WHEN THE JARGON SHIFTS THE PHILOSOPHY: A CRITICAL ANALYSIS OF THE EVOLUTION OF CURRICULUM AND LEARNING APPROACHES IN INDONESIA
DOI:
https://doi.org/10.18623/rvd.v23.3810Palavras-chave:
Education Policy, Independent Curriculum, Critical Discourse Analysis, Educational Philosophy, JargonisticResumo
This study aims to analyze the shift in the orientation of education policy in Indonesia from a philosophical approach to a jargonistic dominance, with a focus on the Independent Curriculum and its derivative policies, such as deep learning and the seven Habits of Great Indonesian Children. The research method uses a descriptive qualitative approach with Fairclough's Critical Discourse Analysis (CDA) method. This study analyzes official policy documents, teacher training guidelines, and public discourse on education. The findings show that the policy terms that are often used are rhetorical and not yet fully rooted in consistent philosophical and pedagogical values. This condition creates ambiguity at the level of classroom practice and weakens teachers’ interpretive capacity in translating policy into meaningful learning. Philosophical approaches such as constructivism, humanism, and critical pedagogy have been marginalized in contemporary policy discourse. This study recommends the importance of restoring value-based and philosophically reflective policy directions, as well as the need for academic community involvement in the education policy formulation process.
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