Syaripudin, Tatang (2015) FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA SEBAGAI TEORI PENDIDIKAN DAN IMPLIKASINYA TERHADAP PRAKTEK PENDIDIKAN UMUMDALAM KONTEKS PENDIDIKAN NASIONAL. eprint_fieldopt_thesis_type_phd thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini tentang filsafat pendidikan dari seorang tokoh pendidikan nasional bernama Ki Hadjar Dewantara. Penelitian bertujuan untuk mendeskripsikan tiga hal: (1) filsafat pendidikan Ki Hadjar Dewantara, (2) relevansi filsafat pendidikan Ki Hadjar Dewantara sebagai teori pendidikan dalam konteks pendidikan nasional, dan (3) implikasi filsafat pendidikan Ki Hadjar Dewantara terhadap praktek pendidikan umum. Secara teoretis filsafat pendidikan merupakan aplikasi filsafat dalam rangka memecahkan masalah-masalah pendidikan. Filsafat pendidikan suatu bangsa idealnya mengacu kepada kebudayaan nasionalnya dan menjadi dasar teoretik bagi praktek pendidikannya. Penelitian ini menggunakan metode penelitian kepustakaan, sumber datanya terdiri atas 168 artikel buah fikiran Ki Hadjar Dewantara yang telah dibukukan dan diterbitkan oleh Majelis Luhur Persatuan Taman Siswa. Data diolah dengan menggunakan metode hermeneutik. Hasil penelitian menunjukkan bahwa: (1) filsafat pendidikan Ki Hadjar Dewantara merupakan sistem konsep pendidikan yang bersifat kultural nasional. Konsep-konsepnya meliputi hakikat realitas, manusia, pengetahuan, nilai, asumsi perlunya pendidikan, asumsi perlunya pendidikan nasional, asumsi manusia mau dan mampu mendidik, asumsi manusia dapat dididik, arti pendidikan dan pengajaran, kekuasaan pendidikan, tujuan pendidikan, kurikulum, metode pendidikan, peranan pendidik dan anak didik, serta tripusat pendidikan. (2) Filsafat pendidikan Ki Hadjar Dewantara relevan sebagai teori pendidikan dalam konteks pendidikan nasional. (3) Filsafat pendidikan Ki Hadjar Dewantara mengimplikasikan agar praktek pendidikan umum mengacu kepada filsafat pendidikan yang berdasarkan Pancasila, bertujuan mempertinggi derajat kemanusiaan, mewujudkan konsep tripusat pendidikan, kurikulumnya bersifat kultural nasional, esensial, kontekstual, dan mengaplikasikan azas trikon dalam pengembangannya. Metode pendidikan, peranan pendidik, dan peranan anak didiknya harus mengacu kepada semboyan tut wuri handayani. ---------- This study is about the philosophy of education of a national education figure, Ki Hadjar Dewantara. The objectives of this study are to describe: (1) the philosophy of education of Ki Hadjar Dewantara; (2) the relevance of the philosophy of education of Ki Hadjar Dewantara as a theory of education in context of national education; and (3) the implications of philosophy of education of Ki Hadjar Dewantara for the general education practices. Theoretically, philosophy of education is an application of philosophy in order to solve educational problems. Philosophy of education of a nation ideally refers to its national culture and to be a foundation of theory for educational practice. This research uses a library research method, data sources consist of 168 articles of Ki Hadjar Dewantara works that had been published by Majelis Luhur Persatuan Taman Siswa. Data are processed by hermeneutics method. The results show that: (1) philosophy of education of Ki Hadjar Dewantara is a system of concept of education that is national cultural. His concepts include the nature of reality, man, knowledge, values, assumptions of the importance of education, assumptions of the importance of national education, assumptions of man willingness and ability to educate, assumptions that man can be educated, a concept of education and teaching, the power of education, educational goals, curriculum, methods of education, roles of educator and student, and tripusat of education; (2) Philosophy of education of Ki Hadjar Dewantara as a theory of eduation is relevant in the context of national education; and (3) The philosophy of education of Ki Hadjar Dewantara implies that general education practice has to refer to philosophy of education based on Pancasila, with the goals to raise human dignity, to realize the tripusat educational concept, its curriculum characterized by national culture, essential, contextual, and applying the principles of trikon in its development. The method of education, educator and student roles have to refer to the motto tut wuri handayani.
| Item Type: | Thesis (eprint_fieldopt_thesis_type_phd) |
|---|---|
| Additional Information: | No Panggil: D PU SYA f-2015; Promotor: I. Ace Suryadi, II. Waini R |
| Uncontrolled Keywords: | filsafat pendidikan, pendidikan nasional, pendidikan umum. |
| Subjects: | L Education > L Education (General) L Education > LA History of education L Education > LB Theory and practice of education L Education > LC Special aspects of education L Education > LG Individual institutions (Asia. Africa) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Umum/Nilai S-3 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 08 Aug 2016 02:52 |
| Last Modified: | 08 Aug 2016 02:52 |
| URI: | http://repository.upi.edu/id/eprint/21061 |
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