Pembelajaran Berdiferensiasi dari Perspektif Filsafat Pendidikan Ki Hadjar Dewantara
DOI:
https://doi.org/10.30595/jssh.v9i1.25877Keywords:
Pembelajaran Berdiferensiasi, Ki Hadjar Dewantara, Kurikulum Nasional 2024Abstract
Kajian ini bertujuan untuk menganalisis konsep pembelajaran berdiferensiasi dari perspektif Ki Hadjar Dewantara. Penelitian ini didorong oleh realitas bahwa seluruh konsep pembelajaran berdiferensiasi diambil dari pandangan dan teori Barat yang sangat mungkin kurang cocok dengan kondisi sosio kultural berbagai etnis dan bahkan cita-cita pendidikan nasional Indonesia. Permasalahan yang diajukan adalah bagaimana pandangan filosofis Ki Hadjar Dewantara digunakan untuk pengembangan pembelajaran berdiferensiasi? Penelitian ini menggunakan metode analisis teks pada buku Pendidikan karya Ki Hadjar Dewantara dengan pendekatan hermeneutika yang ditemukembangkan oleh Schleiermacher. Hermeneutika menganalisis teks tidak hanya dari perspektif gramatikal, tetapi juga dipahami sebagai penanda kehadiran pengarang beserta jiwa zamannya. Hasil penelitian menunjukkan bahwa pandangan filosofis Ki Hadjar Dewantara memberikan arah pembelajaran berdiferensiasi untuk mengacu pada kebudayaan masyarakat sekitarnya dan mendidik siswa menjadi manusia merdeka. Pada tingkat praksis, pembelajaran berdiferensiasi perlu mengeksplorasi metode menuntun, yaitu guru bertindak sebagai pendamping yang hanya sedikit lebih tahu dari siswa. Selain itu guru juga dituntut untuk memberi kebebasan seluas-luasnya kepada siswa untuk menjalani proses pembelajaran sesuai dengan karakteristik diri masing-masing.
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