FILOSOFIS KURIKULUM BERBASIS KOMPETENSI 2004 DAN KURIKULUM MERDEKA: TINJAUAN KRITIS DARI SUDUT PANDANG ONTOLOGIS
DOI:
https://doi.org/10.23969/jp.v9i3.15517Keywords:
2004 Competency-Based Curriculum, Independent Curriculum, Ontology, Human Nature, Nature of Knowledge, Learning ProcessAbstract
Education curriculum is an important part that determines the direction and purpose of learning. In Indonesia, there has been a curriculum shift from the 2004 Competency-Based Curriculum (KBK) to the Merdeka Curriculum. The purpose of this study is to evaluate the two curricula philosophically from an ontological point of view, which focuses on understanding the nature of humans and knowledge. By using a qualitative approach and literature study method and critical analysis, this research examines the views of the 2004 KBK and the Merdeka Curriculum on the conception of humans as learning subjects. Merdeka on the conception of humans as learning subjects and knowledge as objects to be learned, as well as their impact on the learning process. The results show that the 2004 KBK and Merdeka Curriculum have significant ontological differences regarding the roles of students and teachers in knowledge construction. Critical evaluation reveals the advantages and disadvantages of each curriculum from an ontological perspective, such as the level of student autonomy, the balance between mastery of competencies and exploration of interests, and conceptions of the source and validity of knowledge. The findings of this study provide new insights in philosophical discussions about curriculum and can be taken into consideration for policy makers in designing curricula that are more appropriate to the Indonesian educational context and modern educational paradigms.Downloads
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