Main Article Content
Abstract
The Merdeka Belajar curriculum is a curriculum that is tasked with complementing and simplifying the 2013 curriculum. However, in practice, various problems arise that are very theoretical to applicative. This can be seen from how the philosophical basis that develops in this curriculum is very thick with an understanding of western epistemology which in practice emphasizes the essence of forward-looking education without looking at the roots of existing educational traditions. From the above, this research will examine how the need for an effort to deconstruct the current Merdeka Belajar policy. Then, this research also examines how the results of the deconstruction are used as a basis for carrying out a reconstruction of the philosophy of the principles of the Merdeka Belajar curriculum policy through a review based on the prophetic social science epistemology built by Kuntowijoyo. The research methodology will be through a qualitative research approach and literature study, as well as the use of Derrida's deconstruction theory. The results of this study show that in building a national education policy that is humanist, liberative, transcendent in its application, an education policy principle is needed that also looks at the world in a theoantrposcentric perspective between divinity and humanity in all aspects of life. The contribution of this research is the researcher's effort to try to propose a hypothesis in the formation of the prophetic philosophical principles of the new Merdeka Belajar policy based on prophetic social science thought.
Keywords
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References
A’yuni, S. Q., & Hijrawan, R. (2021). Membaca Pemikiran Kuntowijoyo dalam Hubungan Ilmu dan Agama Perspektif Islam. Qalamuna: Jurnal Pendidikan, Sosial, Dan Agama, 13(1), 129–144. https://doi.org/10.37680/qalamuna.v13i1.568
Ahida, R. (2022). William James Pragmatism And Modern Human Religiousity. Journal of Positive School Psychology, 6(8), 3334–3343.
Al-Attas, S. M. N. (2005). Islamic philosophy: An introduction. Journal of Islamic Philosophy, 1(1), 11–43.
Al-Attas, S. M. N. (2014). Prolegomena to the Metaphysics of Islam. Penerbit UTM Press.
Al-Faruqi, I. R. (1992). Al Tawhid: Its implications on thought and life (Issue 4). IIIT.
Alfiana, N., & Budiantoro, W. (2021). Al-Quran Dan Budaya Profetik: Mencetak Insan Kamil Di Era Milenial. Intiqad: Jurnal Agama Dan Pendidikan Islam, 13. https://doi.org/10.30596/intiqad.v13i2.7600
Anggara, A., Amini, A., Faridah, F., Siregar, M., Faraiddin, M., & Syafrida, N. (2023). Penerapan Kurikulum Merdeka Belajar pada Satuan Pendidikan Jenjang SMP. Jurnal Pendidikan Dan Konseling (JPDK), 5(1), 1899–1904.
Arifin, N. (2020). Pemikiran Pendidikan John Dewey. As-Syar’i: Jurnal Bimbingan & Konseling Keluarga, 2(2), 168–183. https://doi.org/10.47467/as.v2i2.128
Arjaya, I. B. A., Suastra, I. W., Budiningsih, D. N., & Hermawan, I. M. S. (2022). What Kind Of Philosophy Underlies The Future Curriculum For Indonesia? International Journal of Applied Science and Sustainable Development (IJASSD), 4(1), 14–23.
Arum, K. (2018). Pengembangan Pendidikan Agama Islam Berbasis Sosial Profetik (Analisis Terhadap Pemikiran Kuntowijoyo). Millah: Jurnal Studi Agama, 177–196. https://doi.org/10.20885/millah.vol17.iss2.art2
Badar, M. Z. (2020). Konsep Integrasi antara Islam dan Ilmu Telaah Pemikiran Kuntowijoyo. An-Nas, 4(1), 45–58.
Biesta, G. (2009). Witnessing deconstruction in education: Why quasi-transcendentalism matters. Journal of Philosophy of Education, 43(3), 391–404. https://doi.org/10.1111/j.1467-9752.2009.00705.x
Briando, B. (2017). Prophetical law: Membangun hukum berkeadilan dengan kedamaian. Jurnal Legislasi Indonesia, 14(3), 325–336.
Derrida, J. (2016). Of grammatology. Jhu Press.
Dewey, J. (1964). The child and the curriculum. University of Chicago Press Chicago.
Englund, T. (2000). Rethinking democracy and education: towards an education of deliberative citizens. Journal of Curriculum Studies, 32(2), 305–313. https://doi.org/10.1080/002202700182772
Fadli, R. V. (2020). Tinjauan Filsafat Humanisme: Studi Pemikiran Paulo Freire Dalam Pendidikan. Reforma: Jurnal Pendidikan Dan Pembelajaran, 9(2), 96–103.
Fahmi, S. F. S. F. S. (2023). Merdeka Belajar-Kampus Merdeka. At-Tadris: Journal of Islamic Education, 2(2), 92–97.
Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia Dalam Perspektif Filsafat Progresivisme. Konstruktivisme: Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164.
Fauzi, A. (2017). Integrasi Dan Islamisasi Ilmu Dalam Perspektif Pendidikan Islam. In Jurnal Pendidikan Islam Uhamka (Vol. 8, Issue 1).
Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357–358.
Furoidah, N. L. (2020). Islam dan Sains: Telaah Terhadap Islamisasi Ilmu Pengetahuan, Pengilmuan Islam dan Paradigma Integrasi Interkoneksi-Transintegrasi Ilmu. Madinah: Jurnal Studi Islam, 7(2), 254–269.
Hasbullah, H. (2020). Pemikiran Kritis John Dewey Tentang Pendidikan. Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam, 10(1).
Holt, L. (2020). John Dewey: A look at his contributions to curriculum.
HORN JR, R. A. (2007). Edward L. Thorndike. The Praeger Handbook of Education and Psychology, 1, 225–230.
James, W. (2020). Pragmatism. In Pragmatism (pp. 53–75). Routledge.
Kadlec, A. (2006). Reconstructing Dewey: The philosophy of critical pragmatism. Polity, 38(4), 519–542. https://doi.org/10.1057/palgrave.polity.2300067
Kemdikbud. (2022a). Kurikulum Darurat. Kurikulum Kemdikbud. https://kurikulum.kemdikbud.go.id/kurikulum-darurat/
Kemdikbud. (2022b). Naskah Akademik Rancangan Undang-undang Tentang Sistem Pendidikan Nasional.
Kuntowijoyo. (1994). Paradigma Islam: Interpretasi untuk Aksi. Bandung: Penerbit Mizan.
Kuntowijoyo. (2001). Muslim Tanpa Masjid: Esai-Esai Agama. Budaya, Dan Politik Dalam Bingkai Strukturalisme Transendental (Bandung: Mizan, 2001).
Kuntowijoyo. (2006). Islam sebagai ilmu : epistemologi, metodologi, dan etika (2nd ed.). Tiara Wacana.
Labaree, D. F. (2005). Progressivism, schools and schools of education: An American romance. Paedagogica Historica, 41(1–2), 275–288.
Labaree, D. F. (2010). How Dewey lost: The victory of David Snedden and social efficiency in the reform of American education. In Pragmatism and modernities (pp. 163–188). Brill.
Mahsus, M., & Wijaya, B. A. (2022). Pemikiran Ismail Raji Al-Faruqi Mengenai Islamisasi Ilmu Pengetahuan. Paramurobi: Jurnal Pendidikan Agama Islam, 5(1), 11–19.
Masduki, M. (2017). Pendidikan profetik; Mengenal gagasan ilmu sosial profetik Kuntowijoyo. TOLERANSI: Media Ilmiah Komunikasi Umat Beragama, 9(1), 1–22.
Maslow, A. H. (1958). A Dynamic Theory of Human Motivation.
Mawaddah, S. M., & Roekhan, R. (2021). Pertarungan Ideologi dalam Wacana “Merdeka Belajar.” Madah: Jurnal Bahasa Dan Sastra, 12(1), 103–117.
Mustaghfiroh, S. (2020). Konsep “merdeka belajar” perspektif aliran progresivisme John Dewey. Jurnal Studi Guru Dan Pembelajaran, 3(1), 141–147.
Najmuddin, N., & Syarkawi, S. (2021). Progresivisme (Konsepsi Tentang Realita dan Pengetahuan): Progresivisme (Konsepsi Tentang Realita dan Pengetahuan). VARIASI: Majalah Ilmiah Universitas Almuslim, 13(2).
Nanggala, A., & Suryadi, K. (2021). Analisis Konsep Kampus Merdeka dalam Perspektif Aliran Filsafat Pendidikan Progresivisme dan Perenialisme. Jurnal Pendidikan Kewarganegaraan Undiksha, 9(1), 14–26.
Nasution, A. G. J. (2020). Diskursus merdeka belajar perspektif pendidikan humanisme. Ihya Al-Arabiyah: Jurnal Pendidikan Bahasa Dan Sastra Arab, 6(1), 107–121.
Novianti, R., Copriady, J., & Firdaus, L. N. (2022). Parenting di Era Digital: Telaah Pandangan Filsafat Progresivisme John Dewey. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 6090–6101.
Papastephanou, M. (2017). Learning by undoing, democracy and education, and John Dewey, the colonial traveler. Education Sciences, 7(1), 20.
Permana, A. K. (2021). Paradigma al-Qur’an Menjawab Realitas Arab Jahiliyah Perspektif Ilmu Sosial Profetik. Jurnal At-Tatbiq: Jurnal Ahwal Al-Syakhsiyyah, 6(1), 16–32.
Ramadhan, A. R., & Fuad, A. F. N. (2023). Religious Authority in Islamic Law: A Debate on Conservative and Progressive Methods. Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies, 19(1). https://doi.org/10.18196/afkaruna.v19i1.18507
Ramadhan, A. R., & Lismawati. (2022). Prophetic Approach dalam Kebijakan Pendidikan Indonesia : Studi Analisis Teori Sosial Profetik Kuntowijoyo. 13(2), 89–96. https://journal.uhamka.ac.id/index.php/jpi/article/view/10498
Rochmiyati, S., Supriadi, D., Irfan, M., Lestari, D. P., Sari, N. H. I., Kusumadewi, V., Prayogi, I. E., & Wibowo, K. A. (2023). IMPLEMENTASI ASAH-ASIH-ASUH DALAM PENGELOLAAN KEGIATAN MERDEKA BELAJAR KAMPUS MERDEKA (MBKM). JURNAL EDUCATION AND DEVELOPMENT, 11(1), 290–296.
Rogers, C. (2000). Person-centred therapy. Six Key Approaches to Counselling and Therapy, 1, 98–105.
Rohmah, N. N. S., Muckromin, A., & Fauziyati, E. (2022). FILSAFAT HUMANISME DAN IMPLIKASINYA DALAM KONSEP MERDEKA BELAJAR. JURNAL MITRA SWARA GANESHA, 9(2), 135–143.
Roqib, M., Sarah, S., Sabiq, A. H. A., Sobirin, M., & Harimi, A. C. (2021). Criticizing Higher Education Policy in Indonesia: Spiritual Elimination and Dehumanisation. Nadwa: Jurnal Pendidikan Islam, 15(1), 61–86.
Sabaruddin, S. (2020). Sekolah dengan konsep pendidikan humanis. Humanika, Kajian Ilmiah Mata Kuliah Umum, 20(2), 147–162.
Sikandar, A. (2015). John Dewey and his philosophy of education. Journal of Education and Educational Development, 2(2).
Smilie, K. D. (2019). Irving Babbitt and the Service-Learning Ethic: An Early Critique of Deweyan Progressivism. Michigan Journal of Community Service Learning, 25(1), 55–61. https://doi.org/10.3998/mjcsloa.3239521.0025.105
Sopacua, J., & Fadli, M. R. (2022). Konsep Pendidikan Merdeka Belajar Perspektif Filsafat Progresivisme (The Emancipated Learning Concept of Education in Progressivism Philosophy Perspective). Potret Pemikiran, 26(1), 1–14.
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