Analysis of Teachers’ Perceptions on the Implementation of Ki Hajar Dewantara’s Educational Philosophy in the Independent Learning Curriculum
Article Sidebar
-
Educational Philosophy, Independent Learning, Teachers’ Perceptions
Abstract
Background. This study explores teachers’ perceptions of the implementation of Ki Hajar Dewantara’s educational philosophy within the framework of the Independent Learning Curriculum. As Indonesia shifts toward a more student-centered educational model, rooted in the values of independence, critical thinking, and creativity, understanding teachers’ perspectives on integrating Dewantara’s philosophy is crucial.
Purpose. Dewantara’s philosophy, which emphasizes freedom of learning and the development of students’ full potential, offers a valuable foundation for the Independent Learning Curriculum introduced by the Indonesian Ministry of Education.
Method. The aim of this research is to analyze teachers’ views on how effectively the principles of Dewantara’s educational philosophy are being integrated into the curriculum, and the challenges and benefits they perceive in this process. A qualitative approach was used, involving in-depth interviews with 20 primary and secondary school teachers across various regions.
Results. The findings reveal that while teachers generally appreciate Dewantara’s educational philosophy, they face challenges such as limited resources and insufficient professional development opportunities. However, they also recognize the positive impact of his principles in fostering a more holistic approach to education.
Conclusion. The study concludes that there is a need for more structured support and resources for teachers to fully implement Dewantara’s philosophy within the Independent Learning Curriculum.
Full text article
References
Anjass, E., Hamed, C., & Aguaded-Ramírez, E. M. (2025). THE EFFECTIVENESS OF USING THE FLIPPED CLASSROOM IN SCIENCE EDUCATION FOR NINTH-GRADE STUDENTS. Journal of Technology and Science Education, 15(1), 78–90. Scopus. https://doi.org/10.3926/JOTSE.2842
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10. Scopus. https://doi.org/10.3389/feduc.2025.1518602
Black, R. W., & Tomlinson, B. (2025). University students describe how they adopt AI for writing and research in a general education course. Scientific Reports, 15(1). Scopus. https://doi.org/10.1038/s41598-025-92937-2
Cranford, K., Rauch, A., McConnaughy, R., & Herman, L. (2025). Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review. Journal of Physician Assistant Education. Scopus. https://doi.org/10.1097/JPA.0000000000000650
Dalman, M., & Plonsky, L. (2025). The effectiveness of second-language listening strategy instruction: A meta-analysis. Language Teaching Research, 29(3), 1039–1068. Scopus. https://doi.org/10.1177/13621688211072981
Dawson, L. J., Fox, K., Harris, M., Jellicoe, M., & Youngson, C. C. (2025). The safe practitioner framework: An imperative to incorporate a psychosocial sub-curriculum into dental education. British Dental Journal, 238(6), 403–407. Scopus. https://doi.org/10.1038/s41415-024-8231-9
Dewanda, F., Suroso, A. I., & Hasanah, N. (2025). Students’ adoption of educational technology platforms for nonformal education in Indonesia. Information Development. Scopus. https://doi.org/10.1177/02666669241312161
Gauthama, W., Hendra, O., Aswia, P. R., & Amalia, D. (2025). Updating aircraft maintenance education for the modern era: A new approach to vocational higher education. Higher Education, Skills and Work-Based Learning, 15(1), 46–61. Scopus. https://doi.org/10.1108/HESWBL-11-2023-0314
Ghayebzadeh, S., Fattahian, N., Kougioumtzis, K., Moradi, S., Khanmoradi, S., & Sortwell, A. (2025). Ten Educational Strategies for Maximizing Participation of Students With Special Needs in Physical Education. Journal of Physical Education, Recreation and Dance, 96(4), 60–62. Scopus. https://doi.org/10.1080/07303084.2025.2459566
Gilbert, R. O., & Gilbert, D. R. (2025). Student evaluations of teaching do not reflect student learning: An observational study. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-025-06896-3
Harvey, W., Van Schaik, L., Frizzell, H., Wright, J., & Rank, M. M. (2025). The Development and Implementation of a Parallel, Multi-Campus Medical Anatomy Curriculum Delivered with and without Cadavers. Medical Science Educator, 35(1), 43–46. Scopus. https://doi.org/10.1007/s40670-024-02179-6
Hati, K., Rahmayanti, A. A., Aprilia, C. W. H., Nisa, L. A., Anggraeni, M., Trinugraha, Y. H., & Parahita, B. N. (2025). Practice and reflection of differentiated learning in sociology at senior high school. Journal of Education and Learning, 19(2), 1024–1031. Scopus. https://doi.org/10.11591/edulearn.v19i2.21636
Jarahi, L., Hosseini, S. M., Shamshirgaran, S., & Yavari, M. (2025). Patient-Centeredness of Hidden Curriculum in Medical Education. Journal of Iranian Medical Council, 8(2), 240–247. Scopus. https://doi.org/10.18502/JIMC.V8I2.17693
Kaldal, M. H., Voldbjerg, S., Conroy, T., Feo, R., & Laugesen, B. (2025). The Fundamentals of Care Framework in nursing education: A scoping review protocol. JBI Evidence Synthesis. Scopus. https://doi.org/10.11124/JBIES-24-00137
Liao, Y., Gao, J., Zhao, M., & Qiu, T. (2025). Teaching Reform of New Engineering Artificial Intelligence Course Oriented to OBE Concepts. Proc. Int. Conf. Artif. Intell. Future Educ., AIFE, 62–67. Scopus. https://doi.org/10.1145/3708394.3708406
Liker, L., Bari?, D., Peri? Hadži?, A., & Ba?nar, D. (2025). Profiling Students by Perceived Immersion: Insights from VR Engine Room Simulator Trials in Maritime Higher Education. Applied Sciences (Switzerland), 15(7). Scopus. https://doi.org/10.3390/app15073786
Lin, X.-J., Zhou, J., Yuan, Q., Dong, Y.-L., Xia, W.-X., Sunchuri, D., & Guo, Z.-L. (2025). The application of multidisciplinary team combined flipped classroom teaching model in oral general course for clinical undergraduates. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-024-06632-3
Luckin, R. (2025). Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations, 39(1), 1–4. Scopus. https://doi.org/10.1108/DLO-04-2024-0108
Mason, C., Barbosa, A., Jones, D., Andrews, M., & Capstick, A. (2025). People Living With Dementia and Their Families as Educators for Social Justice. Health Expectations, 28(2). Scopus. https://doi.org/10.1111/hex.70244
Metaxas, I., Michailidi, E., Stavrou, D., & Pavlidis, I. V. (2025). Undergraduate students’ arising ideas during the implementation of a teaching-learning sequence on size-dependent properties in the nanoscale. Research in Science and Technological Education. Scopus. https://doi.org/10.1080/02635143.2025.2462909
Miao, S., & Su, H. (2025). Research and Application of Flipped Classroom Teaching Mode in Automatic Control Theory. Dalam Yan L., Duan H., & Deng Y. (Ed.), Lect. Notes Electr. Eng.: Vol. 1350 LNEE (hlm. 419–425). Springer Science and Business Media Deutschland GmbH; Scopus. https://doi.org/10.1007/978-981-96-2252-8_42
Munaf, Y., Ayu, R. P., Akmal, A., Efi, A., & Novaliendry, D. (2025). Transforming Music Education: Evaluating the Impact of the Merdeka Curriculum in Arts Education. Educational Process: International Journal, 14. Scopus. https://doi.org/10.22521/edupij.2025.14.62
Muthmainnah, M., Al Yakin, A., Ganguli, S., & Obaid, A. J. (2025). Unleashing IT Innovation in Education Based on Meta Learning Approach in English Language Classroom. Dalam Adv. Sci. Tech. Inno.: Vol. Part F232 (hlm. 137–150). Springer Nature; Scopus. https://doi.org/10.1007/978-3-031-63701-8_12
Parr, J. M., & Gadd, M. (2025). Shared understandings, actioned in multiple ways by teachers of writing. Literacy, 59(1), 98–107. Scopus. https://doi.org/10.1111/lit.12388
Purwanto, W. R., & Junaedi, I. (2025). Teachers’ perceptions of ethnomathematics learning in the independent curriculum program in Indonesia. International Journal of Education and Practice, 13(1), 98–113. Scopus. https://doi.org/10.18488/61.v13i1.3963
Salameh, E. K. M., & Alkhateeb, N. A. M. (2025). THE EFFECTIVENESS OF ONLINE EDUCATION ON THE DEVELOPMENT OF CRITICAL THINKING SKILLS AMONG NURSING STUDENTS IN AL-BALQA APPLIED UNIVERSITY: A QUASI-EXPERIMENTAL STUDY. Journal of Educators Online, 22(2). Scopus. https://doi.org/10.9743/JEO.2025.22.2.14
Song, J., Wang, R., Wu, X., & Zhang, Z. (2025). Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory. Learning and Motivation, 90. Scopus. https://doi.org/10.1016/j.lmot.2025.102110
Tashtoush, M. A., Wardat, Y., Khasawneh, M. A. S., & Az-Zo’bi, E. A. (2025). The Level of Compliance to the Criteria of the Education Evaluation Commission in Jordan in Teaching and Learning Standards. Journal of Statistics Applications and Probability, 14(1), 17–26. Scopus. https://doi.org/10.18576/jsap/140102
Wang, G., Liu, Y., & Liu, H. (2025). One model, two skills: Active vision and action learning model for robotic manipulation. Science China Information Sciences, 68(6). Scopus. https://doi.org/10.1007/s11432-023-4282-8
Winarto, W., Kristyaningrum, D. H., Rahayu, R., Hayu, W. R. R., Jumini, S., & Dewi, N. D. L. (2025). Science teachers’ perceptions of differentiated learning: A survey study. Multidisciplinary Science Journal, 7(2). Scopus. https://doi.org/10.31893/multiscience.2025101
Wu, X., Yu, Z., Zhang, C., & Yang, Z. (2025). Research on MOOC dropout prediction by combining CNN-BiGRU and GCN. Dalam Leng L. & Yuan H. (Ed.), Proc SPIE Int Soc Opt Eng (Vol. 13486). SPIE; Scopus. https://doi.org/10.1117/12.3055872
Yang, L., Cui, J., & Zhang, Y. (2025). The relationship between medical students’ interest in learning and their ability to solve mathematical problems: The chain-mediating role of teacher-student relationship and self-efficacy. Frontiers in Psychology, 16. Scopus. https://doi.org/10.3389/fpsyg.2025.1531262
Zhang, J., Chen, J., Guo, H., Liu, W., & Li, M. (2025). The integrated teaching practice of medical cloud dictionary development and project-based learning. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-024-06621-6
Zhao, Y., Gong, M., Zhang, M., Qin, A. K., Jiang, F., & Li, J. (2025). SPCNet: Deep Self-Paced Curriculum Network Incorporated With Inductive Bias. IEEE Transactions on Neural Networks and Learning Systems. Scopus. https://doi.org/10.1109/TNNLS.2025.3544724
Zhunisbayeva, A. S., & Begaliyeva, S. B. (2025). Role of Modern Information Technologies in Professional Training of Philology Teachers (Kazakhstani Experience). Journal of Siberian Federal University - Humanities and Social Sciences, 18(2), 367–377. Scopus.
Authors
Copyright (c) 2025 Andi Hermawan, Thiago Rocha, Rafaela Lima
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
