Pemikiran Pendidikan Ki Hajar Dewantara dan Implikasinya terhadap Penyelenggaraan Pendidikan di Tingkat SMP
Abstrak
Penelitian ini bertujuan menganalisis secara mendalam pemikiran Ki Hajar Dewantara tentang pendidikan yang memerdekakan dan mengidentifikasi implikasinya terhadap sistem pendidikan pada jenjang SMP (Sekolah Menengah Pertama). di tengah implementasi Kurikulum Merdeka dan aneka macam tantangan pendidikan abad ke-21, filosofi pendidikan Ki Hajar Dewantara kembali relevan menjadi landasan transformasi praktik pembelajaran. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif-naratif. Data utama bersumber dari karya-karya Ki Hajar Dewantara, sedangkan data sekunder dari asal buku, jurnal, dan dokumen kebijakan yang berkaitan dengan pendidikan nasional dan Kurikulum Merdeka. hasil penelitian menunjukkan bahwa pendidikan yang memerdekakan menurut Ki Hajar Dewantara merupakan proses “menuntun” segala kekuatan kodrat anak melalui sistem among yang berlandaskan asih, asah, dan asuh. Pendidikan diarahkan agar peserta didik mencapai keselamatan dan kebahagiaan setinggi-tingginya sebagai individu dan anggota masyarakat, dengan menekankan keseimbangan cipta, rasa, karsa, serta pekerti. pada konteks Sekolah Menengah Pertama, pemikiran tersebut menuntut pergeseran paradigma dari pembelajaran yang bersifat teacher-centered serta exam-oriented menuju pembelajaran yang berpusat pada peserta didik, bersifat kontekstual, diferensiatif, dan mengintegrasikan penguatan karakter. guru berperan sebagai pamong yg menerapkan trilogi pendidikan Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, dan Tut Wuri Handayani. implikasi praktisnya tampak di desain kurikulum, praktik pedagogi, dan asesmen yang keseluruhan dan berorientasi pada pengembangan Profil Pelajar Pancasila.
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Referensi
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