Sinergi pendekatan saintifik, teori konstruktifisme, dan kemandirian belajar dalam mewujudkan pembelajaran bermakna

Abstract

English The implementation of the Merdeka Curriculum emphasizes student-centered learning through a scientific approach to foster critical and systematic thinking. However, in practice, this approach is often only understood as the 5M procedure without achieving its substantive goals. This study aims to examine the relationship between the scientific approach, constructivist theory, and learning independence in realizing meaningful learning. The discussion shows that constructivism serves as a philosophical foundation that asserts that knowledge must be actively constructed by students, not passively transferred. The scientific approach then becomes an operational framework that translates constructivist principles into concrete learning steps. Nevertheless, both cannot operate effectively without students' learning independence to take initiative, be responsible, and evaluate their own learning process. These three elements form a mutually reinforcing system. If one element does not function, achieving meaningful learning objectives becomes difficult. Therefore, teachers need to focus on fostering students' curiosity and independence, not just completing procedures, so that the essence of the Independent Curriculum can be realized.