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All Journal Dewantara: Jurnal Pendidikan Sosial Humaniora Mutiara: Jurnal Penelitian dan Karya Ilmiah
Maria Indriani Sesfao
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Kurikulum Merdeka dan Humanisme Pendidikan: Rekonstruksi Filosofis Pembelajaran Berpusat pada Peserta Didik Frengki Lado; Marince Dila Fallo; Maria Indriani Sesfao
Mutiara : Jurnal Penelitian dan Karya Ilmiah Vol. 3 No. 6 (2025): Desember: Mutiara : Jurnal Penelitian dan Karya Ilmiah
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/mutiara.v3i6.2872

Abstract

The implementation of the Independent Curriculum in the Indonesian education system is a strategic step towards realizing relevant, meaningful learning that is oriented towards character building for students. This curriculum not only emphasizes academic achievement but also prioritizes holistic human development through an approach aligned with the principles of educational humanism. Educational humanism views students as learning subjects with potential, dignity, and uniqueness that must be respected in every educational process. Through student-centered learning, the Independent Curriculum presents differentiated, contextual, dialogical learning practices, as well as formative and authentic assessments that support the development of positive student character. The implementation of the Pancasila Student Profile Strengthening Project (P5) is a concrete manifestation of the integration of humanistic values ​​in learning, which encourages the growth of empathy, mutual cooperation, responsibility, tolerance, and social awareness. Furthermore, the philosophical reconstruction of student-centered learning shifts the educational paradigm from a mechanistic approach to a humanistic-constructivist approach that emphasizes meaningful learning experiences and self-actualization. The role of teachers has transformed into facilitators and learning companions who build dialogic relationships and inclusive learning environments. Thus, the Independent Curriculum, based on educational humanism, contributes significantly to shaping students' character, making them independent, possessing integrity, adaptable, and ready to face the challenges of 21st-century education.  
Rekonstruksi Paradigma Kurikulum dalam Ekosistem Digital: Analisis Evolusioner Pendidikan dari Era Industrialisasi Prety Gracia Dara; Maria Indriani Sesfao
Dewantara : Jurnal Pendidikan Sosial Humaniora Vol. 4 No. 4 (2025): Desember: Dewantara: Jurnal Pendidikan Sosial Humaniora
Publisher : Universitas 45 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30640/dewantara.v4i4.5637

Abstract

The development of digital technology related to the curriculum, previously rooted in the logic of the industrial era, tends to emphasize standardization, linearity, and knowledge transmission, making it less relevant in facing the complexity and dynamics of the digital ecosystem. This study aims to reconstruct the curriculum paradigm in the context of the digital ecosystem through an evolutionary analysis of education from the industrial era to the digital era, using qualitative methods whose data collection is obtained from the latest and relevant scientific literature. Data analysis is carried out through stages of reduction, thematic categorization, and conceptual synthesis to identify shifts in the curriculum paradigm and their implications for educational practice. The results of the study indicate that the reconstruction of the curriculum paradigm in the digital ecosystem requires systemic changes, encompassing epistemological, pedagogical, and structural dimensions. The curriculum needs to be directed at the development of 21st-century competencies, learner-centered learning, and authentic and reflective assessment design. In addition, the role of teachers as learning facilitators and designers of learning experiences is a key factor in the effective implementation of the digital curriculum. This article concludes that an adaptive, contextual, and humanistic curriculum is a primary prerequisite for the sustainability of education in the digital era. These findings are expected to provide theoretical contributions to curriculum studies and serve as a reference for developing educational policies and practices that are responsive to changing times.
Co-Authors Frengki Lado Marince Dila Fallo Prety Gracia Dara