Integration of Educational Psychology into National Policy to Optimize the Implementation of the Independent Curriculum and Student Welfare in Indonesia

Abstract

This study examines in depth the relationship between educational psychology and education policy in Indonesia, emphasizing the role of psychological factors in determining the effectiveness of national policies such as Freedom to Learn and the Independent Curriculum. Using a descriptive qualitative method based on literature review, this study identified that learning motivation, teacher psychological readiness, policy perceptions, school culture, social support, and individual student development are key psychological elements contributing to successful policy implementation. The study's findings indicate that education policies that do not adequately consider psychological conditions in the field often lead to resistance, academic stress, low motivation, and disparities in teacher and student readiness, particularly in areas with limited access. Furthermore, public perception, which still focuses on numerical evaluations, contributes to increased psychological pressure on students and teachers. Conversely, integrating educational psychology into policy can create more humanistic, inclusive, and adaptive learning, while also addressing students' emotional well-being and character. Therefore, this study emphasizes that effective education policies must be designed based on a comprehensive understanding of the psychological dynamics of all education practitioners so that educational transformation in Indonesia can be more realistic, sustainable, and support the holistic development of students.