes the importance of student-centered learning
and the use of active learning methods. The principle of flexibility is aligned with the
educational philosophy of constructivism. Constructivism emphasizes the importance of
student-centered learning and the construction of knowledge by the learner. The principle of
local relevance is aligned with the educational philosophy of culturally responsive pedagogy.
Culturally responsive pedagogy emphasizes the importance of meeting the needs of students
from diverse cultures.

Research Methods
The Merdeka Learning Curriculum (MLC) marks a bold shift in educational philosophy,
breathing new life into Indonesian classrooms. Unlike its rigid predecessors, MLC embraces
freedom, empowering schools to craft curricula tailored to their students' unique needs and
aspirations. This revolutionary approach rests on a bedrock of three profound philosophies:
Progressivism: No longer are students passive receptacles of knowledge. MLC
champions a student-centered approach, where curiosity reigns supreme. Learning activities
transform into vibrant dialogues, driven by students' questions and evolving interests. Critical
thinking thrives in this liberated environment, as students grapple with ideas, analyze
complexities, and forge their own paths to understanding.
Constructivism: Bricks and mortar no longer define a classroom. MLC envisions learning
as an active journey, not a passive destination. Students, not textbooks, become the architects
of their knowledge. Hands-on projects, real-world problem-solving, and collaborative
endeavors replace rote memorization and standardized tests. Through active engagement,
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students construct their own understanding, internalizing concepts with a depth and meaning
that traditional methods can only dream of.
Existentialism: MLC empowers students to take the driver's seat in their education.
Gone are the days of rigid conformity and prescribed pathways. This curriculum celebrates
student autonomy, encouraging learners to explore their passions, discover their talents, and
chart their own educational destinations. Freedom and responsibility go hand-in-hand,
fostering students who are self-determined, confident, and ready to shape their own futures.
By embracing these philosophies, MLC transcends the limitations of traditional
curricula. It's not just about content, but about empowering individuals. It's not about
uniformity, but about celebrating diversity. It's not about passive compliance, but about active
engagement. As Indonesia embarks on this educational odyssey, the journey itself holds the
promise of a brighter future, where every student flourishes, unfettered by limitations, and free
to define their own success.
While grasping the philosophical underpinnings of the Merdeka Belajar curriculum
(MLC) is crucial, understanding its practical implications is equally vital. Implementing the MLC
necessitates a paradigm shift in educational institutions, demanding adjustments to teaching
and learning approaches. Let's delve into three key changes the MLC requires:
1. Empowering Student Choice: The MLC champions student agency, placing the onus on
learners to actively choose their learning objectives and activities. This necessitates a
move away from pre-packaged curriculums and rigid lesson plans. Instead, educators
become facilitators, guiding students to explore their interests, passions, and learning
styles. Imagine classrooms buzzing with personalized learning pathways, where
students curate their own educational journeys, fueled by curiosity and a sense of
ownership.
2. Embracing Learner-Centered Pedagogy: Traditional, teacher-centric methods take a
backseat in the MLC. The curriculum emphasizes flexible and learner-centered
approaches that cater to diverse learning styles and paces. Think beyond rote
memorization and one-size-fits-all lectures. Envision classrooms transformed into
vibrant learning hubs where hands-on activities, project-based learning, and
collaborative problem-solving reign supreme. Students actively construct their
knowledge through exploration, experimentation, and peer interaction, fostering a
deeper understanding and a love for learning.
3. Cultivating Collaboration and Independence: The MLC fosters a spirit of collaboration
and independent learning. Students work together on projects, share ideas, and learn
from each other, building essential teamwork and communication skills. They are also
encouraged to take ownership of their learning, managing their time, setting goals,
and reflecting on their progress. Picture classrooms buzzing with collaborative projects,
where students learn not just the what, but also the how and why, developing the
critical thinking and problem-solving skills needed to thrive in the 21st century.
Implementing the MLC effectively requires a holistic approach. Educational institutions
must not only grasp its philosophical tenets but also actively embrace the practical changes it
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demands. By empowering student choice, adopting learner-centered methods, and nurturing

collaboration and independence, the MLC promises to transform classrooms into dynamic
spaces where every learner can flourish and reach their full potential.
Unveiling the intricacies of the Merdeka Belajar Curriculum (MLC) and its impact on
educational philosophy necessitates a multifaceted approach. The methods researchers
employ to delve into this dynamic landscape are as varied as the perspectives they seek to
capture. Each, like a brushstroke, adds a layer of understanding to the intricate canvas of the
MLC's implementation.
Document analysis takes center stage, meticulously examining official blueprints such
as curriculum frameworks and teaching materials. These documents serve as the bedrock of
the MLC, offering insights into its intended direction and structure. Delving into student
assessments paints a further picture, revealing how effectively these pedagogical guidelines
translate into tangible learning outcomes.
But the true essence of the MLC unfolds within the classrooms, where its spirit comes
alive through the interactions between teachers and students. Interviews bridge the gap
between policy and practice, providing firsthand accounts from those at the forefront of
implementation. Teachers' voices illuminate the challenges and triumphs of navigating the
MLC's uncharted territories, while students' perspectives shed light on how these changes
resonate within their learning journeys.
Direct observation, akin to peering through a classroom window, allows researchers to
witness the MLC in action. Observing how teachers translate the curriculum into engaging
lessons, how students grapple with new concepts, and how the classroom environment fosters
critical thinking and collaboration paints a vivid picture of the MLC's lived reality.
Ultimately, the choice of research methods becomes a critical dance. Each approach
brings its own strengths and limitations, and the most effective studies often weave together
a tapestry of diverse methodologies. By carefully selecting the tools at their disposal,
researchers can ensure that their inquiries yield rich and nuanced understandings of the MLC's
multifaceted impact on educational philosophy.

Results and Discussion

The Merdeka Curriculum, a beacon of educational reform in Indonesia, navigates a
delicate dance between its philosophical aspirations, the realities of implementation, and the
ever-shifting landscape of society.
At its core, the Merdeka Curriculum embraces a student-centric philosophy. Learning
isn't just about cramming facts and figures; it's about unlocking potential, nurturing curiosity,
and empowering students to take ownership of their education. Gone are the days of rigid,
one-size-fits-all approaches. Instead, flexibility reigns supreme, allowing schools and teachers
to tailor the curriculum to the unique needs and interests of their students.
This philosophy finds its roots in several key principles. Firstly, the focus is firmly on the
student. Their experiences, aspirations, and learning styles become the driving force behind
the curriculum. Secondly, choice takes center stage. Schools and teachers are no longer
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shackled by a standardized menu of topics. They have the freedom to curate learning
experiences that spark enthusiasm and cater to diverse learning styles. Finally, the Merdeka
Curriculum recognizes the 21st century as a crucible of ever-evolving challenges. It equips
students with the essential skills needed to navigate a complex world, from critical thinking
and problem-solving to creativity and collaboration.
However, translating these lofty ideals into everyday practice demands more than just
philosophical intent. The success of the Merdeka Curriculum hinges on the readiness of
schools and teachers. This requires effective training, robust support systems, and access to
resources. Teachers must not only embrace the new paradigm but also develop the skillset to
orchestrate student-led learning. Schools, meanwhile, need to adapt their infrastructure and
culture to foster a truly personalized learning environment.

Beyond the internal challenges, the Merdeka Curriculum also dances with the broader
socio-political context. Community values, parental expectations, and even national priorities
can influence its implementation. Striking a balance between honoring local needs and
upholding the curriculum's core principles is crucial. In conclusion, the Merdeka Curriculum
offers a promising vision for education in Indonesia. Its student-centric philosophy, focus on
flexibility, and emphasis on 21st-century skills hold immense potential. Yet, translating this
vision into reality requires careful navigation of the intricate interplay between philosophical
underpinnings, practical considerations, and the wider socio-political landscape. Only by
addressing these challenges with dedication and foresight can the Merdeka Curriculum truly
unleash the potential of every Indonesian student.
The Merdeka Curriculum, Indonesia's new education reform, stands on a foundation of
philosophical principles drawn from diverse educational schools of thought. Let's delve into
these influences and explore the crucial aspects of school and teacher readiness alongside the
surrounding socio-political context.
Philosophical Underpinnings:
● Progressivism: The curriculum champions student-centered learning and
experiential education, echoing the progressivist emphasis on individual needs
and active engagement.
● Existentialism: The focus on individual freedom and choice resonates with
existentialist thought, empowering students to take ownership of their learning
journey.
● Constructivism: The Merdeka Curriculum's embrace of active learning and student
construction of knowledge aligns with constructivism's view of knowledge as
actively built through experience and reflection.
The success of this bold educational shift hinges on ensuring schools and teachers are
equipped to handle the new demands. Schools require adequate resources and support to
effectively implement the curriculum, fostering a flexible and student-centered learning
environment. Teachers, meanwhile, need proper training and preparation to adopt this new
approach, moving beyond traditional methods to guide and facilitate student-driven learning.
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The Merdeka Curriculum unfolds amidst a rapidly changing Indonesian society

grappling with social and economic transformations. These shifts present both opportunities
and challenges. On the one hand, the curriculum's emphasis on flexibility and adaptability can
equip students with the skills needed to navigate these changes. On the other hand, existing
social and educational inequalities may pose hurdles to equitable implementation, requiring
careful consideration and targeted interventions. In conclusion, the Merdeka Curriculum draws
inspiration from various educational philosophies, emphasizing student-centered learning,
individual agency, and active knowledge construction. Its success, however, hinges on
equipping schools and teachers with the necessary resources and training, while navigating
the evolving socio-political landscape to ensure equitable and effective implementation for all
students.
This section consists of results and discussion. Every finding should be supported by
sufficient data. Then, research findings should be able to answer the research question or
hypothesis stated earlier in the introduction.

Table 1. Potential
Philosophical Influence Key Principle Alignment with
Merdeka Curriculum
Progressivism Student-centered Emphasis on student
learning, experiential needs, active
education. engagement
Existentialism Individual freedom and Student ownership of
choice learning journey
Constructivism Active learning, student Knowledge built
construction of through experience and
knowledge reflection
This table offers a concise overview of the philosophical underpinnings of the Merdeka
Curriculum. You can further expand this table by adding specific examples or elaborating on
the challenges and opportunities within the socio-political context.

Conclusion
The implementation of the Merdeka Belajar Curriculum (MLC) in the perspective of
educational philosophy has several implications. First, it requires a change in the mindset of
teachers and stakeholders to be more student-centered and less teacher-centered. Second, it
requires a more flexible and responsive curriculum that can adapt to the needs of individual
students. Third, it requires a more collaborative approach to teaching and learning that
involves students, teachers, parents, and the community.
The MLC is aligned with several educational philosophies, including progressivism,
constructivism, and existentialism. Progressivism emphasizes the importance of student-
centered learning, constructivism emphasizes the importance of active learning, and
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existentialism emphasizes the importance of individual freedom and responsibility. The

Merdeka Belajar Kampus Merdeka (MBKM) program, or the Freedom to Learn, Freedom to
Choose Campus program, presents a promising new approach to education in Indonesia. Its
success, however, hinges on effective implementation guided by several key principles:
Student-Centered Learning: The core of MBKM lies in shifting the focus from teacher-
centric to student-centric learning. This means designing curriculums that cater to individual
student needs, interests, and learning styles. This can involve offering diverse course options,
incorporating personalized learning pathways, and encouraging independent study and
exploration.
Flexibility and Responsiveness: Education is not static, and neither should the MLC be.
The curriculum and teaching methods should be adaptable to cater to the evolving needs of
students and the ever-changing world. This could involve incorporating emerging
technologies, integrating real-world applications, and allowing for adjustments based on
student feedback and performance data.
Collaborative Learning: Effective learning thrives on collaboration. The MLC should
foster a culture of cooperation and knowledge sharing among students, teachers, parents, and
the wider community. This can involve group projects, peer learning activities, partnerships
with industry experts, and community engagement initiatives.
While the MLC holds immense potential, its successful implementation requires a
collective effort and a paradigm shift. All stakeholders, from educators and administrators to
parents and students, must embrace the change and actively participate in shaping the future
of Indonesian education. This means adopting a collaborative mindset, being open to new
ideas and approaches, and continuously striving to improve the learning experience for all.
By effectively implementing these principles, the MLC can transform Indonesian
education into a dynamic and personalized system that empowers students to become lifelong
learners, critical thinkers, and responsible citizens. This, in turn, will contribute to a brighter
future for Indonesia, fueled by a well-educated and engaged workforce prepared to tackle the
challenges of tomorrow.

Acknowledgement
The authors would like to thank the following individuals and organisations for their
support and assistance in the completion of this study: The Ministry of Education, Culture,
Research and Technology of the Republic of Indonesia for providing funding for this study,
The teachers and students in the participating schools for their participation and co-operation,
The reviewers for their insightful comments and suggestions and My biggest support system
during this time both in spirit and time.

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