Reasoning behind the principles of Outcomes-based Education in Merdeka Belajar
DOI:
https://doi.org/10.17509/curricula.v5i1.407Keywords:
learning outcomes, Merdeka Belajar, OBE, Outcomes-Based EducationAbstract
Indonesia has implemented the Outcome-Based Education (OBE) approach through the Kurikulum Merdeka, which is based on learning outcomes, thereby promoting the concept of Merdeka Belajar. The OBE approach emphasizes direct experience for students as part of their learning process. This study aims to examine the implementation of an output-based curriculum and to discuss the rationale for the principles of OBE, outcomes-based curriculum, learning outcomes, and outcome-based assessment. This research uses a qualitative approach based on literature review methods, using the Directory of Open Access Journals (DOAJ) database. Data collected through information searches are then selected following inclusion and exclusion criteria. Furthermore, the selected data are analyzed using descriptive methods to detail the principles of OBE and the relationship between OBE and Merdeka Belajar, in relation to Carl Rogers's thinking on "freedom to learns". OBE emphasizes what can be achieved upon completion of learning and uses a learner-centered approach. The implementation of OBE is accompanied by an outcomes-based curriculum, outcomes-based learning and teaching, and outcomes-based quality improvement to measure student success or failure in learning outcomes. This aligns with Carl Rogers's philosophy, enabling students to learn with joy and a pleasant atmosphere, supported by the teacher's role as a facilitator.
Abstrak
Indonesia telah menerapkan pendekatan Outcome-Based Education (OBE) melalui Kurikulum Merdeka yang berbasis luaran atau hasil pembelajaran dengan mengusung konsep Merdeka Belajar. Pendekatan OBE menekankan pengalaman secara langsung kepada murid sebagai bagian dari proses belajar mereka. Studi ini bertujuan untuk mengkaji penerapan kurikulum berbasis luaran atau hasil, serta membahas penalaran prinsip-prinsip dalam OBE, outcomes-based curriculum, learning outcomes, dan outcome-based assessment. Penelitian ini menggunakan pendekatan kualitatif berbasis metode studi pustaka dengan basis data Directory of Open Access Journals (DOAJ). Data yang telah dikumpulkan melalui penelusuran informasi tersebut, kemudian diseleksi mengikuti kriteria inklusi dan eksklusi. Selanjutnya, data yang telah diseleksi dianalisis dengan analisis deskriptif untuk menggambarkan secara rinci mengenai prinsip OBE dan kaitan antara OBE dan Merdeka Belajar dengan pemikiran Carl Rogers mengenai “freedom to learns”. OBE memberikan tekanan pada apa yang bisa dicapai setelah selesai pembelajaran dan menggunakan pendekatan yang berpusat pada murid. Implementasi OBE diikuti oleh outcomes-based curriculum, outcomes-based learning and teaching, dan outcomes-based quality improvement untuk mengukur keberhasilan ataupun kegagalan murid dalam capaian pembelajaran. Hal ini sejalan dengan pemikiran Carl Rogers, sehingga murid dapat belajar dengan rasa bahagia dan suasana yang menyenangkan, didukung oleh peran guru sebagai fasilitator.
Kata Kunci: hasil belajar; Merdeka Belajar; OBE; Outcomes-Based Education
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