Philosophy of Education of John Dewey’s Pragmatism and Its Relevance to the Education System in Indonesia

Abstract

The study explores John Dewey’s pragmatist philosophy, which views education as the reconstruction of experience through social interaction and meaningful activity, and finds it highly relevant to Indonesia’s educational system. This study aims to describe Dewey’s concept of education and analyze its relevance to the contemporary Indonesian education system. The method used is a literature review by examining books, academic journals, and other scholarly sources related to Dewey’s thought and national education policies. The results indicate that Dewey’s educational principles, such as learning by doing, experiential learning, student-centered instruction, and viewing schools as miniature societies, are strongly aligned with the implementation of the Merdeka Curriculum, the Pancasila Student Profile, and the adoption of  deep learning approach which emphasizes meaningful understanding and the application of knowledge to real-life situations. However, the application of Dewey’s philosophy in Indonesian education still faces challenges, including the persistence of rote learning practices and the limited shift in the teacher’s role from knowledge transmitter to facilitator. Therefore, it is necessary to enhance teacher competence, strengthen contextual learning practices, and build democratic and collaborative learning environments. In conclusion, Dewey’s pragmatism remains relevant as a philosophical foundation for developing a humanistic, adaptive, and character-oriented education system in Indonesia.