Integration-Contradiction Among Systems Ki Hajar Dewantara and the Independent Learning Curriculum

Abstract

This research aims to analyze ways of integration and potential contradictions between the two education systems. The focus of the research includes Ki Hajar Dewantara's key values ​​such as independence, personal teacher-student relationships, diversity, and faith, which are integrated or may conflict with the principles of the Merdeka Belajar Curriculum which emphasizes ways of learning, teacher-student relationships, material-curriculum, critical reasoning, independence, diversity, and faith. This research uses qualitative research methods with a library research approach. The data source in this article is research results published by a researcher in the form of journal articles. The research results highlight a number of contradictions and incongruities between the two systems. Differences in learning methods and teacher-student roles create tension between the concepts of Ki Hajar Dewantara and the Independent Learning Curriculum. The existence of significant differences in material-curriculum approaches creates challenges in aligning curriculum coverage that includes cultural diversity. Contradictions also emerge in aspects of critical reasoning, showing differences in understanding regarding the development of students' critical thinking. However, there is positive harmony in the aspects of independence, diversity and faith, becoming a point of integration between the two education systems. Both recognize and adopt the values ​​of independence and diversity, and emphasize faith without contradiction. The conclusions of this research provide an overview of the complexity of integrating two different education systems, highlighting the need for balance to develop a holistic education model that is appropriate to current developments and the needs of society.