Reconstructing Teachers’ Role and Learning Paradigm under the Merdeka Curriculum
Kata Kunci:
Indonesian Education, Merdeka Curriculum, Pedagogical Freedom, Reflective Practice, Teacher AutonomyAbstrak
The transformation of Indonesia’s educational paradigm through the Merdeka Curriculum signifies a philosophical and pedagogical shift from standardized instruction toward learner-centered and humanistic education. This conceptual study aims to analyze the reconstruction of teachers’ roles as transformative intellectuals within the framework of pedagogical freedom. Drawing upon critical curriculum theory, reflective pedagogy, and constructivist learning models, the analysis reveals that teachers are repositioned as epistemic agents who design, interpret, and enact the curriculum in response to contextual realities. The study highlights three interdependent dimensions—epistemic autonomy, contextual flexibility, and collaborative accountability—that are the foundation of professional freedom in teaching. The findings suggest that meaningful implementation of the Merdeka Curriculum requires not only structural reform but also ethical and epistemological renewal among teachers. Thus, educational transformation depends on the moral and intellectual agency of teachers who continuously reconstruct the meaning of learning, knowledge, and freedom in Indonesian primary education.
Unduhan
Referensi
Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, and critique. Rowman & Littlefield.
Biesta, G. (2015). Good education in an age of measurement: Ethics, politics, democracy. Paradigm Publishers.
Budiarti, S., & Sari, M. (2022). Integrating project-based learning in the implementation of the Merdeka Curriculum. Journal of Education and Learning Studies, 9(3), 145–160.
Carr, D. (2007). Character in teaching. British Journal of Educational Studies, 55(4), 369–389.
Dewey, J. (1938). Experience and education. Macmillan.
Dewey, J. (2004). My pedagogic creed. In The curriculum studies reader (2nd ed.). Routledge Falmer.
Dewey, J. (2021). My Pedagogic Creed. The School Journal, LIV(3), 77–80.
Doll, W. (1993). A post-modern perspective on curriculum. Teachers College Press.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Freire, P. (1998). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Giroux, H. A. (2011a). Critical Pedagogy Today Series: On Ctitical Pedagogy. In The Cintinuum International Publishing Group.
Giroux, H. A. (2011b). On critical pedagogy. Continuum International Publishing Group.
Haberman, J. (1984). The Theory of Communicative Action Vol. 1: Reason and The Rationalization of Society. In Beacon Press.
Hargreaves, A., & Fullan, M. (2020). Professional capital: Transforming teaching in every school (2nd ed.). Teachers College Press.
Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
Haryanto, T. (2023). Teacher agency and autonomy in the era of the Merdeka Curriculum. Indonesian Journal of Educational Policy, 5(2), 88–103.
Kemendikbud. (2021). Panduan implementasi Kurikulum Merdeka. Ministry of Education and Culture.
Kemendikbudristek. (2022). Profil Pelajar Pancasila dan paradigma pembelajaran Merdeka. Kemendikbudristek.
Kemendikbudristek. (2023). Merdeka Curriculum implementation framework. Directorate General of Elementary Education.
Lathifah, R., Maharani, T., Agustin, S. P., Chaerunisa, F., Septian, W. M., & Setianingsih, E. R. (2022). Inovasi Nadiem Makarim Mengenai Merdeka Belajar. Jurnal Ilmu Pendidikan Dan Kearifan Lokal (JIPKL), 2(3), 115–123.
Prihantoro, R. (2021). Teachers’ readiness toward the implementation of the Merdeka Curriculum in elementary schools. Jurnal Pendidikan Dasar Indonesia, 10(2), 134–146.
Putri, A., & Rahmawati, D. (2022). Teacher competency and curriculum innovation in Indonesian primary schools. International Journal of Education and Learning, 4(3), 210–223.
Rahmat, F., Nugraha, W., & Widodo, E. (2024). Reflective teaching and learning engagement in the Merdeka Curriculum. Journal of Contemporary Pedagogy, 12(1), 55–72.
Sani, R. A. (2022). Innovative teaching models in the Merdeka Curriculum. Bumi Aksara.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schwab, J. J. (2013). The practical: A language for curriculum. In Forms of curriculum inquiry (pp. 1–23). Routledge.
Supriyadi, M., & Nugroho, D. (2022). Policy challenges in implementing the Merdeka Curriculum: A case of local primary schools. Asian Journal of Educational Studies, 7(4), 244–259.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press.
UNESCO. (2020). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Widodo, A. (2023). Reflective pedagogy and teacher empowerment in the Merdeka Curriculum implementation. Jurnal Inovasi Pendidikan Dasar, 8(1), 45–58.
Yuliani, D. (2023). Teachers as learning facilitators in the context of the Merdeka Curriculum. Jurnal Pendidikan Dan Pembelajaran, 13(2), 67–81.
