PENDIDIKAN BERBASIS KODRAT ALAM DAN KODRAT ZAMAN: RELEVANSI PEMIKIRAN KI HAJAR DEWANTARA DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR

• Firta Serja Mardela

  Universitas Sarjanawiyata Tamansiswa

  Author

• Petris Kanisia Dana

  Universitas Sarjanawiyata Tamansiswa

  Author

• Laura Restya Dira

  Universitas Sarjanawiyata Tamansiswa

  Author

• Indah Sari

  Universitas Sarjanawiyata Tamansiswa

  Author

Ki Hajar Dewantara believed that education should be rooted in the inherent natural and temporal characteristics of learners. This concept remains highly pertinent, particularly with the implementation of the Merdeka Curriculum in elementary schools, which stresses contextual learning, student-centered methods, and character building. This study seeks to analyze how well Dewantara’s philosophical principles align with the core tenets of the Merdeka Curriculum and to describe its practical application in elementary schools. Using a qualitative approach with a literature review, the study examines educational policies and academic sources. The findings indicate that the Merdeka Curriculum reflects Dewantara’s values by cultivating an adaptive educational system that responds to both local contexts and global demands.

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Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Buku Panduan Implementasi Kurikulum Merdeka. Jakarta: Kemdikbudristek.

Suparlan, P. (2020). “Relevansi Pemikiran Ki Hadjar Dewantara dalam Pendidikan Abad 21.” Jurnal Pendidikan dan Kebudayaan, 25(2), 141–151.

Suyanto, S. (2021). “Pendidikan yang Memerdekakan: Refleksi Kurikulum Merdeka dan Pemikiran Ki Hajar Dewantara.” Jurnal Cakrawala Pendidikan, 40(1), 1–13.

Wibowo, A. (2020). “Kodrat Alam dan Kodrat Zaman sebagai Landasan Filosofis Kurikulum di Indonesia.” Jurnal Filsafat, 30(3), 225–240.

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