The Obstacles in Implementing the Independent Curriculum in Mathematics Learning: A Review from the Perspective of Social Constructivism Philosophy and Progressive Educators

Mariani Manik Mariani Manik

doi:10.33648/ijoaser.v7i4.700

Mariani Manik Mariani Manik Universitas Pendidikan Ganesha Singaraja, Indonesia

DOI: https://doi.org/10.33648/ijoaser.v7i4.700

Keywords: Independent Curriculum, Constructivism, Progressivism

Abstract

This article aims to review the various challenges that arise in implementing the Independent Curriculum in mathematics learning, and view it from the perspective of the philosophy of Mathematics Education. This study is based on an analysis of related literature to identify the main obstacles faced by teachers and students, such as limited resources, readiness of teaching staff, and resistance to changing methods. In addition, this article highlights how principles in educational philosophy, such as constructivism and progressive educators, can play a role in overcoming these obstacles. The results of this study show that a philosophical approach that emphasizes active and participatory learning experiences can be a solution in overcoming the challenges of implementing the Independent Curriculum. This article provides insights that can support efforts to design learning strategies that are more effective and in line with holistic educational goals.

References

Arma, & Ismail. (2023). Analysis of the Independent Learning Curriculum in the Perspective of Progressivism Educational Philosophy. Journal of Education, Social and Religious Affairs, Vol (21). https://doi.org/10.53515/qodiri

Ernest, P. (1991). The Philosophy of Mathematics Education. : Studies in Mathematics Education. Taylor & Francis e-Library.

Firdaus, H., Laensadi, A. M., Matvayodha, G., Siagian, F. N., & Hasanah, I. A. (2022). Evaluation Analysis of the 2013 Curriculum Program and the Independent Curriculum (Vol. 4).

Hakiky, N., Nurjanah, S., & Fauziati, E. (2023). T S A Q O F A H Independent Curriculum in the Perspective of Constructivism Philosophy. March, 3(2), 194–202. https://doi.org/10.58578/tsaqofah.v3i2

Hasana, Mila. Philosophy of Education, Mataram: Cv. Kanhaya Karya, 2022.

Hidayah, N., & Hotifah, Y. (2023). Independent Learning as an Implementation of Constructivist Philosophy in the Curriculum to Build Independent Learning: A Theoretical Study. Proceedings of the 2023 OPPSI National Seminar.

Holst, J., Brock, A., Singer-Brodowski, M., & de Haan, G. (2020). Monitoring progress of change: Implementation of Education for Sustainable Development (ESD) within documents of the German education system. Sustainability (Switzerland), 12(10). https://doi.org/10.3390/su12104306

Juliangkary, E., Suastra, I. W., & Atmaja, A. W. T. (2023). Merdeka Curriculum: Ki Hajar Dewantara's Educational Philosophy and Values in Critical Spotlight. Empiricism Journal, 4(2), 598–605. https://doi.org/10.36312/ej.v4i2.1665

Meliniasari, F., Sudjarwo, S., & Jalmo, T. (2023). The Philosophy of Progressivism and Its Perspective on Science Learning in the Independent Curriculum. Educational Professional Scientific Journal, 8(1), 204–209. https://doi.org/10.29303/jipp.v8i1.1048

Naufal, H. (2021). Constructivist Learning Model in Mathematics to Improve Students' Cognitive Abilities in the Era of Independent Learning. National Mathematics Education Seminar, (pp. 143–152).

Puspika Sari, H. (2023). Development of the Independent Learning Curriculum in Elementary Schools according to the Progressivism philosophy. Journal of Primary Education, 6(2), 131–141.

Ramadani, F. (2022). The Concept of the Independent Learning Curriculum Against the Philosophical View of Progressivism. Scientific Journal of Basic Education Vol 7(2)

Rizqiyani, Y. (2022). New Paradigm Learning in Mathematics from the Perspective of Progressivism Educational Philosophy. Perspective Journal, 2(5). https://doi.org/10.53947/perspekt.v2i5.518