The relevance of John Dewey's progressivism to strengthening the Profil Pelajar Pancasila in Kurikulum Merdeka

Sigit Prasetyo; Muhammad Rizky Pratama

doi:10.64014/jik.v23i1.229

Authors

Sigit Prasetyo Universitas Islam Negeri Sunan Kalijaga
Muhammad Rizky Pratama Universitas Islam Negeri Sunan Kalijaga

DOI:

https://doi.org/10.64014/jik.v23i1.229

Keywords:

educational democracy, Kurikulum Merdeka, Profil Pelajar Pancasila, progressivism

Abstract

The transformation of 21st-century education requires strengthening students’ character and competencies through the implementation of the Kurikulum Merdeka, grounded in John Dewey’s progressive philosophy and aligned with the dimensions of the Profil Pelajar Pancasila. This study aims to describe the relevance of Dewey’s progressivism to the strengthening of the six dimensions of the Profil Pelajar Pancasila within the Kurikulum Merdeka. This research employs a library study method using conceptual analysis of Dewey’s major works and policy documents related to the Kurikulum Merdeka. The analysis maps four fundamental principles of progressivism, namely experience, learning by doing, democracy in education, and growth, against the six dimensions of the Profil Pelajar Pancasila. The findings reveal a substantive relationship between Dewey’s progressivist principles and the core values of the Profil Pelajar Pancasila. Experiential and activity-based learning strengthens students’ independence, creativity, and critical reasoning, while democratic principles in education support collaboration and respect for diversity. Philosophically, the study affirms that the Kurikulum Merdeka is rooted in a humanistic, democratic, and progressivist paradigm.

Abstrak

Transformasi pendidikan abad ke-21 menuntut penguatan karakter dan kompetensi murid melalui penerapan Kurikulum Merdeka yang berlandaskan nilai-nilai progresivisme John Dewey dan sejalan dengan dimensi Profil Pelajar Pancasila. Penelitian ini bertujuan mendeskripsikan relevansi pemikiran progresivisme Dewey terhadap penguatan enam dimensi Profil Pelajar Pancasila dalam Kurikulum Merdeka. Kajian ini menggunakan metode studi kepustakaan dengan analisis konseptual terhadap karya-karya utama Dewey dan dokumen kebijakan Kurikulum Merdeka. Analisis dilakukan dengan memetakan empat prinsip utama progresivisme, yaitu experience, learning by doing, democracy in education, dan growth terhadap enam dimensi Profil Pelajar Pancasila. Hasil penelitian menunjukkan adanya hubungan substantif antara prinsip-prinsip progresivisme dan nilai-nilai Profil Pelajar Pancasila. Pembelajaran berbasis pengalaman dan aktivitas langsung memperkuat kemandirian, kreativitas, dan nalar kritis murid, sedangkan prinsip demokrasi dalam pendidikan mendukung pengembangan gotong royong dan penghargaan terhadap kebinekaan. Secara filosofis, hasil kajian ini menegaskan bahwa Kurikulum Merdeka berakar pada paradigma progresivisme yang humanistik dan demokratis.

Kata Kunci: demokrasi pendidikan; Kurikulum Merdeka; Profil Pelajar Pancasila; progresivisme

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