In the era of Kurikulum Merdeka, the Education initiatives that reflect the Spirit of freedom and innovation, understanding deeply related Education flow with expect a good education process and produce a quality nation. According to the draft curriculum independent learning determined by the Minister of Education and Culture Nadiem Makarim, things in line with the concept proposed by Ki Hajar Dewantara. Both of them emphasize the importance principle of autonomy in students, looking at education Not only as a delivery process knowledge to students but also as an effort for students to develop their skills and abilities in a way independent under teacher and parent guidance. ( Juliangkary et al., 2023). In the field education, the role of teachers is very important in realizing the Society 5.0 vision.
Teachers not only become sources of material learning, but also facilitate learning that can guide students to develop ability think critical thinking, creativity, and digital literacy needed in today's world. (Saifullah Achmad, 2023). Teachers' roles in draft This serves as a mentor or facilitator to help students access and comprehend knowledge in addition to simply imparting it. As a result, ongoing teacher training is necessary to achieve the goal. The Pre-service Teacher Professional Education Program (PPG) is a curriculum created specifically for aspiring teachers with experience in other disciplines who are interested in pursuing a career in education. This program is a facility. In order to support the development of a teacher's professionalism, educating prospective teachers naturally aids in their transformation into actual instructors. The PPG Prajab program, which recognizes the value of raising teacher professionalism, has been established. Literacy-based learning is necessary to improve teacher competency and move education in a more positive direction. (PURWANTO, 2008) .
Many good, theoretical, and experiential supporting materials are available during the learning process and can be used to link with actual teaching that is conducted in the designated school. Ki Hadjar Dewantara's proposal to develop a draft curriculum for achieving objective education—the Tri-Center of Education—is one of them. Family education, higher education, and education for young people or society as a whole are the first three categories. Furthermore, according to Ki Hadjar Dewantara's notion of Subsystem, a living subsystem family is built upon two pillars: Second, independence as a condition provides a child with energy and movement from both internal and external factors, enabling them to develop a strong personality and the ability to think and act independently. (Suparlan, 2016) . This content was discovered while researching Indonesian educational philosophy.
The location of the course According to Ki Hajar Dewantara, the philosophy of education in Indonesia offers many misunderstandings that are not only theoretical but also deepen understanding of the meaning of education and draft education. A teacher must comprehend the essence of education and maintain a balance between formative and intellectual teaching character. The eyes studying for me This helps to shape my perception of future educators as individuals who foster students' potential and character in addition to their academic emphasis. According to research cases seen during classroom instruction, one student is not particularly engaged in formal education and frequently shows apathy in schoolwork. Following more investigation into the student's circumstances and interests, it was discovered that he has skills outside of the classroom. Intelligence for e-sport leadership, management, and championship success.
In condition, as a result, a more flexible approach is created for him to study with his interests and skills. Analysis of the findings the learning and comprehension process recognizes that a prospective educator must be able to modify their teaching methods to be contextual and relevant, taking into account the requirements, potential, and cultural background of diverse students. Knowing philosophy will serve as a reminder that teaching in Indonesia involves more than just imparting knowledge; it also involves teaching with respect and dedication. Values like independence, integrity, and accountability are covered in Ki Hajar Dewantara's Principles Education. Despite the significant changes brought about by the digital age in the field of education, values remain crucial.
Technology can be used in education in the digital age to increase access to a wider range of knowledge, encourage active learning, and develop skills necessary for the digital world. The concepts of Ing Ngarsa sang Tulada, or self-discovery potential, are still applicable in the digital age. (Sulistyaningrum et al., 2023) . Students can discover their interests and talents and enhance their potential in a variety of fields by using technology. Ing Madhya Mangun Khalsa, which means "growing Spirit creativity and innovation," can be applied to education in the digital age by enabling students to collaborate and participate in online creative projects. Even in the digital age, the "Tut Wuri Handayani" principle—which promotes principles of compassion and cooperation—remains significant in education. Students can learn social skills and engage with a worldwide community through technology. Professional training and a thorough comprehension of philosophy will lead to a single conclusion. I must be able to turn on my passion if I want to succeed as a teacher in the future. I used to study as I always did in the bench school. Fun, engaging, and relevant learning is essential for developing future teachers who can inspire the next generation.
References Juliangkary, E., Suastra, I. W., & Atmaja, A. W. T. (2023). Kurikulum Merdeka: Filsafat Pendidikan dan Nilai-Nilai Ki Hajar Dewantara dalam Sorotan Kritis. Empiricism Journal, 4(2), 598–605. https://doi.org/10.36312/ej.v4i2.1665
PURWANTO, N. A. (2008). Peningkatan Profesionalisme Guru. Foundasia, 1(9).
https://doi.org/10.21831/foundasia.v1i9.5871
Saifullah Achmad. (2023). Kurikulum Merdeka dalam Perspektif Filsafat Pendidikan Ki
Hajar Dewantara. Journal Of Social Science Research, 3, 10821–10832.
Sulistyaningrum, F., Radiana, U., & Ratnawati, R. E. (2023). Filsafat Pendidikan Ki Hajar Dewantara sebagai Landasan Pendidik di Era Digital. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 2331–2336. https://doi.org/10.62775/edukasia.v4i2.538
Suparlan, H. (2016). Filsafat Pendidikan Ki Hadjar Dewantara Dan Sumbangannya Bagi
Pendidikan Indonesia. Jurnal Filsafat, 25(1), 56. https://doi.org/10.22146/jf.12614
