Pedagogy of the Depressed: Beyond the New Politics of Cynicism. London, United Kingdom: Writers and Readers Publishing Cooperative. Education, the practice of freedom (illustrated edition). New York, United States: Seabury Press.įreire, P. Cambridge, United States: Harvard Educational Review.įreire, P. New York, United States: Continuum.įreire, P. Thousand Oaks, United States: SAGE Publications.įreire, P. The SAGE Handbook of Qualitative Research (Fifth ed.). Thousand Oaks, United States: SAGE Publications.ĭenzin, N. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (Fourth ed.). London, United Kingdom: Routledge.Ĭorbin, J., & Strauss, A. The Aesthetics of the Oppressed (1st ed.). New York, United States: Teachers College Press.īoal, A. On the Side of the Child: Summerhill Revisited. London, United Kingdom: Routledge.Īyers, W. Education Under Siege: The Conservative, Liberal and Radical Debate over Schooling (1st ed.). Minneapolis, United States: University of Minnesota Press.Īronowitz, S., & Giroux, H. Modernity At Large: Cultural Dimensions of Globalization. Literacy Information and Computer Education Journal, 2(4), 491–502. The Impact of Globalization on Education Policy of Developing Countries: Oman as an Example. Teachers and schools must also face all infrastructural barriers and socioeconomic conditions with limited online learning access.Īl’Abr, K. In this situation, the teachers tried to do their best to implement Merdeka Belajar program during the Covid-19 pandemic. Students’ dependence on teachers has become the cause of teachers’ difficulty to move out of the pedagogical paradigm into andragogy. However, the school is still trying to understand how it works based on structural orders without clarity.
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The teachers only carry out orders from the school. In this situation, they improvised as best they could to implement Merdeka Belajar. When they switched to Merdeka Belajar curriculum, they also did not know that the paradigm they should be using is andragogy (education for adults). This study found that teachers did not realize that they had been using a pedagogical paradigm (education for children) for high school-level children who had grown up. Besides, document studies related to Merdeka Belajar program are also used to understand the policy context. This study’s qualitative research method includes observation of the teacher-student relationship and interviews with several high school teachers in Karanganyar, Central Java. This study uses Knowles’s theory of andragogy to explore the notion of Merdeka Belajar. This study’s analysis is based on theories such as those from Neill, Rogers, Freire, Boal, Giroux, and Knowles to critically analyze the pedagogical paradigm of national education that teachers have used. In this context, this study questions how high school sociology teachers’ opportunities and challenges in facing Merdeka Belajar curriculum in the fourth industrial revolution (industry 4.0)? This study aims to identify problems and strategies for teachers in facing the new paradigm of Merdeka Belajar.
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Many problems arise when implementing the curriculum that the education they have been running has made students dependent. This happened because there was no structural explanation regarding the differences between the curriculum they had been running so far and Merdeka Belajar curriculum.
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Teachers’ problem in implementing Merdeka Belajar (Freedom of Learning) curriculum lacks understanding of the procedures. Step 7: If you are still having issues after performing all the steps here, please contact us! We will be happy to help as soon as possible.This study aims to analyze the opportunities and challenges of Merdeka Belajar as a national education program for high school teachers nationally.
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