Transformasi Paradigma Kurikulum Nasional di Indonesia (1947-2022) : Perspektif Moderasi Beragama dan SDGs
DOI:
https://doi.org/10.54213/tanzhimuna.v6i1.882Keywords:
Kurikulum Nasional; Transformasi Kurikulum; Moderasi Beragama; Sustainable Development Goals (SDGs).Abstract
Penelitian ini bertujuan untuk merekonstruksi paradigma kurikulum kurikulum pendidikan Nasional di Indonesia periode 1947-2022 dalam perspektif moderasi beragama dan Sustainable Development Goals (SDGs). Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) serta pendekatan analisis-kritis. Sumber data diperoleh dari dokumen kurikulum nasional, regulasi pendidikan, dokumen UNESCO dan SDGs, serta berbagai literatur ilmiah yang relevan. Teknik pengumpulan data dilakukan melalui studi dokumentasi dan dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perkembangan kurikulum pendidikan nasional mengalami transformasi dari paradigma administratif menuju paradigma humanistik, partisipatif, dan berbasis kompetensi. Nilai moderasi beragama semakin terintegrasi melalui penguatan pendidikan karakter, toleransi, dan profil pelajar Pancasila, terutama pada Kurikulum 2013 dan Kurikulum Merdeka. Selain itu, kurikulum pendidikan Nasional juga semakin relevan dengan SDG 4 melalui penguatan pendidikan inklusif, literasi global, pembelajaran sepanjang hayat, dan pengembangan kompetensi abad ke-21. Artikel ini menawarkan pembacaan historis-kritis terhadap transformasi kurikulum nasional Indonesia dengan menunjukkan bagaimana perubahan kurikulum dari 1947 hingga 2022 mengarah kepada transformasi paradigma yang berkelanjutan dari pembentukan identitas nasional menuju pendidikan berkelanjutan berbasis moderasi beragama dan kewargaan global.
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