Refleksi atas Filsafat Pendidikan Islam dan Barat dalam Bingkai Kurikulum Merdeka: Studi Literatur

Farhan Ramadhan; Ismail Ismail

doi:10.56633/kaisa.v6i1.1288

Authors

Farhan Ramadhan Universitas Negeri Makassar
Ismail Ismail Universitas Negeri Makassar

DOI:

https://doi.org/10.56633/kaisa.v6i1.1288

Keywords:

independent curriculum, integration of values, islamic educational philosophy, student-centered learning, western educational philosophy

Abstract

This article reflects on the convergence and tension between Islamic educational philosophy and Western educational philosophy in the context of the implementation of the Merdeka Curriculum in Indonesia. Through a literature review, this study examines the ontological, epistemological, and axiological foundations of both traditions and their potential for integration into national education. Islamic educational philosophy emphasizes spiritual and moral goals to shape perfect human beings, while Western philosophy highlights rationality, experience, and student autonomy. The Merdeka Curriculum seeks to combine pedagogical flexibility and character building, which can be a meeting point between the two paradigms. The results of the study show that the synthesis of Islamic spiritual values with Western constructivist and progressive approaches can enrich educational practices in Indonesia, provided that it is accompanied by strengthening teacher competencies, implementative guidelines, and authentic character assessments.

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