<![CDATA[This study explores the implementation of John Dewey’s educational philosophy, particularly the concept of learning by doing within the framework of Indonesia’s Kurikulum Merdeka for elementary education. Rooted in the progressive tradition, Dewey’s theory emphasizes experiential learning, student-centered instruction, and the cultivation of democratic values through practical engagement. Employing a qualitative library research method, this study systematically reviews relevant scholarly literature to analyze the philosophical foundation, practical applications, and challenges of implementing progressive education in the Indonesian context. The findings reveal that Kurikulum Merdeka reflects Deweyan principles through its emphasis on student agency, differentiated instruction, project-based learning, and flexible curriculum design. These elements foster critical thinking, collaboration, and creativity among students. However, the study also identifies several challenges, including limited teacher readiness, inadequate infrastructure, and inconsistencies in policy execution. From a philosophical standpoint, the curriculum signals a shift from authoritarian and content-centered education toward a more democratic and learner-oriented paradigm. The study concludes that a successful implementation of learning by doing in Kurikulum Merdeka requires comprehensive teacher training, systemic support, and a consistent philosophical orientation. By grounding educational practice in progressive ideals, Indonesia can create meaningful, contextualized, and transformative learning experiences for its young learners.]]>
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