Pesantren (Islamic boarding schools) have become character-building institutions trusted by the Indonesian people; however, as educational institutions, pesantren must adapt to the national education curriculum which can be challenging. The purpose of this study was to critically identify and analyze the implementation of the educational curriculum at the pesantren Al Falah Gorontalo, based on the educational philosophy point of view. A qualitative approach was employed, using the hermeneutics method. Interpretation, description, synthetic analysis, internal coherence, holistic, reflection, and heuristics were used. The results indicated that the pesantren Al Falah Gorontalo combined two educational curriculums. Analysis from the educational philosophy perspective found that the implementation of education was based on essentialism educational philosophical ideas, which assume that education is full of flexibility and helps students to adhere to noble values, spiritual characteristics, and human guidance to achieve a more noble life. Keywords: pesantren, curriculum, combination, essentialism, education

The implementation of Pancasila education faces major challenges during distance learning. The lack of meeting face-to-face and the high level of human dependence on technology makes it difficult for students to internalize the values of Pancasila. Therefore, efforts to realize the goal of meaningful education are hampered. The purpose of this study was to describe and analyze the contribution of the pragmatism educational philosophy as a solution to overcome the obstacles in implementing Pancasila education. This was field research based on philosophical perspectives combined with library research. Description, analysis, synthesis, interpretation, internal coherence, and heuristics were used. The results showed that experience supports the success of education according to the pragmatism educational philosophy. In order for the values of Pancasila to be effectively internalized, these values need to be integrated into the learning process experience. The pragmatism perspective of “learning by doing” can be a strategy to integrate the process of internalizing the Pancasila values into the interaction patterns of educators and students through technology. Keywords: meaningful education, Pancasila, values, internalization, pragmatism, experience