Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis

Nafidatun Nisa (Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Walisongo, Semarang, Indonesia)
Ahmad Hadi Pranoto (Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Walisongo, Semarang, Indonesia)
Erlina Laily Nur Afifa (Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Walisongo, Semarang, Indonesia)
Oseolla Savana (Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Walisongo, Semarang, Indonesia)
Agus Sutiyono (Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Walisongo, Semarang, Indonesia)

JPP (Jurnal Pendidikan dan Pembelajaran)
Vol. 31 No. 2 (2024)

This article aims to analyze the constructivism theory paradigm developed by John Dewey and explore its relevance to implementing the Merdeka Curriculum in Indonesia. Dewey's theory of constructivism emphasizes the importance of direct experience and reflection in active learning, where students construct knowledge through interaction with the real world. The method used in this research is a literature review, which involves analyzing Dewey's main texts related to constructivism theory and documents and policies related to the Merdeka curriculum. The analysis technique is carried out by comparing Dewey's principles of constructivism with the characteristics of Merdeka curriculum which focuses on flexibility, freedom of learning, and the development of 21st century skills. The results show that Dewey's principles of constructivism, such as experiential learning, collaboration, and reflection, are very relevant and can be applied in Merdeka curriculum to create a more innovative and student-centered learning environment and the importance of students' freedom to learn according to their potential and interests.