| dc.description.abstract | This study aims to analyze the educational ideology embedded in the Regulation of the Minister of Education, Culture, Research, and Technology No. 12 of 2024, particularly in the context of the implementation of the Merdeka Curriculum. The main focus is to identify which educational ideologies—such as conservatism, liberalism, liberationism, intellectualism,
fundamentalism, and anarchism—are reflected in this regulation, based on William F. O'Neil’s
theoretical framework. The study also seeks to evaluate how closely this policy aligns with Indonesia’s national educational goals, which emphasize the development of students with noble character, independence, and global competitiveness. This research adopts a qualitative approach using literature review (library research) and document analysis methods. Data were collected through the examination of official documents, academic books, scholarly articles, and relevant prior studies. Descriptive analysis was conducted to explore the relationships among educational policy, ideology, and Indonesia’s political and social context. The findings reveal that the Merdeka Curriculum incorporates elements of liberal ideology, such as an emphasis on learning freedom, flexibility, and empowering students as individuals. However, it also contains conservative aspects, including the preservation of national cultural values, and elements of liberationism that encourage social transformation through education. These results confirm that national educational policy is not entirely neutral but is significantly influenced by underlying political interests and ideologies. This research contributes to both theoretical and practical perspectives on education in Indonesia, particularly in understanding how ideology shapes curriculum development. Furthermore, the findings can serve as input for policymakers to design curricula that are more inclusive, relevant, and adaptive to contemporary changes. | en_US |
