The Role of Philosophy of Science in Addressing the Challenges of Curriculum Misalignment and Lack of Interactive Learning Activities in Primary Schools

Abstract

Philosophy of science encourages a more holistic and contextual approach,
where knowledge is not seen as static but as a dynamic process that continues
to develop through experience and interaction. This study aims to examine the
role of the philosophy of science in addressing the challenges of curriculum
misalignment and the lack of interactive learning activities in primary schools.
This issue has become increasingly important as the Merdeka Curriculum has
not been fully adapted to the needs of students and teachers’ preparedness. The
study uses a qualitative approach with a literature review method, analyzing
various scholarly sources related to the philosophy of science and curriculum
practices in education. The findings show that philosophical approaches,
especially constructivism and progressivism, provide a solid conceptual
foundation for designing contextual curricula that support active learning. The
philosophy of science also encourages a deeper understanding of the goals of
education and the importance of direct experience in the learning process. In
conclusion, integrating the philosophy of science into curriculum development
can improve the relevance of learning, strengthen student character, and create
a more interactive and meaningful learning environment