BRIDGING WELFARE-BASED EDUCATION BETWEEN FINLAND AND INDONESIA: TEACHERS’ PERCEPTIONS, EXPERIENCES, AND READINESS IN THE ERA OF MERDEKA BELAJAR
Keywords:
Welfare-based education, Merdeka Belajar, Teacher well-being, Finnish education model, Ki Hajar DewantaraAbstract
This study investigates Indonesian teachers’ perceptions, experiences, and readiness in implementing welfare-based teaching strategies inspired by the Finnish educational model and contextualized through Ki Hajar Dewantara’s philosophy. Using a qualitative multiple case study approach, five teachers from junior and senior high schools in West Nusa Tenggara and Java participated through questionnaires and semi-structured interviews. Thematic analysis revealed three key findings: (1) teachers conceptually recognize the importance of welfare in fostering emotional safety, autonomy, and motivation; (2) some welfare-oriented practices, such as brain breaks and student-friendly interactions, have been partially adopted, but teacher self-care remains neglected; and (3) readiness to fully implement welfare-based pedagogy is constrained by structural barriers, including policy pressures, heavy curriculum demands, and limited institutional support. These findings underscore the gap between aspirational reforms like Merdeka Belajar and the practical realities of classroom implementation. To achieve transformative change, policies must embed teacher well-being, curriculum flexibility, and localized pedagogical support. This study contributes actionable insights for aligning global best practices with Indonesia’s educational reform agenda.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Hailitik, H. (2024). Belajar dari keunggulan pengelolaan pendidikan Finlandia dan relevansinya dengan pemikiran Ki Hajar Dewantara tentang pendidikan. Halaqa: Islamic Education Journal, 3(1), 64–75. https://doi.org/10.37792/hinef.v3i1.1173
Hermawan, P., Roemintoyo, & Sukarno, S. (2023). Student-centered learning based on the principles of Ki Hajar Dewantara in the implementation of the Merdeka Curriculum: A case study of elementary schools in Indonesia. Journal of World Englishes and Educational Practices, 5(3), 113–121. https://doi.org/10.32996/jweep.2023.5.3.10
Irhamsyah, T. (2023). Kebijakan umum implementasi Merdeka Belajar. At-Tabayyun: Jurnal Hukum, Ekonomi dan Pendidikan Islam, 6(2), 70-81 https://ejurnal.staipancabudi.ac.id/index.php/tabayyun
Irawati, D., Masitoh, S., & Nursalim, M. K. (2022). Filsafat pendidikan Ki Hajar Dewantara sebagai landasan pendidikan vokasi di era Kurikulum Merdeka. JUPE: Jurnal Pendidikan Mandala, 7(4). https://doi.org/10.52166/jupe.v7i4.653
Maulana, M. I. (2022). Teachers’ enactments of character education: A case study from Indonesia. Jurnal Pendidikan Karakter, 13(2). https://doi.org/10.21831/jpk.v13i2.54481
Niyarci, N. (2022). Perkembangan pendidikan abad 21 berdasarkan teori Ki Hajar Dewantara. Pedagogika: Jurnal Ilmu-Ilmu Kependidikan, 2(1). https://doi.org/10.24114/pedagogika.v2i1.32785
Priskila Purba, D., Dita, D. M., Vivaldy, J. A., Purba, J. F., Simanjuntak, S., & Bangun, M. B. (2024). A literature review of dynamics teacher welfare in Indonesia. Jurnal Paedagogi, 10(2). https://doi.org/10.33369/paedagogi.v10i2.24139
Putri, H. A., & Siswanto, D. (2024). Teaching at the Right Level (TaRL) as an implementation of new education concepts in the insights of Ki Hajar Dewantara. Indonesian Journal of Educational Science and Technology, 3(2). https://doi.org/10.29303/ijest.v3i2.452
Rakhmania, R., Riyanti, B. P. D., & Purwanti, M. (2024). An analysis of early childhood education teachers’ competencies: A qualitative study. Asia Proceedings of Social Sciences, 13(1). https://doi.org/10.31580/apss.v13i1.2391
Yustiani, B., Susanti, L. R. R., Safitri, E. R., & Gulӧ, F. (2024). Studi komparatif sistem pendidikan indonesia dengan finlandia. Learning, 4(4), 1025–1035. https://doi.org/10.51878/learning.v4i4.3487
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Sipayung, E. R., & Hsu, C.-H. (2023). Indonesian teachers’ beliefs and competencies in implementing the Indonesian prototype curriculum to promote SDG Goal 4. Educative: Journal of Educational Sciences, 1(3). https://doi.org/10.53402/educative.v1i3.37
Sowiyah, & Perdana, R. (2022). Inclusive education in Indonesia: Teachers’ perceptions. WSEAS Transactions on Environment and Development, 18(4), 345–352. https://doi.org/10.37394/232015.2022.18.34
Tabroni, I., Jamil, N. A., & Nurarita, N. (2022). Merdeka Belajar policy as a strategy to improve quality of education. Syaikhuna: Jurnal Pendidikan Dan Pranata Islam, 13(01), 1–12. https://doi.org/10.36835/syaikhuna.v13i01.5492
Walker, T. D. (2017). Teach Like Finland: 33 simple strategies for joyful classrooms. W. W. Norton & Company.
Zainiansyah, A., Afif, M., & Mislaini, M. (2024). Inovasi dalam pendidikan: Pembelajaran dari Finlandia untuk transformasi pendidikan di Indonesia. Jurnal Yudistira: Publikasi Riset Ilmu Pendidikan Dan Bahasa, 3(1), 13–30. https://doi.org/10.61132/yudistira.v3i1.1409