<![CDATA[This research addresses the problem of traditional education systems that often function as static, one-way knowledge transfer mechanisms, which tend to reinforce social inequalities and maintain the status quo of oppression. To tackle this, the study explores the radical perspectives of Tan Malaka and Paulo Freire, who viewed education not merely as a formal process but as a fundamental tool for social liberation and justice. Utilizing a qualitative research method through a systematic literature review, the study deconstructs and synthesizes core concepts from Tan Malaka’s Madilog and Paulo Freire’s Pedagogy of the Oppressed. The findings reveal that while both figures share a common vision of fostering critical consciousness to challenge socially unfair treatment , they employ distinct philosophical lenses: Tan Malaka utilizes a Marxist approach focused on class struggle and systematic structural change to achieve national independence and social equality , whereas Freire emphasizes a humanist, dialogical pedagogy that replaces the "banking concept" of education with inclusive, two-way interaction between teachers and students. Ultimately, the study concludes that integrating these perspectives provides a robust, progressive framework for modern education to address global challenges such as economic inequality and social injustice.]]>
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