DEKONSTRUKSI SOKRATIK TERHADAP REZIM SKOR DAN KRISIS KREDENSIALISME DALAM SISTEM PENDIDIKAN INDONESIA

Abstract

ABSTRACT

Education in Indonesia is currently experiencing a significant paradigm shift, characterized by the dominance of a score-oriented regime and market-driven logic, which has contributed to the decline of students’ reflective capacity and curiosity. This condition indicates that the educational process has increasingly been reduced to a mechanism of academic performance measurement rather than a space for developing critical reasoning skills. This study aims to analyze this shift from a philosophical and sociological perspective through the lens of Socratic philosophy, particularly the dialectical (Socratic method), and to examine the phenomenon of credentialism and academic inflation within the Indonesian education system. The research employs a qualitative descriptive approach using library research methods, drawing on secondary data sources such as PISA 2022 and the Human Development Index (HDI) 2025. The findings reveal that the dominance of score-oriented education has produced a competency deflation, where graduates possess high formal qualifications but struggle with practical problem-solving skills. In addition, the implementation of the “Merdeka Curriculum” and the National Assessment system still faces significant challenges in teachers’ pedagogical readiness, indicating that the transformation has not fully shifted learning from rote-based instruction to critical-reflective pedagogy. This study recommends a reorientation of education from passive knowledge transfer toward a Socratic dialogical process that emphasizes critical questioning as the core of learning.

ABSTRAK

Pendidikan di Indonesia saat ini menghadapi pergeseran paradigma yang signifikan, ditandai oleh dominasi rezim skor (score-oriented) dan orientasi ekonomi (market-driven) yang berimplikasi pada menurunnya minat reflektif dan rasa ingin tahu peserta didik. Kondisi ini memperlihatkan bahwa proses pendidikan semakin tereduksi menjadi mekanisme pengukuran capaian akademik, bukan lagi ruang pengembangan nalar kritis. Penelitian ini bertujuan untuk menganalisis secara filosofis dan sosiologis pergeseran tersebut melalui perspektif Socrates, khususnya metode dialektika (socratic method), serta mengkaji fenomena kredensialisme dan inflasi akademik dalam sistem pendidikan Indonesia. Metode yang digunakan adalah penelitian kepustakaan (library research) dengan pendekatan kualitatif deskriptif melalui analisis data sekunder seperti PISA 2022 dan Indeks Pembangunan Manusia (IPM) 2025. Hasil penelitian menunjukkan bahwa dominasi orientasi skor telah melahirkan deflasi kompetensi, di mana lulusan memiliki kualifikasi akademik formal yang tinggi namun mengalami kesulitan dalam pemecahan masalah praktis. Selain itu, implementasi Kurikulum Merdeka dan Asesmen Nasional masih menghadapi hambatan pada aspek kesiapan pedagogis guru, sehingga transformasi pembelajaran belum sepenuhnya menggeser paradigma pembelajaran berbasis hafalan menuju pembelajaran berbasis refleksi kritis. Penelitian ini merekomendasikan reorientasi pendidikan dari transfer pengetahuan pasif menuju proses dialogis Sokratik yang menekankan pertanyaan kritis sebagai inti pembelajaran.