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All Journal Jurnal Ilmiah Kanderang Tingang Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Paradipa
Universitas Jambi
Chemical Engineering, Chemistry & Bioengineering Chemistry Education Engineering

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LANDASAN FILOSOFIS DALAM SISTEM PENDIDIKAN: KAJIAN ALIRAN FILSAFAT DAN PARADIGMA HUMANISTIK, KRITIS, DAN TRANSFORMATIF Paradipa; Yudo Handoko
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12750

Abstract

This study examines the philosophical foundations within the education system through an analysis of major philosophical schools and the paradigms of humanistic, critical, and transformative education. The problem addressed in this research lies in the lack of comprehensive understanding of how philosophical perspectives shape educational goals, processes, and outcomes in contemporary contexts. Therefore, this study aims to explore the role and relevance of various philosophical streams in constructing educational paradigms that are responsive to human development and social change. This research employs a qualitative approach using the library research method, where data are collected from books, academic journals, and relevant scholarly sources, then analyzed descriptively and interpretatively. The findings reveal that humanistic philosophy emphasizes the development of learners’ potential and individuality, critical philosophy encourages awareness of social inequalities and fosters critical thinking, while transformative philosophy promotes education as a tool for social change and empowerment. These paradigms collectively provide a comprehensive framework for developing an education system that is not only academically oriented but also socially and morally responsive. Thus, integrating these philosophical foundations is essential for creating a holistic and meaningful educational practice
Trasformasi Kurikulum Merdeka: Analisis Penerapan Pada Masa Pandemi Dan Pasca Pandemi Covid-19 Zulfa Hestri; Paradipa; Riscky Fitri Wahyuni
Jurnal Ilmiah Kanderang Tingang Vol 17 No 2 (2026): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v17i2.452

Abstract

This study aims to analyze the transformation of the implementation of the Merdeka Curriculum during and after the COVID-19 pandemic. A descriptive qualitative approach was employed, with data collected through observations and interviews involving teachers, students, and alumni. Data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings indicate that during the pandemic, the implementation of the Merdeka Curriculum was not yet optimal due to limited facilities, low levels of instructional interaction, and uneven preparedness among teachers and students. Online learning tended to focus on task completion, resulting in reduced subject comprehension (learning loss) and lower learning motivation. In the post-pandemic period, the implementation of the curriculum showed notable improvements, particularly in terms of student interaction, participation, and creativity. Nevertheless, the effects of the pandemic were still evident in students' learning habits. Therefore, the successful implementation of the Merdeka Curriculum depends largely on teachers' readiness, adequate educational facilities, and students' capacity for independent learning.
Co-Authors Handoko, Yudo Riscky Fitri Wahyuni Zulfa Hestri