Implementing Emancipatory Education Through the Merdeka Curriculum: A Case Study of an Islamic Elementary School

Riky Sheptian; Awaluddin Tjalla; Soeprijanto Soeprijanto

doi:10.17509/pdgia.v23i1.77006

Implementing Emancipatory Education Through the Merdeka Curriculum: A Case Study of an Islamic Elementary School

Riky Sheptian, Awaluddin Tjalla, Soeprijanto Soeprijanto

Abstract

This study investigates the implementation of emancipatory education principles through the Merdeka Curriculum at Al Khoiriyah Al Husna Islamic Elementary School in Sukabumi. Utilizing a descriptive qualitative methodology with a case study design, it examines the realization of liberating education principles within Indonesia's educational framework. Data collection included participatory observation in 12 learning sessions, interviews with 26 teachers, document analysis, and focused group discussions. The study focuses on the educational experiences of 60 students in grades 4 to 6, revealing significant transformations in learning practices. Findings indicate increased student participation, enhanced project-based learning, and improved digital assessment systems, creating a more engaging environment. This study demonstrates the successful application of emancipatory education principles while identifying challenges in mindset transformation, capacity building, and technology integration. It contributes to the development of contextual models of emancipatory education within the Merdeka Curriculum, offering insights for educational transformation in Indonesia. The implications of these findings encourage further inquiry into educational reform and equitable learning environments. Ultimately, this research serves as a critical resource for educators, policymakers, and stakeholders advancing emancipatory education in Indonesia's evolving educational landscape.

Keywords

Educational Reform, Emancipatory Education, Merdeka Curriculum; Student Agency, Transformative Learning

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DOI: https://doi.org/10.17509/pdgia.v23i1.77006