FILOSOFIS PEMBELAJARAN PERSONALISASI (PEMBELAJARAN DIFERENSIASI) DALAM KONTEKS IMPLEMENTASI KURIKULUM MERDEKA DI INDONESIA
Keywords:
philosophy of education, learning independence, personalized learning (differentiated learning), independent curriculumAbstract
This article discusses the philosophical foundations of Personalized Learning or Differentiated Instruction in the context of implementing the Merdeka Curriculum in Indonesia. Differentiated learning is an essential approach aligned with the ideals of national education that centers on the learner, particularly as inherited from Ki Hajar Dewantara, who emphasized the natural potential of children and the freedom to learn. This study employs a literature review method to analyze the interrelation between the philosophies of Humanism, Constructivism, and Progressivism with the principles of the Merdeka Curriculum and the practice of differentiated learning. The results indicate that Differentiated Instruction is not merely a pedagogical strategy but a manifestation of a philosophical belief that every learner is a unique individual with diverse readiness levels, interests, and learning profiles. The Merdeka Curriculum, through its focus on developing the Profil Pelajar Pancasila (Pancasila Student Profile) and promoting teacher autonomy, provides adequate space for the implementation of differentiation in content, process, and product. Philosophically, this approach aims to realize learning freedom (student autonomy) and educational equity (equal opportunities for all students to achieve their maximum potential), which are the core pillars of the Merdeka Belajar policy. Despite challenges in implementation—such as teacher readiness and resource availability—a strong understanding of these philosophical foundations is crucial to ensure that differentiation practices are applied holistically rather than merely administratively.
Artikel ini membahas landasan filosofis dari Pembelajaran Personalisasi atau Pembelajaran Diferensiasi (Differentiated Instruction) dalam konteks implementasi Kurikulum Merdeka di Indonesia. Pembelajaran berdiferensiasi merupakan pendekatan esensial yang sejalan dengan cita-cita pendidikan nasional yang berpusat pada peserta didik, khususnya yang diwariskan oleh Ki Hajar Dewantara, yang menekankan pada kodrat anak dan kemerdekaan belajar. Penelitian ini menggunakan metode kajian literatur untuk menganalisis keterkaitan filosofi pendidikan Humanisme, konstruktivisme dan progresivisme dengan prinsip-prinsip Kurikulum Merdeka dan praktik pembelajaran berdiferensiasi. Hasil kajian menunjukkan bahwa Pembelajaran Diferensiasi tidak hanya sekadar strategi pedagogis, tetapi merupakan manifestasi dari keyakinan filosofis bahwa setiap peserta didik adalah individu unik dengan kesiapan, minat, dan profil belajar yang beragam. Kurikulum Merdeka, melalui penekanan pada pengembangan Profil Pelajar Pancasila dan otonomi guru, memberikan ruang yang memadai bagi implementasi diferensiasi konten, proses, dan produk. Secara filosofis, penerapan pendekatan ini bertujuan untuk mewujudkan kemerdekaan belajar (otonomi siswa) dan keadilan pendidikan (kesempatan yang setara bagi semua siswa untuk mencapai potensi maksimal mereka), yang merupakan pilar utama dari kebijakan Merdeka Belajar. Meskipun terdapat tantangan implementasi yang meliputi kesiapan guru dan sumber daya, pemahaman yang kuat terhadap fondasi filosofis ini krusial untuk memastikan praktik diferensiasi dilakukan secara holistik, bukan sekedar administratif.
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