PARADOKS PROGRESIVISME DI INDONESIA: ANTARA OTONOMI KURIKULUM DAN KESIAPAN PEDAGOGIS GURU

Resty Wahyuni; Mahriyuni Mahriyuni

doi:10.37755/sjip.v12i1.2441

Authors

Resty Wahyuni UMSU
Mahriyuni Mahriyuni

DOI:

https://doi.org/10.37755/sjip.v12i1.2441

Keywords:

Progresivisme, Epistemologi, Kurikulum Merdeka, Kesiapan Pedagogis, Otonomi Simbolik, Decoupling

Abstract

Artikel konseptual ini bertujuan untuk membedah akar epistemologis filsafat progresivisme dan mengkritisi paradoks penerapannya dalam dunia pendidikan modern, khususnya pada Kurikulum Merdeka di Indonesia era digital. Melalui metode Critical Literature Review (kajian literatur kritis), artikel ini mengkaji pemikiran klasik John Dewey, William H. Kilpatrick, dan George R. Knight, yang kemudian dikonfrontasikan secara dialektis dengan temuan empiris kontemporer (2022–2026). Hasil kajian menunjukkan bahwa progresivisme secara konsisten menawarkan paradigma yang memanusiakan siswa melalui prinsip pembelajaran yang berpusat pada siswa (student-centered learning), metode proyek, dan penciptaan ruang kelas yang demokratis berbasis pengalaman. Namun, analisis kritis artikel ini menemukan manifestasi paradoks baru di lapangan: perluasan otonomi kurikulum secara formal tidak serta-merta bertransformasi menjadi otonomi pedagogis yang substantif. Terjadi fenomena decoupling (pemutusan) di mana dokumen administratif sekolah tampil sangat progresif, namun praktik pembelajaran di dalam ruang kelas tetap didominasi oleh pendekatan konvensional (teacher-dominated). Kendala ini dipicu oleh kecemasan pedagogis (pedagogical anxiety) akibat belum siapnya kompetensi guru secara menyeluruh, kultur sekolah yang hierarkis, serta ketimpangan infrastruktur digital-profesional antarwilayah. Artikel ini menyimpulkan bahwa transisi menuju pendidikan progresif di Indonesia hanya akan berhasil jika desentralisasi kurikulum dibarengi dengan penguatan kapasitas pedagogi guru melalui model pendampingan dialogis berkelanjutan.

References

Afriliany, M., P, S. N., Kalsum, U., & Sari, H. P. (2024). Pemikiran Filsafat Progresivisme John Dewey dalam Pendidikan. Karakter: Jurnal Riset Ilmu Pendidikan Islam, 1(4). https://doi.org/10.61132/karakter.v1i4.187

Amalo, B. K., & Lehar, L. (2025). Rural EFL Teachers’ Perceptions of Promoting Learner Autonomy in Indonesia’s Independent Curriculum. Journal of Applied Studies in Language, 9(2), 68-84. https://doi.org/10.31940/jasl.v9i2.68-84

Bhardwaj, V., Zhang, S., Tan, Y., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602

Darussalam, G. M., & Toyyibah, T. (2024). A Systematic Review of Unfolding Teacher voices on Advantages and Difficulties in Implementing Merdeka Curriculum. Beyond Words, 12(2), 5549. https://doi.org/10.33508/bw.v12i2.5549

Dewey, J. (1916). Democracy and Education. New York: Macmillan Company.

Dewey, J. (2018). Experience and Education. New York: Kappa Delta Pi (Reprint). https://doi.org/10.1080/00131728609335764

Gurion, S. B., & Nasir, N. (2024). Teacher Readiness in Implementing “the Merdeka Curriculum”. Journal of Education and Teaching (JET), 5(1), 321. https://doi.org/10.51454/jet.v5i1.321

Hamdi, S., Triatna, C., & Nurdin, N. (2022). Kurikulum Merdeka dalam Perspektif Pedagogik. SAP (Susunan Artikel Pendidikan), 7(1). https://doi.org/10.30998/sap.v7i1.13015

Huliyah, M., Muhtadi, D., Imroatun, I., & Bastian, A. B. F. M. (2024). Teacher readiness and institutional support in raudatul atfal: descriptive analysis of independent curriculum implementation. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 7(2), 24677. https://doi.org/10.24042/al-athfaal.v7i2.24677

Hunaepi, H., & Suharta, I. (2024). Transforming Education in Indonesia: The Impact and Challenges of the Merdeka Belajar Curriculum. Path of Science, 10. https://doi.org/10.22178/pos.105-31

Ihwan, A., Barizi, A., & Wahidmurni, W. (2026). Empowering Learning: The Evolution of the Independent Learning Curriculum in the Era of Technology. AL-ISHLAH: Jurnal Pendidikan, 18(1), 7014. https://doi.org/10.35445/alishlah.v18i1.7014

Irayanti, I. (2026). Teachers' readiness and pedagogical change in curriculum reform: why dialogic and critical pedagogy fail to take root in Indonesia primary schools. Asian Education and Development Studies, 15(1). https://doi.org/10.1108/aeds-11-2025-0593

Khoirunnisa, N., Sahrial, R., Lubis, M., & Sari, H. P. (2024). Penerapan Filsafat Pendidikan Progresivisme dalam Kurikulum Merdeka. Reflection: Islamic Education Journal, 1(4), 164. https://doi.org/10.61132/reflection.v1i4.164

Kilpatrick, W. H. (1925). Foundations of Method. New York: Macmillan.

Knight, G. R. (2013). Filsafat Pendidikan. Yogyakarta: Gama Media.

Kristiyuana, K., W., Idammatussilmi, I., & Agung, A. (2025). Reforming Pedagogy in Indonesian Primary Schools: A Five-Year Systematic Review of Differentiated Instruction, Project-Based Learning, and Formative Assessment (2020–2025). Jurnal Ilmiah Profesi Pendidikan, 10(2), 3413. https://doi.org/10.29303/jipp.v10i2.3413

Kumayas, T. A., Luntungan, G., Arsai, A. N., & Tatipang, D. (2025). Curriculum Reform Meets Classroom Realities: Selected Indonesian Teachers’ Perspectives on the Merdeka Curriculum. REiLA: Journal of Research and Innovation in Language, 7. https://doi.org/10.31849/5x19dj04

Labaree, D. (2005). Progressivism, schools and schools of education: An American romance. Paedagogica Historica, 41, 275 - 288. https://doi.org/10.1080/0030923042000335583

Mufid, N., Sumantri, K., Purwaning, A., Fauziati, E., & M. (2026). From Policy to Classroom Reality: Progressivism in the Merdeka Curriculum at Indonesian Primary Schools. JPGENUS: Jurnal Pendidikan Generasi Nusantara, 4. https://doi.org/10.61787/bgwvqb11

Nihayah, R. W., Dina, W. F., Wijayanti, D., & Asyah, A. N. (2023). How Does Granting Teacher Autonomy Influence Classroom Instruction? Lessons from Indonesia's Curriculum Reform Implementation. Jurnal Penelitian Kebijakan Pendidikan, 16(1), 768. https://doi.org/10.24832/jpkp.v16i1.768

Nuha, M. S., & Gustama, R. A. (2024). The Paradigm of Progressivism: Strengthening Education in The Era of Merdeka Belajar. Sanskara Pendidikan dan Pengajaran, 2(03), 407. https://doi.org/10.58812/spp.v2i03.407

Pak, K., Polikoff, M. S., Desimone, L., & García, E. S. (2020). The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform. AERA Open, 6. https://doi.org/10.1177/2332858420932828

Purnomo, A. C., Hanafi, S., Huda, A. A. S., Muslim, M., & Arifin, S. (2026). Curriculum Reform and the Implementation of Independent Learning Policies in Indonesian Schools. Journal of Contemporary Pedagogy and Learning Science, 2. https://doi.org/10.65310/e2bb9z38

Qoyyimah, U. (2018). Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare: A Journal of Comparative and International Education, 48, 571 - 589. https://doi.org/10.1080/03057925.2017.1334536

Ramadani, S., & Desyandri. (2024). Implementasi Filsafat Progresivisme dalam Kurikulum Merdeka. Jurnal Pendidikan Dasar Indonesia, 6.

Reese, W. J. (2001). The Origins of Progressive Education. History of Education Quarterly, 41, 1 - 24. https://doi.org/10.1111/j.1748-5959.2001.tb00072.x

Rifaldi, M., Kaharu, S., Pahriadi, P., Azizah, A., & Sukri, S. (2026). Teachers' Understanding of the Merdeka Curriculum. Journal of Innovation and Research in Primary Education, 5(1), 3076. https://doi.org/10.56916/jirpe.v5i1.3076

So, K., Lee, S. Y., & Choi, Y. (2024). Teachers’ sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea. International Journal of Educational Research, 124, 102331. https://doi.org/10.1016/j.ijer.2024.102331

Sofiana, N., Andriyani, S., Shofiyuddin, M., Mubarok, H., & Candraloka, O. R. (2024). The implementation of differentiated learning in ELT: Indonesian teachers’ readiness. Forum for Linguistic Studies, 6(2), 1178. https://doi.org/10.59400/fls.v6i2.1178

Siska, T., & Faizah, H. (2025). The Relevance of Progressivism's Educational Philosophy in the Implementation of the Independent Curriculum: A Critical Analysis. Global Education: International Journal of Educational Sciences and Languages, 2(4), 246. https://doi.org/10.70062/globaleducation.v2i4.246

Studi, P., Pendidikan, M., Islam, S., & T. (2025). Comparative Study of Educational Policy Implementation in Indonesia and Malaysia: A Focus on Curriculum Design and Teacher Autonomy. Indonesian Journal of Education and Science, 1(4), 127. https://doi.org/10.67028/ijes.v1i4.127

Sulis, S., K., Merdeka, K., & Pendidikan, P. F. (2024). Curriculum Merdeka Concept Based on The Perspectives of John Dewey’s Progressivism Philosophy. JPGENUS: Jurnal Pendidikan Generasi Nusantara, 2. https://doi.org/10.61787/dgvx4a17

Tang, K., & Deswita, P. (2023). Student-centered Approach in Teaching and Learning: What Does It Really Mean?. Acta Pedagogia Asiana, 2(2), 218. https://doi.org/10.53623/apga.v2i2.218

Trisnawati, F. P., Anjani, D., & Widya, M. (2025). Independent Curriculum Policy in Elementary Schools: Teachers’ Understanding and Implementation Challenges in Bekasi Indonesia. International Journal of Education and Learning Studies, 1(2), 16. https://doi.org/10.64421/ijels.v1i2.16

Waloyo, W., Prayitno, H., Toharudin, T., & Rahmawati, Y. (2026). Teacher Readiness for Deep Learning Implementation in Indonesian Education: A Systematic Narrative Review of Dimensions, Barriers, and Enabling Factors. Journal of Deep Learning, 2(1), 13100. https://doi.org/10.23917/jdl.v2i1.13100

Wahdah, R. (2024). Peran Guru dalam Perspektif Progresivisme pada Kurikulum Merdeka. Jurnal Pendidikan Sang Surya, 10(2), 352. https://doi.org/10.56959/jpss.v10i2.352