Peran Design thinking dalam Kurikulum Abad 21

Mendorong Solusi Kreatif dan Empati

Abstrak

Pembelajaran abad ke-21 menuntut pengembangan kompetensi kreatif, kolaboratif, kritis, dan humanis, sehingga diperlukan pendekatan yang mampu menjembatani kebutuhan akademik dan keterampilan sosial-emosional. Design thinking (DT) menjadi salah satu pendekatan yang relevan karena menempatkan empati sebagai dasar pemahaman masalah dan memungkinkan siswa menghasilkan solusi inovatif melalui proses iteratif. Dalam konteks pendidikan Indonesia, integrasi DT selaras dengan Kurikulum Merdeka, penguatan literasi digital, serta penerapan Project-Based Learning (PBL), meskipun implementasinya masih menghadapi tantangan terkait kesiapan siswa, sarana, dan akses teknologi. Melalui studi pustaka deskriptif, artikel ini mengkaji konsep, manfaat, dan implementasi DT dalam pembelajaran abad 21. Hasil kajian menunjukkan bahwa DT mendorong kreativitas, kolaborasi, komunikasi, empati, dan soft skills lain yang esensial bagi peserta didik. Selain itu, penerapannya dalam PBL memperkuat kemampuan problem-solving melalui siklus try–test–learn yang membangun pola pikir eksperimental dan resiliensi. Integrasi DT juga mendukung pembelajaran lintas disiplin, relevansi konteks nyata, serta pengembangan kompetensi global. Dengan demikian, Design thinking menjadi pendekatan strategis yang tidak hanya meningkatkan kualitas proses belajar, tetapi juga mempersiapkan siswa menghadapi tantangan kompleks di era modern.

Twenty-first century learning demands the development of creative, collaborative, critical, and humanistic competencies, requiring an approach that can bridge academic needs with socio-emotional skills. Design thinking (DT) has become one of the most relevant approaches because it places empathy at the core of understanding problems and enables students to generate innovative solutions through an iterative process. In the context of Indonesian education, the integration of DT aligns with the Kurikulum Merdeka, the strengthening of digital literacy, and the implementation of Project-Based Learning (PBL), although its application still faces challenges related to student readiness, facilities, and technology access. Through a descriptive literature review, this article examines the concepts, benefits, and implementation of DT in 21st-century learning. The findings show that DT promotes creativity, collaboration, communication, empathy, and other essential soft skills for learners. Additionally, its application in PBL enhances problem-solving skills through the try–test–learn cycle, which cultivates an experimental mindset and resilience. The integration of DT also supports interdisciplinary learning, real-world contextual relevance, and the development of global competencies. Thus, Design thinking becomes a strategic approach that not only improves the quality of the learning process but also prepares students to face complex challenges in the modern era.