KEBIJAKAN MERDEKA BELAJAR PERSPEKTIF PAULO FREIRE DAN RELEVANSINYA DENGAN PENDIDIKAN ISLAM

The research backgrounds are based on the practice of the national exam which causes several problems, such as the occurrence of leakage of questions and answer keys, the existence of mass cheating activities, until students commit suicide. Another problem found is that there are still many teachers who get pressure and demands from various school assignments. These problems need to be resolved by the government so that one way to overcome them is by issuing policies. Pancasila as the fundamental foundation of national education plays a role in guarding the formulation of an education policy. Actors formulating education policies also need to pay attention to the National Education System Law which can be used as a reference in formulating policies. The purpose of this research to reveal theoretically and empirically the following points: First, how is the concept of an independent policy is studied. Second, how is the concept of an independent policy learns from the perspective of Paulo Freire. and Third, What is the relevance of the independent policy of learning Paulo Freire's perspective on Islamic Education. This type of research is a literature review (Library Research). The technique of collecting data is through documentation from notes, books, theses, theses, dissertations, and journals. The process of data analysis was carried out by analytical descriptive method with the stages of data reduction, presenting data, and drawing conclusions/verification. The results of this research indicate several conclusions: First, the concept freedom of learning policy initiated by the Minister of Education and Culture Nadiem Makarim is in line with Ki Hadjar Dewantara’s educational philosophy of independence and autonomy. Second, the policy of freedom learning from the perspective of Paulo Freire, namely the characteristics of education are pitched, the concept of education is dialogicalcommunicative, and education is through critical pedagogy. Third, the freedom relevance of learning from Paulo Freire's perspective with Islamic education: (1) the liberating education that is in accordance with the policy of eliminating education. (2) the liberating education that is dialogical-critical is suitable for the policy of simplifying lesson plans and the zoning system. (3) critical pedagogic education is appropriate to apply to the national standard school examination policy managed by the school