President Prabowo Subianto’s directive on educational reform, particularly in the field of mathematics, emphasizes the critical need to strengthen students’ competencies from an early age as a foundational pillar to address the challenges of the Fourth Industrial Revolution. Mathematics education is positioned as a key factor in fostering logical, analytical, and problem-solving skills essential for the digital era. This article examines how a constructivist approach, combined with the integration of Pancasila values, can be implemented in the mathematics curriculum to shape students who are not only academically proficient but also possess strong character. Employing qualitative methods and narrative analysis of educational policies set forth by the President, this research reveals that a more interactive and collaborative educational approach, supported by continuous teacher training and the development of technology-based educational infrastructure, is crucial for ensuring the successful implementation of these policies. The implications suggest that this educational reform is expected to accelerate the creation of a competitive young generation in Indonesia who are prepared to contribute to the globalized world while remaining rooted in national values.
Keywords: Mathematics Education, Fourth Industrial Revolution, Constructivism, Pancasila
