PSPK
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“How does PSPK view the Merdeka Belajar policy?” This question cannot be answered because Merdeka Belajar is not a policy. Merdeka Belajar is a philosophy that underpins both the process and the long-term goals of Indonesian education. Merdeka Belajar is not a new vision in Indonesian education. Ki Hadjar Dewantara (KHD), the Father of Indonesian Education, firmly stated that independence is both the goal of education and an educational paradigm that must be understood by all stakeholders. KHD emphasized that independence means more than freedom in life. The most essential meaning of independence is the ability to “live by one’s own strength, moving toward an orderly, peaceful, safe, and happy life, grounded in human morality” (2013, p. 480). Thus, “merdeka” in Merdeka Belajar does not merely mean freedom, but also capability and empowerment to achieve happiness.
According to KHD, safety and happiness as educational goals are not only experienced individually but also collectively. Individuals who are capable of making wise decisions will take actions that bring safety and happiness to themselves, their future, and those around them (Dewantara, 2013). Such individual and collective well-being can be achieved when character (budi pekerti) is developed. Therefore, education is essentially a process of character development, as he wrote (2013, p. 25):
Character, temperament, or morality is the unity of thought, feeling, and will, which then generates strength…. With character, every human being stands as a free (autonomous) person who is able to govern and control themselves. This is a civilized human being, and this is the fundamental purpose of education.
KHD further stated that independence or freedom in education has three essential characteristics: standing on one’s own (zelfstanding), not depending on others (onafhankelijk), and being able to regulate oneself (vrijheid, zelfbeschikking). This implies that independence and continuous self-liberation are the goals of education. Therefore, Merdeka Belajar is not a single policy and should not be reduced to one. Instead, it should form the foundation of all education policies, both at the national level and at the micro level, including classrooms and families.
Merdeka Belajar is not a new concept. Why, then, has it gained prominence now? Because the Ministry of Education, Culture, Research, and Technology has reaffirmed this deeply meaningful message. We see the renewed attention to Merdeka Belajar as a positive development—not only as a reminder of our great educational pioneer, but also of how relevant this discourse on learning independence is in today’s Indonesian context.
Referring to curriculum reforms in other countries and multinational education systems, curriculum changes increasingly emphasize cross-disciplinary competencies, often referred to as transversal skills, general capabilities, 21st-century skills, or global competencies. Curricula are moving toward integrating knowledge, skills, attitudes, and dispositions across disciplines—in other words, competency-based curricula. Competency implies more than acquiring knowledge and skills; it involves mobilizing them, along with values and attitudes, to meet complex demands. This aligns closely with KHD’s concept of budi pekerti.
Indonesia’s education reform has also begun moving in this direction. Consequently, achieving these goals requires a paradigm shift toward Merdeka Belajar as conceptualized by KHD. Contemporary research highlights three prerequisites for competency-oriented learning:
In KHD’s terms, this means learning that is 1) independent, 2) aligned with the child’s nature, and 3) aligned with the spirit of the times.
Learning that liberates students does not mean giving unlimited freedom or indulgence. The concept of “merdeka” must be understood as defined by KHD, not misinterpreted as unstructured freedom without responsibility. Such misinterpretations lead to the belief that Merdeka Belajar is undisciplined and lacks rigor, which contradicts KHD’s original intent.
The philosophy of Merdeka Belajar is closely related to lifelong learning, self-regulated learning, and a growth mindset. Research shows that the ability to keep learning and adapt is essential for younger generations facing rapid change. Thus, “merdeka” is both the goal and the process of education. When students learn independently, competencies are strengthened, motivation increases, and learning continues throughout life—guided by freedom to explore knowledge according to individual interests and talents. Therefore, Merdeka Belajar is not only relevant but essential for Indonesia today.
The pandemic became a turning point that revealed long-standing challenges in Indonesian education:
These issues existed long before COVID-19 but were intensified by the crisis. The pandemic also exposed disparities in infrastructure and teacher capacity for effective technology-based instruction. Thus, the pandemic did not create new problems but heightened their urgency.
Merdeka Belajar policies were designed for long-term transformation, not merely as emergency responses. However, because pandemic-era challenges reflect structural issues, this moment offers an opportunity for sustainable reform. Therefore, pandemic-related policies must align with the Merdeka Belajar framework. For example, flexibility in BOS fund usage—one episode of Merdeka Belajar—is especially crucial given changing learning methods.
Independence, understood as the capacity for self-governance, is a fundamental educational need. Since the early 2000s, decentralization has revealed regional disparities in education quality, raising questions about the relevance of Merdeka Belajar in disadvantaged (3T) areas.
Such concerns often stem from the misconception that “merdeka” means neglect. In KHD’s conception, independence is not abandonment. Merdeka Belajar must align with the state’s commitment to educating all citizens. It does not imply a retreat of central government responsibility, but rather differentiated and asymmetric support based on regional needs.
In education governance, Merdeka Belajar views regions, educators, and education personnel as capable agents. The central government’s role is to support capacity-building in accordance with local characteristics and readiness. Policies must empower 3T regions to build self-sufficiency, not dependency.
Thus, Merdeka Belajar provides space for regions to implement education according to available capacities and resources. The central government should set learning goals while granting autonomy in problem-solving. Only through an empowering system that liberates teachers and schools can learning truly liberate students.
In conclusion, Merdeka Belajar is both a goal and a paradigm that must underpin all education policies. It cannot—and should not—stand alone as a single policy. A comprehensive policy framework is required to address barriers to liberating learning.
Teachers need space to focus on pedagogy, so administrative burdens must be reduced (Episode 1). BOS fund accountability must be simplified (Episode 3). Teacher quality must be improved strategically and contextually (Episode 5). Community engagement must be better coordinated (Episode 4), and so on.
Indonesia needs a holistic education policy framework. Debates over whether curriculum or teachers matter more are outdated and ignore education as a system. Achieving Merdeka Belajar requires systematic, collective, and collaborative efforts.
Implementing Merdeka Belajar policies demands consistency and strong governance. Paradigm shifts take time. During the pandemic, many teachers struggled to relinquish control in digital classrooms. At the macro level, empowering teachers, schools, and regions is also challenging for the central government. Therefore, sustained commitment, coordinated policy systems, and shared educational vision are essential to realizing the ideals of Merdeka Belajar.