<![CDATA[Education in Indonesia has existed since the Hindu-Buddhist era, as evidenced by written sources and visual data in the form of narrative reliefs on temple structures. This study aims to analyze Ki Hadjar Dewantara's educational philosophy and examine his role in the struggle for Indonesian independence through education between 1922 and 1959. The research employs the historical method with a qualitative approach. Data collection was conducted through the study of various sources, including books, scholarly journals, articles, documents, and other relevant literature. Data analysis followed the stages of the historical method: heuristics (source collection), source criticism (verification of authenticity and credibility), interpretation (data analysis), and historiography (historical writing). The research findings indicate that Ki Hadjar Dewantara's educational philosophy is grounded in the concept of human liberation, emphasizing the balanced development of intellect, emotion, and will. Education was viewed as a means to liberate individuals physically and spiritually, shape character, and foster national consciousness. These ideas were realized through the Among System guided by the principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa (building spirit from the middle), and Tut Wuri Handayani (providing support from behind) and supported by the concepts of the Three Centers of Education and the Trikon Theory. The study also reveals that Ki Hadjar Dewantara shifted his struggle strategy from the political realm to the educational realm as a form of ideological resistance against Dutch colonialism. Thus, Ki Hadjar Dewantara's educational philosophy made a significant contribution to the formation of the national education system and the struggle for Indonesian independence through character development and the fostering of national consciousness.]]>
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