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All Journal Dewantara: Jurnal Pendidikan Sosial Humaniora Mutiara: Jurnal Penelitian dan Karya Ilmiah Damai : Jurnal Pendidikan Agama Kristen dan Filsafat
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.
Transformasi Teori Belajar Kecerdasan Majemuk dan Implikasinya dalam Konteks Pendidkan Agama Kristen Lois Gamerakai; Yordin Benu; Melisa Boimau; Maria Indriani Sesfao
Damai : Jurnal Pendidikan Agama Kristen dan Filsafat Vol. 3 No. 3 (2026): Jurnal Pendidikan Agama Kristen dan Filsafat
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/damai.v3i3.2174

Abstract

Intelligence is the ability to learn from experience and acquired knowledge to adapt and adjust to the environment. Intelligence is not only measured through cognitive thinking ability but also through various potentials known as multiple intelligences. Howard Gardner’s theory of multiple intelligences emphasizes that individuals possess diverse capacities that cannot be assessed solely through traditional intelligence measures. According to the Indonesian Dictionary, intelligence refers to cleverness, intellectual development, and sharpness of thought. Previous research by Sumiati shows that the application of multiple intelligences in learning at Charis Institute Elementary School supports optimal classroom learning through varied instructional methods. This study aims to examine the application of multiple intelligences theory in Christian education in Indonesia, particularly in learning that emphasizes multiculturalism and character development. The research method used is a literature study with descriptive analysis of relevant academic sources and educational practices. The results indicate that the implementation of multiple intelligences can improve learning quality through varied strategies, more comprehensive assessment systems, and integration of cultural and spiritual values. Teacher training and valid assessment instruments are essential for effective implementation. In conclusion, multiple intelligences offer an alternative to traditional approaches and strengthen inclusive, contextual, holistic, creative, and character-based education outcomes.
Co-Authors Frengki Lado Lois Gamerakai Marince Dila Fallo Melisa Boimau Prety Gracia Dara Yordin Benu