The Implementation of Ki Hadjar Dewantara’s Among System in School-Based Learning: A Systematic Review of Educational Practices and Teachers’ Roles

Abstract

This study aims to examine the implementation of Ki Hadjar Dewantara’s Among System in school-based learning and to synthesize its relevance to contemporary student-centered education. Although previous studies have discussed the implementation of the Among System in various educational settings, their findings remain fragmented across different school contexts, learning practices, and teacher roles. Therefore, this study seeks to provide a systematic synthesis of existing research and develop a conceptual framework linking the principles of the Among System with student-centered learning practices. This study employed a systematic literature review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Seven relevant studies examining the implementation of the Among System in school learning were analyzed qualitatively. The findings indicate that the Among System is implemented through three interconnected principles: Ing Ngarsa Sung Tuladha, which positions teachers as role models; Ing Madya Mangun Karsa, which emphasizes teachers’ roles in fostering students’ motivation, initiative, and creativity; and Tut Wuri Handayani, which positions teachers as facilitators and guides who provide support while respecting students’ independence and potential. Across the reviewed studies, these principles were associated with learning practices that provide students with opportunities to express ideas, engage in discussion, develop critical thinking, participate in problem solving, and take responsibility for their learning. Based on the synthesis, this study proposes a conceptual framework in which the three principles of the Among System function as complementary dimensions of teacher practice that support student autonomy, character development, and meaningful learning. The novelty of this study lies in integrating fragmented empirical findings into a conceptual framework that connects Ki Hadjar Dewantara’s Among System with contemporary student-centered learning. The framework provides a basis for understanding how an indigenous educational philosophy can inform current educational practices while maintaining its emphasis on guidance, independence, and character development.