Principle of Student-Centered Learning in Indonesian Language Textbooks for the Merdeka Curriculum: A Constructivist Theoretical Perspective

Abstract

This study aims to describe the application of constructivist learning theory in the Kurikulum Merdeka (Independent Curriculum) Indonesian Language textbook for Grade 10 (Phase E) of senior high schools and vocational schools (SMA/MA/SMK/MAK), 2023 revised edition. The study employs a qualitative descriptive method, utilizing content analysis of the textbook. The analysis focuses on the presentation of content, learning activities, and exercises that reflect constructivist principles—including active student engagement, the activation of prior knowledge, student-centered learning, the teacher's role as a facilitator, an emphasis on the learning process, and student participation in language-related activities. Data regarding the application of constructivist learning theory in the textbook were collected using an observation guide and analyzed thematically. The results indicate that the textbook incorporates constructivist principles through activities such as observing, reading, analyzing, discussing, reflecting, and presenting learning outcomes in a contextual manner. Teachers act as facilitators who support the learning process, while students are encouraged to actively construct knowledge based on their own learning experiences. These findings suggest that the textbook fosters meaningful learning, which aligns with both constructivist principles and the Kurikulum Merdeka framework.