The foundation of education is a universal human aspiration; therefore, in addressing educational issues, complex solutions with philosophical foundations are necessary to ensure that the resulting solutions benefit all segments of society. One of the figures with strong philosophical views on education is Ki Hadjar Dewantara. Ki Hadjar Dewantara, a nobleman from the Yogyakarta Sultanate, firmly held a high concern for the development of education. The philosophical views put forward by Ki Hadjar Dewantara have become the basis for educational development in Indonesia. Ki Hadjar Dewantara expressed that the essence of education is an effort to internalize cultural values ??into the souls of children with the aim of shaping them into complete human beings, both spiritually and mentally. This educational philosophy is known as the "Sistem Among," which emphasizes the basic ability of children to overcome the problems they face by providing them with broad freedom of thought. Ki Hadjar Dewantara formulated his philosophy by applying indigenous Indonesian culture, selectively adopting Western values ??to fit the trikonic theory, and then adapting them wisely. Ki Hadjar Dewantara also made several contributions to Indonesian education, including the implementation of the leadership trilogy in education, the three educational centers, and the paguron system. Education is an effort to develop the human potential of learners, both physically, intellectually, emotionally, and morally, so that this potential can be realized and beneficial to their lives.

The Change in 21st Century Education Project proposes a transformation in learning approaches to support students and liberate them in the learning process. The data collection technique used in this research is library research. By integrating the principles of Ki Hadjar Dewantara's thinking with the demands of modern education, this project aims to ensure that every  individual has fair and relevant access to education. The results of this research show planned strategic steps through projects that can provide independent learning experiences, allow students to explore their ideas and personal strengths, and improve their ability to solve problems and think critically.
 

 
Pancasila, as the basis of the Republic of Indonesia, has a very important role in shaping the identity and character of the nation. However, challenges arise in deeply implementing the values ??of Pancasila, especially among high school students. This study aims to identify challenges in realizing Pancasila as an entity and identity of the Indonesian nation, as well as seeing how the profile of Pancasila students is reflected in 21st century education at SMA N 2 Medan. The research methods used were participant observation, interviews, and document analysis. The results of the study show that understanding and appreciation of Pancasila values ??among SMA N 2 Medan students is still limited, with the lack of relevance of Pancasila values ??in the context of students' daily lives being one of the main challenges. This research provides a deeper understanding of the role of Pancasila in 21st century education and provides a basis for developing more effective learning strategies to raise the profile of Pancasila students in the future.
 
 
 

This research aims to find out how the implementation of the Pancasila student profile program has an impact on the formation of student character in 21st century education in Indonesia. The approach used in this study is a qualitative approach. The data collection technique used involves collecting Library document sources. The results of this research show the success of learning the Pancasila student profila which strengthens the character of students in accordance with national education goals. So if the Pancasila syudent profile is optimized in its implementation, the Pancasila character of students will be formed.
 
 

Education in Indonesia is currently experiencing a significant paradigm shift, with an increasing focus on developing student independence. This article aims to investigate good practices that support educational transformation towards independence at SMA Negeri 3 Medan. The research method used is a qualitative approach, through in-depth interviews with teaching staff, classroom observations, and analysis of school documents. The research results show that there are a number of good practices at SMA Negeri 3 Medan that support student independence. Among them are the implementation of project-based learning which encourages students to take initiative and collaborate in solving problems, the use of technology as a learning tool that expands access to information, as well as the development of diverse extracurricular programs to facilitate the development of students' skills and interests outside the academic curriculum.These findings highlight the commitment of SMA Negeri 3 Medan in creating a learning environment that supports student independence. The implication of these findings is the importance of adopting liberating educational practices in other schools to increase learning effectiveness and prepare students to face complex future challenges.