PARADIGMA KRITIS DALAM KURIKULUM, PEMBELAJARAN DAN EVALUASI PENDIDIKAN DI ERA DIGITAL: A SYSTEMATICE LITERATURE REVIEW (SLR)
Abstract
This article explores the application of postmodern theory in education, focusing on curriculum, learning, and assessment in the digital era. Postmodernism emphasizes multiple perspectives, critical reflection, and socially constructed knowledge. Based on a synthesis of 26 accredited journal articles (2018–2025), findings indicate that postmodern education fosters active student engagement, teachers as facilitators, and the integration of digital technology as a reflective learning medium. Practical implications include the development of adaptive curricula, collaborative learning strategies, and authentic assessments evaluating creativity, critical thinking, and social competencies. The study highlights the importance of democratic, contextual, and humanistic education and provides recommendations for teachers, policymakers, and researchers to implement postmodern practices relevant to 21st-century educational challenges. This study employs the Systematic Literature Review (SLR) method, which uses meta synthesis data analysis techniques to collect and analyze various related articles.
References
Gomez-Galan, J. (2018). Media Education as Theoretical and Practical Paradigm for Digital Literacy: An Interdisciplinary Analysis. arXiv Preprint arXiv. https://doi.org/10.48550/arXiv.1803.01677
Huda, M., Nubatonis, T., & Ruswandi, U. (2022). Implementation of multicultural education in education practice in Indonesia. Edukasi: Jurnal Pendidikan Islam, 9(1), 1–12. https://doi.org/10.54956/edukasi.v9i1.267
Irawan, A. (2024). Authentic Assessment Model for Independent Curriculum Directions. Al-Mujaddid: Jurnal Ilmu-Ilmu Agama, 6(1), 09–20. https://doi.org/10.51482/almujaddid.v6i1.86
Marwa, N. W. S., Pitria, P. R., & Madani, F. (2024). Development of authentic assessment of 21st-century skills in Kurikulum Merdeka. Inovasi Kurikulum, 21(2), 635–646. https://doi.org/10.17509/jik.v21i2.67273
Nasir, M., Assya’bani, R., Noor, I., & Iqbal, M. (2024). Postmodernism Educational Philosophy (Curriculum Review, Learning Methods And The Role Of Teachers). IJEMS: The International Journal of Education Management and Sociology, 3(2), 78–87. https://doi.org/10.56556/ijems.v3i2.127
Natalie, R. Y., & Budiraharjo, M. (2024). Post-Modernist Eksperimental Mangunan School in Democratic Curriculum and Post-Pandemic Era: Is It Relevant? Journal of Education Research, 5(3), 3427–3435. https://doi.org/10.37985/jer.v5i3.1494
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Peters, M. A., Tesar, M., & Jackson, L. (2018). After postmodernism in educational theory? A collective writing experiment and thought survey. Educational Philosophy and Theory, 50(Supp 1), 1299–1307. https://doi.org/10.1080/00131857.2018.1457868
Silva, A. C., Viseu, F., Aires, A. P., & Neto, T. B. (2022). Investigative Activities for Statistics Learning with 1st Grade Portuguese Students. Education Sciences, 12(10), 665–679. https://doi.org/10.3390/educsci12100665
Suhartono, E., Ediyanto, & Atmoko, A. (2025). The Implementation of Authentic Assessment in Contextual Approach in Civics Education at a Junior High School in Malang Regency. Journal of Posthumanism, 5(5), 2080–2096. https://doi.org/10.63332/joph.v5i5.1599
Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83, 101425. https://doi.org/10.1016/j.stueduc.2024.101425
Yu, W., Jacobs, M. A., Chavez, R., & Feng, M. (2019). Data-Driven Supply Chain Orientation and Financial Performance: The Moderating Effect of Innovation-Focused Complementary Assets. British Journal of Management, 30(2), 299–314. https://doi.org/10.1111/1467-8551.12328.
