Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis
This article aims to analyze the constructivism theory paradigm developed by John Dewey and explore its relevance to implementing the Merdeka Curriculum in Indonesia. Dewey's theory of constructivism emphasizes the importance of direct experience and reflection in active learning, where student...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Malang
2024-10-01
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| Series: | JPP (Jurnal Pendidikan dan Pembelajaran) |
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| Online Access: | https://journal2.um.ac.id/index.php/jpp/article/view/56239 |
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| author | Nafidatun Nisa Ahmad Hadi Pranoto Erlina Laily Nur Afifa Oseolla Savana Agus Sutiyono |
| author_facet | Nafidatun Nisa Ahmad Hadi Pranoto Erlina Laily Nur Afifa Oseolla Savana Agus Sutiyono |
| author_sort | Nafidatun Nisa |
| collection | DOAJ |
| description | This article aims to analyze the constructivism theory paradigm developed by John Dewey and explore its relevance to implementing the Merdeka Curriculum in Indonesia. Dewey's theory of constructivism emphasizes the importance of direct experience and reflection in active learning, where students construct knowledge through interaction with the real world. The method used in this research is a literature review, which involves analyzing Dewey's main texts related to constructivism theory and documents and policies related to the Merdeka curriculum. The analysis technique is carried out by comparing Dewey's principles of constructivism with the characteristics of Merdeka curriculum which focuses on flexibility, freedom of learning, and the development of 21st century skills. The results show that Dewey's principles of constructivism, such as experiential learning, collaboration, and reflection, are very relevant and can be applied in Merdeka curriculum to create a more innovative and student-centered learning environment and the importance of students' freedom to learn according to their potential and interests. |
| format | Article |
| id | doaj-art-3f1c0811167c4e1d942c80cfd324edba |
| institution | DOAJ |
| issn | 2302-996X 2580-2313 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Universitas Negeri Malang |
| record_format | Article |
| series | JPP (Jurnal Pendidikan dan Pembelajaran) |
| spelling | doaj-art-3f1c0811167c4e1d942c80cfd324edba2025-08-20T03:10:34ZengUniversitas Negeri MalangJPP (Jurnal Pendidikan dan Pembelajaran)2302-996X2580-23132024-10-01312869010.17977/um047v31i22024p86-9012446Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual AnalysisNafidatun Nisa0Ahmad Hadi Pranoto1Erlina Laily Nur Afifa2Oseolla Savana3Agus Sutiyono4Universitas Islam Negeri Walisongo SemarangUniversitas Islam Negeri Walisongo SemarangUniversitas Islam Negeri Walisongo SemarangUniversitas Islam Negeri Walisongo SemarangUniversitas Islam Negeri Walisongo SemarangThis article aims to analyze the constructivism theory paradigm developed by John Dewey and explore its relevance to implementing the Merdeka Curriculum in Indonesia. Dewey's theory of constructivism emphasizes the importance of direct experience and reflection in active learning, where students construct knowledge through interaction with the real world. The method used in this research is a literature review, which involves analyzing Dewey's main texts related to constructivism theory and documents and policies related to the Merdeka curriculum. The analysis technique is carried out by comparing Dewey's principles of constructivism with the characteristics of Merdeka curriculum which focuses on flexibility, freedom of learning, and the development of 21st century skills. The results show that Dewey's principles of constructivism, such as experiential learning, collaboration, and reflection, are very relevant and can be applied in Merdeka curriculum to create a more innovative and student-centered learning environment and the importance of students' freedom to learn according to their potential and interests.https://journal2.um.ac.id/index.php/jpp/article/view/56239theory of constructivism, john dewey, independent curriculum |
| spellingShingle | Nafidatun Nisa Ahmad Hadi Pranoto Erlina Laily Nur Afifa Oseolla Savana Agus Sutiyono Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis JPP (Jurnal Pendidikan dan Pembelajaran) theory of constructivism, john dewey, independent curriculum |
| title | Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis |
| title_full | Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis |
| title_fullStr | Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis |
| title_full_unstemmed | Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis |
| title_short | Applying John Dewey’s Constructivism in the Merdeka Curriculum: A Conceptual Analysis |
| title_sort | applying john dewey s constructivism in the merdeka curriculum a conceptual analysis |
| topic | theory of constructivism, john dewey, independent curriculum |
| url | https://journal2.um.ac.id/index.php/jpp/article/view/56239 |
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