Pemikiran Ki Hajar Dewantara tentang Pendidikan yang Memerdekakan dan Implikasinya terhadap Implementasi Pendidikan di SMP
Abstrak
Perubahan yang dibawa oleh teknologi digital memberikan dampak besar bagi proses pencarian identitas pada remaja, terutama siswa SMP yang sedang berada pada fase peralihan menuju kedewasaan. Di lingkungan SMPN 2 Babakan Cikao Purwakarta, penggunaan media sosial dan interaksi digital yang intens memunculkan berbagai persoalan seperti kecenderungan membandingkan diri, menurunnya keaslian ekspresi, rasa cemas terhadap penilaian sosial, serta pengalaman terasing dari lingkungan nyata. Situasi tersebut menunjukkan perlunya pendekatan pendidikan yang mampu menyentuh dimensi pribadi dan makna hidup siswa. Penelitian ini mengkaji relevansi pemikiran eksistensialisme, khususnya gagasan Sartre, Kierkegaard, dan Frankl, sebagai dasar dalam membimbing remaja untuk memahami dirinya secara lebih utuh di tengah arus digitalisasi. Kajian dilakukan melalui metode penelitian kualitatif deskriptif berbasis studi pustaka dengan menelaah berbagai literatur akademik yang relevan. Hasil penelitian memperlihatkan bahwa remaja menghadapi tantangan kebebasan yang tidak terarah, tekanan untuk menyesuaikan diri, kebutuhan pengakuan digital, serta kekosongan makna. Melalui pendidikan yang berlandaskan nilai-nilai eksistensial, guru dapat berperan sebagai pendamping yang membantu siswa menumbuhkan tanggung jawab, keberanian bersikap, pemikiran reflektif, relasi kemanusiaan yang sehat, dan kesadaran etis yang lebih dalam. Temuan penelitian ini menegaskan pentingnya integrasi perspektif eksistensial dalam proses pembelajaran agar siswa mampu membangun identitas yang lebih matang dan menemukan arah hidup secara autentik.
##plugins.generic.usageStats.downloads##
Referensi
Alonso-Stuyck, P., & Aliaga, F. M. (2020). A systematic review on adolescent identity formation and digital contexts. Journal of Adolescent Research, 35(5), 589–612.
Baumeister, R. F. (1991). Meanings of life. New York, NY: Guilford Press.
Berryman, C., Ferguson, C. J., & Negy, C. (2020). Meta-analytic evidence on youth mental health linked to social media engagement. Computers in Human Behavior, 110, Article 106556.
Beyer, F., Sidari, M. J., & Rhodes, G. (2021). Social comparison development during adolescence in relation to media use. Journal of Youth and Adolescence, 50, 2271–2288.
Burrow, A. L., & Hill, P. L. (2011). Identity capital and its role in fostering positive developmental outcomes in youth. Developmental Psychology, 47(4), 1196–1202.
Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Boston, MA: Cengage Learning.
Davis, K., Weinstein, E., & Wolgensinger, L. (2020). Digital-era identity development among adolescents. Adolescent Research Review, 5(2), 153–160.
Delle Fave, A., & Bassi, M. (2021). Current perspectives on meaning in life and adolescent well-being. Journal of Happiness Studies, 22, 3201–3222.
Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: Norton.
Frankl, V. E. (2006). Man’s search for meaning. Boston, MA: Beacon Press.
Frohlich, D. O., & Leung, L. (2023). Conceptualizing youth digital well-being. New Media & Society. https://doi.org/10.1177/1461444823115xxx
Gergen, K. J. (2000). The saturated self: Dilemmas of identity in contemporary life. Basic Books.
Golan, O. (2022). Authenticity issues and opportunities for adolescents navigating digital spaces. Youth & Society, 54(8), 1415–1435.
Gupta, S., & Sanderson, R. (2020). Existential anxiety and its connection to adolescent mental health: A conceptual overview. Journal of Child Psychology and Psychiatry, 61(5), 563–573.
Hamilton, L., & Hatzigianni, M. (2020). A global look at digital technologies and adolescent identity. Educational Technology Research & Development, 68(4), 2071–2089.
Henderson, M., & Romero, C. (2022). Meaning-making and academic involvement among young adolescents. Journal of Early Adolescence, 42(3), 376–399.
Kierkegaard, S. (1983). Fear and trembling. Princeton University Press.
Kurniawan, A., & Setiawati, N. (2021). Tantangan literasi digital dan pendidikan karakter generasi muda Indonesia pasca pandemi. Journal of Educational Research, 14(2), 55–68.
Lambert, N. M., & Miller, C. (2020). Toward a developmental science of purpose in youth. Journal of Positive Psychology, 15(1), 5–16.
Lee, S., & Chae, Y. G. (2022). Peer dynamics, social media, and identity formation among adolescents. Journal of Youth Studies, 25(2), 270–288.
Majeed, S., & Iqbal, R. (2022). Screen time effects on adolescent self-esteem and clarity of self-concept. International Journal of Adolescence and Youth, 27(1), 79–95.
May, R. (1983). The discovery of being: Writings in existential psychology. W. W. Norton.
Mendelson, T., Mohr, C., & Robinson, L. (2023). Youth digital well-being in the post-COVID era. Child & Adolescent Mental Health Journal, 29(1), 14–27.
Nguyen, M., & Catalano, R. (2021). Meaning-making during adolescence: A review and implications. Developmental Review, 59, Article 100945.
Pratiwi, Y., & Wibowo, S. (2023). Media sosial dan pembentukan identitas remaja di Indonesia. Jurnal Psikologi Perkembangan Indonesia, 12(1), 33–49.
Rosa, H., & Ruyter, D. (2020). Educational acceleration and existential resonance. Educational Philosophy and Theory, 52(4), 349–360.
Sartre, J.-P. (2007). Existentialism is a humanism. Yale University Press.
Schlegel, R. J., Hicks, J. A., Arndt, J., & King, L. A. (2011). Access to the true self and its relation to perceived meaning in life. Journal of Personality and Social Psychology, 101(2), 473–488.
Schwartz, S. J., & Petrova, M. (2024). Emerging directions in digital-age identity development. Journal of Adolescence, 99, 102–112.
Shin, W., & Ismail, N. (2021). Synthesizing evidence on social media’s influence on adolescent identity. International Journal of Communication, 15, 2032–2055.
Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 25–52). Sage.
Snyder, H., & Davis, B. (2022). Digital identity formation among Gen Z university learners. Computers & Education, 181, Article 104459.
Tavernier, R., & Willoughby, T. (2021). Links between adolescent sleep, meaning in life, and digital-era self-regulation. Journal of Youth and Adolescence, 50, 541–556.
Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.
Twenge, J. M., & Campbell, W. K. (2023). Adolescent mental health in the digital world: Risks and opportunities. Annual Review of Psychology, 74, 667–691.
Van Deurzen, E. (2012). Existential counselling and psychotherapy in practice. Sage.
Van Loon, A. W., & Bakker, J. (2021). Longitudinal insights into existential meaning and youth well-being. Child Development, 92(5), 1800–1817.
Vaterlaus, J. M., & Tulane, S. (2023). Self-development in adolescence during the COVID-19 period through social media. Journal of Child and Family Studies, 32, 1540–1554.
Yalom, I. D. (1980). Existential psychotherapy. Basic Books.
Zhao, X., & Zhou, Z. (2020). Social comparison via social media and its effects on adolescent wellbeing. Current Psychology, 39, 447–456.
Zimmerman, B. J. (2002). Self-regulated learning development pathways. Theory into Practice, 41(2), 64–70.
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##Jurnal allows anyone to compose, correct, and do derivative works, even for commercial purposes, as long as they credit for the original work. This license is the freest. It is recommended for maximum distribution and use of licensed material.
The submitted paper is assumed not to contain any proprietary materials that are not protected by patent rights or patent applications; The responsibility for technical content and protection of proprietary materials rests with the authors and their organizations and not the responsibility of journal or its editorial staff. The primary (first/appropriate) author is responsible for ensuring that the article has been viewed and approved by all other authors. The author's responsibility is to obtain all necessary copyright waivers to use any copyrighted material in the manuscript before submission.
Jurnal Pendidikan, Sains dan Teknologi allows the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions. Jurnal Pendidikan, Sains dan Teknologi CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work. Jurnal Pendidikan, Sains dan Teknologi allows the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions. Jurnal Pendidikan, Sains dan Teknologi CC-BY-SA or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work.
In developing strategy and setting priorities Jurnal Pendidikan, Sains dan Teknologi recognize that free access is better than priced access, libre access is better than free access, and libre under CC-BY-SA or the equivalent is better than libre under more restrictive open licenses. We should achieve what we can when we can. We should not delay achieving free in order to achieve libre, and we should not stop with free when we can achieve libre.
Jurnal Pendidikan, Sains dan Teknologi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share a copy and redistribute the material in any medium or format
- Adapt a remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
