Progressivism and Curriculum Reform in Indonesia: A Systematic Review of the Theoretical Alignment, Implementation Challenges, and Promising Models in the Merdeka Curriculum
DOI:
https://doi.org/10.51454/jet.v7i3.879Keywords:
merdeka curriculum, progressivism, student-centeredAbstract
Progressivism has gained attention in educational practice. Although previous studies on progressivist principles and the Merdeka curriculum have grown rapidly, little attention of comprehensive synthesis in discussing theoretical, implementation, and pedagogical dimensions. A systematic review addresses this gap by examining the theoretical alignment of progressivism and Merdeka Curriculum, the implementation challenges, and promising models that are translated into educational practice in Indonesia. A total of 1014 journal articles were identified as relevant literature published between 2015 and 2025. Following PRISMA guidelines, 41 final articles were identified as relevant and qualified as the core sources for this study. The findings indicated a strong philosophical alignment between the goals of the Merdeka Curriculum and the principles of progressivism. However, there were challenges in implementing the progressivism principle, particularly in terms of limited teacher readiness and competence, limited resources and instructional time, limited professional support, and institutional constraints.
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