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All Journal Jurnal Kawistara : Jurnal Ilmiah Sosial dan Humaniora Jurnal Filsafat
Moch Najib Yuliantoro
Faculty of Philosophy, Universitas Gadjah Mada
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Between Educational Freedom and Technocratic Trap: The Philosophical Implications of the Merdeka Belajar Policy in Indonesia Moch Najib Yuliantoro; Siti Murtiningsih; Sonjoruri Budiani Trisakti
Jurnal Kawistara Vol 16, No 1 (2026)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/kawistara.117800

Abstract

This article examines the Merdeka Belajar policy as a value-laden practice within Indonesia’s education reform, emphasizing its philosophical and cultural implications for primary and secondary education. Rather than treating the policy as a technical innovation, this study explores the underlying values, assumptions, and normative tensions that shape its orientation. The study employs a qualitative approach through conceptual and philosophical analysis based on policy documents, educational philosophy, and contemporary social theory. The analysis focuses on how the policy frames educational freedom, pedagogical autonomy, and the relationship between education and culture. The findings indicate that Merdeka Belajar holds emancipatory potential in promoting pedagogical autonomy, contextual learning, and student-centered education. However, it also reveals tensions between educational freedom and technocratic tendencies, which may reduce education to an instrumental function. This study highlights that Merdeka Belajar should be understood as a cultural project that integrates pedagogical flexibility with ethical and cultural orientation, contributing to social cohesion and community well-being.
A Kitcherian Critique of Indonesia’s MBKM Reform: Democratizing Higher Education or Instrumentalizing Knowledge? Moch Najib Yuliantoro; Siti Murtiningsih; Sonjoruri Budiani Trisakti
Jurnal Filsafat "WISDOM" Vol 36, No 2 (2026): Article in Press
Publisher : Fakultas Filsafat, Universitas Gadjah Mada Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jf.117809

Abstract

In the contemporary era, global higher education systems are undergoing massive structural transformations driven by the imperatives of the knowledge economy. This article examines the following research question: to what extent does Indonesia’s Merdeka Belajar Kampus Merdeka (MBKM) reform reflect the democratic ideals of knowledge governance as articulated in Philip Kitcher’s political philosophy of science? The study aims to critically evaluate whether MBKM promotes the democratization of knowledge or reinforces the instrumentalization of higher education. Employing a qualitative-conceptual approach, this research draws on Kitcher’s framework, particularly the concept of well-ordered science, as well as Deweyan philosophy of education to analyze the normative assumptions underlying MBKM policy. The findings indicate that while MBKM expands access to experiential learning and enhances institutional flexibility, it tends to prioritize market-oriented forms of knowledge and strengthens industry’s influence in shaping educational agendas. As a result, the reform exhibits a hybrid character in which democratic aspirations coexist with instrumental rationalities. The study concludes that MBKM falls short of the ideal of a well-ordered system of knowledge due to limited deliberative participation and persistent inequalities in access. Therefore, the study proposes the notion of well-ordered knowledge policy as a normative framework for rethinking higher education reform in democratic societies. Theoretically, this newly formulated concept expands Kitcher's framework from scientific production to institutional educational policy, while practically requiring the institutionalization of multi-stakeholder deliberative spaces, including students, academic communities, and civil society, to counter market dominance and democratically co-determine national higher education agendas.
Co-Authors Siti Murtiningsih Siti Murtiningsih Sonjoruri Budiani Trisakti Sonjoruri Budiani Trisakti