Humanistic Educational Philosophy as a Basis for Developing the Merdeka Curriculum

Abstract

This study aims to analyze in depth the relationship between humanistic educational philosophy and the implementation of the Merdeka Curriculum in shaping the Pancasila Student Profile. The research employs a literature review method using a descriptive qualitative approach to obtain a comprehensive conceptual and philosophical understanding. Data were collected through an extensive review of academic books, scholarly journals, research articles, educational policy documents, and other relevant academic sources, including official documents of the Merdeka Curriculum and the Pancasila Student Profile. The data were analyzed thematically, focusing on learner-centered learning, the role of humanistic values in character and autonomy development, teachers’ roles as learning facilitators, the implementation of differentiated instruction, and the function of a humanistic curriculum in strengthening the Pancasila Student Profile. The findings indicate that humanistic principles serve as the core philosophical foundation of the Merdeka Curriculum, supporting the development of learners’ character, independence, and potential actualization. Teachers function as facilitators who create inclusive, participatory, and contextual learning environments. In conclusion, the integration of humanistic values within the Merdeka Curriculum significantly strengthens the Pancasila Student Profile and contributes to the development of learners who are independent, creative, critical thinkers, and of strong character, in line with national education goals