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All Journal Jurnal Ilmiah Mandala Education (JIME) Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Journal of Education and Learning Mathematics Research (JELMaR) Jurnal Scientia Navigation Physics : Journal of Physics Education Jurnal EduHealth PROSIDING SEMINAR NASIONAL FISIKA (E-JOURNAL) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Embrio Pendidikan: Jurnal Pendidikan Dasar Majority Science Journal J-CEKI Journal of Pedagogi
Jamaludin, Jaja -
Universitas Bosowa
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Veterinary Other

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Journal : Journal of Pedagogi

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A Paradigmatic Reconstruction of the National Curriculum through a Holistic Multidimensional Education Framework Jamaludin, Jaja; Sahal, Muhammad
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/8b846126

Abstract

Contemporary educational systems face unprecedented challenges including persistent learning crises, curriculum fragmentation, and instructional practices that prioritize cognitive outcomes while marginalizing emotional, social, spiritual, aesthetic, and ecological dimensions of human development. This study proposes a paradigmatic reconstruction of national curricula through a theoretically grounded and pedagogically actionable Holistic Multidimensional Education Framework that operationalizes comprehensive human development.  Employing a qualitative conceptual design, this research conducted a systematic narrative literature review of 30 peer-reviewed international studies published between 2020 and 2025. Thematic analysis identified patterns, gaps, and convergences across holistic education theory, curriculum design, instructional methodologies, and sustainability education. Findings reveal that conventional curriculum paradigms inadequately address multidimensional learner development, resulting in fragmented educational experiences disconnected from authentic contexts. The proposed framework integrates six developmental dimensions cognitive, emotional, social, spiritual, aesthetic, and ecological operationalized through Project-Based Learning (PjBL) and Experiential Learning as core instructional strategies. This framework provides actionable pathways for curriculum reform by bridging holistic education theory with instructional design, offering implications for policy development, teacher preparation, and alignment with Sustainable Development Goals.
Co-Authors Abdullah Abdullah Achmad Ainul Yaqin Agus Setyo Budi Bayyinah Cyrilla, Shafa Rahma Deden Sudrajat Djatmiko, Wisnu Febriana Yunhas Putri Febriani, Immanuella Senja Dwi Ferdiansyah Faturachman Achmad Fitriyani, Vivi Ginanjar, Gingin Halimah, Euis Teti Heriyanto, Yayat W. Irnin Agustina Dwi Astuti Iwan Sugihartono Jack Luhukay Jati Ningsih, Siska Miati Lele, David Moto Luhukay, Jack Roland Marliana Candra Kartika Muflih, Abdullah Mu’adz Muhammad Sahal Nurfina Yudasari Nurliani Manurung Nurul Pratiwi Rahmat Setiawan Mohar Rania Virda Sukmaningsih Ridha Octa Alhuriyyah Azzahra Saepuloh, Luthpi Sahrul, Sahrul Selvi Puspita Dewi St. Muriati St. Muriati Yaqin, Achmad Ainul