KONSEP PEMIKIRAN KI HADJAR DEWANTARA DALAM PENDIDIKAN TAMAN SISWA (Tinjauan Humanis-Religius)

Kumalasari, Dyah

doi:10.21831/istoria.v8i1.3716

Cited by 14 publications

(13 citation statements)

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“…This pattern of development provides space for teachers to be creative and interact in developing their pedagogical competencies. The development obtained can provide learning that does not force and provide space for students so that they can issue their potential [7] The development of pedagogic competencies felt after participating in education and training in the Lampung Teaching program in this study from changes in attitudes, readiness, and improvement of teachers in designing learning in the classroom. As [9] stated that mastery of pedagogical competencies related to the competencies that must be possessed by a teacher is the ability to manage learning, understanding students, planning learning, implementing learning that is educational and dialogical, using technology, evaluating learning and development of students .…”

Section: Resultsmentioning

confidence: 83%

Lampung Teaching Program in Developing Pedagogic Competency Teachers

Wurdiman¹,

Fitriasari²

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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This research is motivated by the researcher concern about the education competence of teacher that has not been maximized in improving the quality of national education. This study aims to describe the effects of Lampung Teaching in developing pedagogic competencies in the Citizenship Education teachers. The method used in this study is a description using a qualitative approach. Data collection techniques carried out were interviews, observation, documentation, and literature review. The result of this research indicates that Lampung Teaching develops pedagogical competencies of Citizenship Education teachers by implementing Education and Training (Catin) programs and giving motivation.

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Section: Resultsmentioning

confidence: 83%

Lampung Teaching Program in Developing Pedagogic Competency Teachers

Wurdiman¹,

Fitriasari²

2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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“…Humanist education emphasizes the importance of human existence, in the sense of helping humanity be more humane, more cultured, as a fully developed human being. According to Ki Hajar Dewantara concerning creativity, taste and initiative [20]. Ki Hadjar Dewantara in his idea of education does not directly reveal religuising education, but in some perspectives, education experts such as Suparlan and Kumalasari consider that life progress meant in the educational goals initiated by Ki Hadjar Dewantara is the progress of life both physically and mentally.…”

Section: Humanist and Religious Approaches In Educationmentioning

confidence: 99%

The Role of Islamic Boarding Schools in Developing Nationalism Attitudes through Character Education

Muttaqin¹,

Sapriya²,

Halimi³

2020

The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta,

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This study aims to examine the problem of nationalism attitudes that exist in Islamic boarding schools, an effort made is to strengthen the character education of students as an effort to foster an attitude of nationalism. This research was conducted at Al-Muawanah Islamic Boarding School in Bandung Regency using case studies, because Al-Muawanah is a modern Islamic boarding school that teaches character education and religion comprehensively. Data obtained from interviews, observations and documentation. The results showed that character education based on Ki Hadjar Dewantara's thinking was able to improve students' abilities from cognitive, affective and psychomotor. In addition, humanism and religious approaches in Indonesian education are interrelated aspects, so that these two aspects cannot only be applied to one. An approach that is not mechanism will make students understand the meaning of peace and morals to protect and protect others from the threats of understanding radicalism.

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“…20). Pendidikan bagi Ki Hajar Dewantara berarti upaya untuk memajukan perkembangan budi pekerti (kekuatan batin), pikiran (intelektual), dan jasmani peserta didik (Kumalasari, 2015). Peserta didik hanya dapat berkembang ketika pendidikan dilakukan tanpa paksaan dan tanpa perintah.…”

Section: Hasil Dan Pembahasan Konsep Pemikiran Pendidikan Dan Kebudayunclassified

Relevansi konsep pemikiran pendidikan dan kebudayaan George S. Counts dan Ki Hajar Dewantara dengan kompetensi peserta didik abad 21

Kawuryan

2019

civ.

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Penelitian ini bertujuan untuk mengontekstualisasikan pemikiran dua tokoh di abad 19 tentang pendidikan dan kebudayaan serta menemukan relevansi pemikiran tersebut dengan kompetensi peserta didik di abad 21. Penelitian ini merupakan kajian studi pustaka dengan menggunakan pendekatan analisis isi. Data dianalisis secara kualitatif dengan pendekatan induktif. Konsep pemikiran kedua tokoh saling berkaitan khususnya tentang empat poin pokok, yaitu tujuan pendidikan, fungsi pendidikan, proses pendidikan, dan peran pendidik. Konsep pemikiran tersebut masih relevan jika dikontekstualisasikan dengan kompetensi peserta didik di abad 21. Abad 21 menghendaki peserta didik memiliki keterampilan berpikir kritis, pemecahan masalah, dan kolaborasi. Tujuan pendidikan dipandang sebagai cara mengekspresikan peradaban yang dilayani dan mengusahakan kebudayaan yang berasas keadaban. Peradaban yang akan dilayani peserta didik di abad 21 adalah perpaduan pengetahuan, pemikiran, keterampilan inovasi, media, literasi Teknologi Informasi dan Komunikasi (TIK), dan pengalaman kehidupan nyata. Untuk itu diperlukan peran optimal pendidik dalam memvariasikan proses pembelajaran dengan menggunakan berbagai metode sehingga pendidikan dapat menjalankan fungsinya untuk mengatasi krisis sosial dan ketertinggalan budaya, sehingga mampu mempertinggi derajat kemanusiaan. Pendidikan juga harus selalu mewariskan kebudayaan dalam setiap prosesnya agar peserta didik memiliki keluhuran budi. ABSTRACT Keywords: Education Culture George S. Counts Ki Hajar Dewantara, competency 21st centuryThis research aims to contextualize the thoughts of two figures in the 19th century about education and culture and to find out the relevance with students in the 21st century. This research conducted a literature study with content analysis approach. Data are analyzed qualitatively with an inductive approach. The research results show that the concepts of thought of the two figures are interrelated, especially about the four main points, namely the purpose of education, the function of education, the educational process, and the role of educators. The concept of thought is still relevant if contextualized with the competence of students in the 21st century. The 21st century requires students to have critical thinking skills, problem-solving, and collaboration. The purpose of education problemsolving as a way of expressing the civilization served and cultivating a culture based on civilization. The civilization that will be served by students in the 21st century is a blend of knowledge, thought, innovation skills, media, information and communication technology literacy (ICT), and real-life experiences. For this reason, the optimal role of educators learning process using various methods to overcome social crises and cultural backwardness, to enhance humanity. Education also must always transmit the culture in every process so that students have nobility.

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KONSEP PEMIKIRAN KI HADJAR DEWANTARA DALAM PENDIDIKAN TAMAN SISWA (Tinjauan Humanis-Religius)

Cited by 14 publications

References 0 publications

Lampung Teaching Program in Developing Pedagogic Competency Teachers

Lampung Teaching Program in Developing Pedagogic Competency Teachers

The Role of Islamic Boarding Schools in Developing Nationalism Attitudes through Character Education

Relevansi konsep pemikiran pendidikan dan kebudayaan George S. Counts dan Ki Hajar Dewantara dengan kompetensi peserta didik abad 21

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