Analysis of the Independent Curriculum from the Perspective of Paulo Freire's Conscientization Concept: A Literature Review

Abstract

The Merdeka Curriculum emphasizes freedom of learning and deep learning, but studies examining the extent to which this curriculum facilitates critical consciousness (conscientização) as defined by Paulo Freire remain limited. This study aims to map the points of the tension between the elements of the Merdeka Curriculum and Freire’s concept of critical consciousness. The study employs a qualitative approach using a literature review method. Data were drawn from journal articles, academic books, and other relevant sources. The results reveal three points of points: a student-centered learning orientation and the humanization of education; the alignment of deep learning with Freire’s problem-based education and praxis; and the shift in the teacher’s role toward that of a facilitator and the establishment of dialogic relationships. However, three tensions were identified: autonomy that tends to be technocratic and market-oriented; standardized assessments and administrative burdens that have the potential to give rise to a “neo-banking system”; and an emphasis on individual competencies over collective consciousness. The novelty of this study lies in the conceptual distinction between cognitive critical thinking and conscientização, as well as the systematic mapping of elements of the national curriculum against Freire’s framework. These findings provide a conceptual foundation ensuring that deep learning does not stop at critical thinking skills but also incorporates dialogue, reflection, and praxis.