Pragmatisme dalam Pendidikan Abad 21: Implikasi Filosofis terhadap Kurikulum dan Pembelajaran di Sekolah Dasar
Keywords:
Pragmatisme, Kurikulum abad 21, Pembelajaran sekolah dasarAbstract
ABSTRACT
This study aims to analyze the relevance of pragmatism as a philosophical foundation for 21st-century education and its implications for curriculum and instructional practices in elementary schools. The background of this review stems from the increasing demand for modern education to adopt contextual, flexible, and experience-based learning approaches, which align with John Dewey’s pragmatic philosophy. The study employed a Systematic Literature Review by examining scholarly articles published between 2020 and 2025, retrieved from Google Scholar, ERIC, JSTOR, and other academic databases. The selection process followed inclusion criteria related to thematic relevance, publication quality, and the elementary education context. The findings indicate that core principles of pragmatism such as learning by doing, reflection, problem-solving, and curricular flexibility are highly compatible with the needs of 21st-century education. Previous studies demonstrate that elementary schools adopting pragmatic approaches show significant improvements in students’ motivation, participation, creativity, and critical thinking skills. The discussion highlights a notable research gap concerning the explicit integration of pragmatic philosophical foundations into national curriculum policy in Indonesia. This review concludes that pragmatism provides substantial contributions to shaping relevant and adaptive learning designs in the digital era and should be integrated more systematically into curriculum development efforts.
Keywords: pragmatism, 21st-century curriculum, elementary education, John Dewey, experiential learning
ABSTRAK
Penelitian ini bertujuan menganalisis relevansi pragmatisme sebagai landasan filosofis pendidikan abad 21 serta implikasinya terhadap kurikulum dan pembelajaran di sekolah dasar. Latar belakang kajian berangkat dari kebutuhan pendidikan modern yang menuntut pembelajaran kontekstual, fleksibel, dan berpusat pada pengalaman siswa, sejalan dengan gagasan pragmatisme John Dewey. Metode yang digunakan adalah Systematic Literature Review dengan menelaah artikel ilmiah terbitan 2020–2025 yang diperoleh dari Google Scholar, ERIC, JSTOR, dan database akademik lainnya. Seleksi dilakukan menggunakan kriteria inklusi yang mencakup keterkaitan tematik, kualitas publikasi, dan relevansi konteks pendidikan dasar. Hasil kajian menunjukkan bahwa prinsip-prinsip pragmatism seperti learning by doing, refleksi, pemecahan masalah, serta fleksibilitas kurikulum sangat selaras dengan kebutuhan pendidikan abad 21. Temuan penelitian terdahulu memperlihatkan bahwa sekolah dasar yang menerapkan pendekatan pragmatis mengalami peningkatan signifikan pada motivasi, partisipasi, kreativitas, dan kemampuan berpikir kritis siswa. Pembahasan menegaskan bahwa meskipun pragmatisme telah banyak diaplikasikan dalam pendekatan pedagogis, masih terdapat kesenjangan penelitian terkait integrasi eksplisit landasan filosofis ini dalam kebijakan kurikulum sekolah dasar di Indonesia. Kajian ini menyimpulkan bahwa pragmatisme memiliki kontribusi substansial dalam mengarahkan desain pembelajaran yang relevan dan adaptif pada era digital, serta perlu diintegrasikan secara lebih sistematis dalam pengembangan kurikulum nasional.
Kata kunci: pragmatisme, kurikulum abad 21, pembelajaran sekolah dasar, John Dewey, experiential learning
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