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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Pendidikan dan Pembelajaran
Habib Rachman Sayekti
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Transformasi Paradigma Kurikulum di Indonesia Dari Kurikulum 1947 Hingga Kurikulum Merdeka: Transformasi Kurikulum sebagai Respon Politik, Ideologis dan Pedagogis Ayyin Nayyirotul Ummah; Habib Rachman Sayekti; M. Sofiyullah Yusuf
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7128

Abstract

Changes in the Indonesian education curriculum not only represent changes in administrative policy but also reflect a transformation in the educational paradigm influenced by political dynamics, ideology, and pedagogical developments. This article aims to analyze the paradigm shift in Indonesia's national climate from the 1947 Curriculum to the implementation of the Independent Curriculum. This research uses a qualitative descriptive approach through a literature review method, analyzing curriculum documents, educational policies, and various relevant scientific publications. The study results show that every curriculum change is always closely related to the socio-political context and the needs of society at that time, starting from the strengthening of national identity after independence, the centralization of education during the New Order era, to the demands of globalization and technological progress in the reform era. Paradigmatically, there has been a significant shift from a content oriented curriculum to a curriculum based on competency, character, and independent learning. The Merdeka Curriculum is present as the culmination of this transformation by emphasizing learning flexibility, differentiation, and strengthening the Pancasila Student Profile. Thus, curriculum transformation in Indonesia can be understood as a continuous adaptive process in an effort to align national values, student needs, and the challenges of 21st-century global education.
Interpreting justice in the new student admission system: A Gadamerian hermeneutic analysis Rita Diniati; Habib Rachman Sayekti
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.87373

Abstract

This article examines how justice is articulated and negotiated in Indonesia’s the school admission selection system through a Gadamerian hermeneutic lens. Using qualitative hermeneutic analysis of policy documents and stakeholder perspectives, the study interprets how zoning, affirmative pathways, and merit-based selection shape understandings of distributive justice, recognition, and educational quality. The analysis shows that the school admission selection system reduces some overt forms of discrimination yet generates new grey zones, opportunities for document manipulation, and unequal school quality, so that formal equality of access does not ensure substantive justice. Justice in the school admission selection system emerges as a dynamic process in which meanings differ across social, economic, and cultural positions and must be continually renegotiated through dialogue. The article argues that policy makers and school communities need participatory, context sensitive implementation, combining equal access, recognition of diversity, and long-term improvement of school quality to realise more just admission practices. These insights inform future admission reforms.
Co-Authors Ayyin Nayyirotul Ummah M. Sofiyullah Yusuf Rita Diniati