Relevansi Pedagogis Kurikulum Merdeka terhadap Pengembangan Pendidikan Ilmu Sosial di Indonesia

Abstract

This study explores the pedagogical relevance of Kurikulum Merdeka in revitalizing Social Science (IPS) education in Indonesia. Employing a Systematic Literature Review, the research synthesizes academic data, policy documents, and field reports. Findings reveal that the curriculum’s philosophical synergy Constructivism, Humanism, and Ki Hajar Dewantara’s "Sistem Among" shifts paradigms from passive rote learning to active, student-centered inquiry. Structural shifts, including merging IPAS in primary schools and abolishing secondary school specialization, foster holistic, interdisciplinary, and personalized learning environments. Implementation of differentiated instruction and Project-Based Learning (PjBL) effectively enhances student engagement while internalizing Pancasila Student Profile values. However, critical challenges persist regarding teacher assessment competencies and the digital divide. The study concludes that Kurikulum Merdeka holds profound relevance for Society 5.0 but necessitates intensive teacher training and infrastructure optimization. This research offers an integrative analysis of dimensions shaping Indonesian social education essential for national development.