Pendidikan Karakter Dalam Perspektif Ki Hajar Dewantara

Abstract

The purpose of this study was to determine the concept of character education in the perspective of Ki Hajar Dewantara and their implications in education today. This research was focused on the literary reference books and relevant sources. The data were taken by library research and qualitative approach literature which is a purely literary study, using the method of documentation to find the data on things or variables in the form of notes such like books, magazines, documents, regulations, daily notes, meeting notes, journals and so on. The research found that Ki Hajar Dewantara respected by the people as well his enemy, because he has extensive knowledge and unique thinking. Ki Hajar Dewantara gives hope for the bottom to be able to get an education as well as the national spirit culture homage to his educational concept. Ki Hajar Dewantara has among systems, which educators have a very important role, namely as role models and mentors for the students, so that parents and teachers are required to behave well in front of their students. As pointed out above, it is important to writers to contribute in the form of suggestion, such as Ki Hajar Dewantara’ concept of thought has an applicable relevant concept in the purpose of building and maintaining character education up to now.

Konsep Pendidikan Karakter Anak Usia Dini Menurut Kihajar Dewantara Dan Maria Montessori

“…Watak seseorang dapat diketahui dengan pasti karena sifatnya memang tetap dan dapat di bedakan dengan yang lainnya. (Anisah, 2009) Makna dari pendidikan karakter mempunyai arti yang sama dengan Pendidikan akhlak dan karakter yang bertujuan untuk membentuk pribadinya supaya menjadi orang baikdengan membiasakan. (Munif, 2017)…”

How To Be An Ideal Teacher? : A Content Analysis of Ki Hadjar Dewantara’s Thoughts

“…In Indonesia, character-building is a widely discussed issue (Anisah, 2015). Therefore, a teacher, as someone who is 'obeyed and followed', must be professional in his or her profession (Nata, 2010).…”

“…As a result, the teacher maintains a consistent attitude as an example leader who really can perform ngemong, momong, or among as a teacher (pamong) for students at any time and in any place. There are numerous studies on teaching figures in Ki Hadjar Dewantara's points of view, who can apply the leadership trilogy, role models, with compassionate and caring attitude, spirit of religion, humanism, intellectual competence, and social awareness (Admaja, 2017;Anisah, 2015;Darmawan & Sujoko, 2019;Kumalasari, 2010). Nonetheless, previous studies have never been conducted dealing with the qualifications of becoming a teacher from both outer (exoteric) and inner (esoteric) dimensions.…”

Memerkenalkan Sejarah Pahlawan Nasional Ki Sarmidi Mangunsarkoro bagi Peserta Didik MI/SD di Indonesia

“…Ki Sarmidi yang merupakan salah satu pemimpin Taman Siswa menyebutkan 7 pasal asas Taman Siswa merupakan bahwa asas itu sebagai lanjutan cita-cita Ki Hajar Dewantara dan kawan-kawannya yang tergabung dalam Geromboloan Selasa Kliwon, sebagai anak rohani gerakan politik kiri dan gerakan kebatinan yang menganjurkan kebebasan. Tujuh pasal asas Taman Siswa itu adalah (1) pasal 1 dan 2 mengandung dasar kemerdekaan tiap orang terhadap dirinya sendiri; (2) pasal 3 mengandung menyinggung kepentingan-kepentingan sosial, politik, dan ekonomi; (3) pasal 4 mengandung dasar kerakyatan; (4) pasal 5 mengandung percaya kepada kekuatan diri sendiri untuk tumbuh dan berkembang; (5) pasal 6 mengandung persyaratan dalam mengejar kemerdekaan diri; dan (6) pasal 7 mengandung adanya keikhlasan lahir batin bagi guru untuk mendekati anak didiknya (Anisah et al, 2015 Tiga tujuan mulia tersebut yaitu (1) menanamkan ras cinta tanah air; (2) melatih para calon pemimpin nasional; (3) mempertebal persaudaraan antar suku-suku bangsa di Indonesia. Tepat pada 12 Juni 1918, nama TKD diubah menjadi Jong Java (JJ) dengan dasar organisasi kebudayaan Jawa Raya di Solo.…”