Despite the Merdeka Curriculum, Why Are Students Still Afraid to Ask Questions?
The Merdeka Curriculum has arrived with a spirit and approach quite different from its predecessors. If previously learning was often associated with memorising material and focusing on grades, the Merdeka Curriculum strives to encourage children to be more participative, creative, and active in expressing their opinions. Teachers are no longer seen as the sole source of knowledge, but rather as facilitators who assist and guide students in their learning.
However, amidst these various changes, one phenomenon persists in the classroom. Many students still choose to remain silent when the teacher invites them to ask questions. Even when they do not fully understand the explanation, they prefer to keep their confusion to themselves rather than raise their hand and ask.
This phenomenon cannot be explained by the curriculum alone. The fear of asking questions is often caused by a learning culture that has been ingrained for a long time. In many instances, students are accustomed to simply receiving information from the teacher without much opportunity to speak or discuss the matter. They are more often asked to listen, take notes, and complete assignments, rather than to give opinions or question what they are learning.
As a result, some students grow up with the mindset that asking questions is a risky act. There is a fear of being perceived as not understanding the lesson, a worry of being laughed at by peers, or even a dread of giving a wrong answer. This condition causes the enthusiasm for asking questions to decline further.
In the critical education approach, learning should not merely be a way of passively receiving information. Paulo Freire, a prominent figure in critical pedagogy, emphasised that effective learning is a process involving communication and dialogue between the teacher and students. Education should not only provide students with knowledge but also encourage them to think logically and question the things they learn.
This view aligns perfectly with the objectives of the Merdeka Curriculum. Student-centred learning cannot function effectively if students are still afraid to speak up. The courage to ask questions is a vital part of the critical thinking process. By asking questions, students can understand a problem more deeply, cultivate curiosity, and enhance their critical thinking skills.
However, building a culture of inquiry cannot be achieved instantly. Changes in the curriculum must be accompanied by changes in classroom learning practices. Teachers play a crucial role in creating a calm and comfortable classroom atmosphere, so that students feel safe to express their opinions. Making mistakes when answering or asking questions is a natural part of learning and should not be seen as something to fear.
Furthermore, the school environment must also reward students who demonstrate curiosity. Students who ask questions should not be considered disruptive to the teaching and learning process. On the contrary, the questions posed can be a sign that students are actively engaged in their learning.
In today’s digital age, the ability to ask questions is becoming increasingly important. Information can be easily obtained via the internet, but the ability to understand, analyse, and evaluate that information requires an active way of thinking. Therefore, education is not enough if it only teaches answers. Education must also teach how to ask the right questions.
The Merdeka Curriculum offers great hope for the world of education in Indonesia. However, the success of this curriculum does not solely depend on changes to documents or teaching methods. What is equally important is how schools can create a learning culture that allows students to think, discuss, and ask questions without feeling afraid.
Ultimately, the goal of education is not just to make students capable of answering exam questions correctly. Education must be able to create individuals who are always eager to seek knowledge, brave enough to voice their opinions, and capable of thinking critically when facing various life challenges. If students are still afraid to ask questions, perhaps what needs to be adjusted is not only the subject matter, but also the learning culture that has been prevailing in the classroom.