<![CDATA[Critically examines Indonesia’s national education paradigm by addressing the ontological tension between contemporary scientific rationality and the ethical–constitutional foundations of Pancasila. Drawing on a qualitative philosophical approach grounded in systematic hermeneutic analysis of primary normative texts, including the 1945 Constitution and Law Number 20 of 2003, the study reveals a structural inconsistency between technocratic, value-neutral models of education governance and the constitutional mandate to develop complete and dignified human beings. The findings demonstrate that this inconsistency constitutes not merely a pedagogical concern but a normative and constitutional problem within national education law. By proposing an integrative framework that aligns holistic scientific ontology with Pancasila ethics, this article contributes a conceptual foundation for reconstructing national education governance in accordance with Indonesia’s constitutional values.]]>
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