<![CDATA[The Merdeka Belajar policy in the Indonesian education system aims to create an education process that is more flexible, innovative, and oriented to student needs. These principles are in line with John Dewey's philosophy of progressivism, which emphasizes direct experience, active student involvement, and the relevance of education to real life. This study aims to analyze the alignment between John Dewey's principle of progressivism and Merdeka Belajar policy in Indonesia. Using the literature study method, it was found that Merdeka Belajar has adopted elements of progressivism, such as experiential learning and the role of the teacher as a facilitator. However, its implications face challenges such as teacher readiness and uneven infrastructure. In conclusion, the implementation of Merdeka Belajar needs to be strengthened through a holistic approach involving various stakeholders to realize relevant, inclusive, and progressive education in accordance with John Dewey's thinking.ABSTRAKKebijakan Merdeka Belajar dalam sistem pendidikan Indonesia bertujuan untuk menciptakan proses Pendidikan yang lebih fleksibel, inovatif, dan berorientasi pada kebutuhan siswa. Prinsip-prinsip ini sejalan dengan filsafat progresivisme John Dewey, yang menekankan pengalaman langsung, keterlibatan aktif siswa, serta relevansi pendidikan dengan kehidupan nyata. Penelitian ini bertujuan menganalisis keselarasan antara prinsip progresivisme John Dewey dan kebijakan Merdeka Belajar di Indonesia. Dengan metode studi literatur, ditemukan bahwa Merdeka Belajar telah mengadopsi unsur progresivisme, seperti pembelajaran berbasis pengalaman dan peran guru sebagai fasilitator. Namun, implikasinya menghadapi tantangan seperti kesiapan guru dan infrastruktur yang belum merata. Kesimpulannya, implementasi Merdeka Belajar perlu diperkuat melalui pendekatan holistik yang melibatkan berbagai pemangku kepentingan guna mewujudkan pendidikan yang relevan, inklusif, dan progresif sesuai dengan pemikiran John Dewey.]]>
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