Examining Ki Hajar Dewantara's Educational Democracy in the Contemporary Classroom
DOI:
https://doi.org/10.38075/jen.v5i2.510Keywords:
Contemporary Classroom, Educational Democracy, Ki Hajar Dewantara, Leadership TrilogyAbstract
This study aims to explore how a teacher interprets and applies Ki Hajar Dewantara's educational democracy in contemporary classrooms. The research employs a qualitative method with a single case study design, where data were collected through open-ended interviews and observations of a teacher applying democratic principles in their classroom. The data were processed using thematic analysis with descriptive coding. The findings reveal four main themes: (1) Democratic Values in Education through Ki Hajar Dewantara’s Philosophy, (2) Educational Democracy within the Framework of the Trilogi Kepemimpinan, (3) Innovation in Democratic Education, and (4) The Challenges of Democracy in Contemporary Classrooms. The findings indicate that the instructor sees Dewantara's democratic values as responsible freedom for children to voice their views and equal rights regardless of background. This is accomplished through the Leadership Trilogy, which positions the teacher as a role model, replaces punishment with class agreements, and promotes a good classroom climate. To challenge neoliberalism and neoconservatism in education, the teacher employs democratic concepts such as local methods, experiential learning, and the integration of spiritual dimensions. The obstacles experienced by teachers in implementing educational democracy are related to the ever-changing "kodrat alam" and "kodrat zaman" of pupils, as well as varying perspectives among Tripusat Pendidikan members. However, these difficulties are overcome through reflection and self-improvement.
Downloads
References
Alpian, Y., Anggraeni, S. W., Wiharti, U., & Soleha, N. M. (2019). Pentingnya Pendidikan Bagi Manusia. Jurna Buana Pengabdian, 1(1), 66–72. https://doi.org/https://doi.org/10.36805/jurnalbuanapengabdian.v1i1.581
Amarulloh, R. R., & Aswie, V. (2024). Internalization of Sundanese Local Wisdom in Strengthening the Profile of Pancasila Students through the Literacy Movement in Madrasah. JENTRE, 5(1), 17–27. https://doi.org/10.38075/jen.v5i1.478
Apple, M. W. (2006). Understanding and Interrupting Neoliberalism and Neoconservatism in Education. Pedagogies: An International Journal, 1(1), 21–26. https://doi.org/10.1207/s15544818ped0101_4
Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21–31. https://doi.org/10.1080/09620214.2011.543850
Brahma, I. A. (2020). Peranan Kepala Sekolah dalam Menumbuhkan Sikap Demokrasi Guru di SDN Mekarjaya 31 Depok. Jurnal Ilmu Pendidikan (JIP), 12(1), 61–69. https://doi.org/10.37640/jip.v12i1.169
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cahyani, I. W. N., & Pratikno, A. S. (2024). Penerapan Metode Diskusi dalam Upaya Penanaman Pendidikan Karakter melalui Kesepakatan Kelas VI B UPTD SDN Kamal 2. Jurnal Pendidikan Tambusai, 8(3), 43176–43182. https://doi.org/10.6084/m9.figshare.27927378
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches Creswell (2 ed.). Sage.
Fahri, F., Lubis, M. J., & Darwin, D. (2022). Gaya Kepemimpinan Demokratis Guru pada Motivasi Belajar Siswa. Jurnal Basicedu, 6(3), 3364–3372. https://doi.org/10.31004/basicedu.v6i3.2616
Gandin, L. A., & Apple, M. W. (2002). Thin versus thick democracy in education: Porto alegre and the creation of alternatives to neo-liberalism. International Studies in Sociology of Education, 12(2), 99–116. https://doi.org/10.1080/09620210200200085
Hamzah, A. (2020). Metode Penelitian Studi Kasus Single Case, Instrumental Case, Multicase & Multisite. Literasi Nusantara.
Hendriwanto, Mahaputri, R. A., Basthomi, Y., & Khoiri, N. El. (2022). Learning How to Re-Mean: Developing Paraphrasing Materials from an SFL Perspective. Journal of Asia TEFL, 19(1), 291–302. https://doi.org/10.18823/asiatefl.2022.19.1.21.291
Hermawan, C. M. (2019). Refleksi Guru dalam Melakukan Penelitian Tidakan untuk Meningkatkan Keberhasilan Siswa. MUALLIMUNA: JURNAL MADRASAH IBTIDAIYAH, 4(2), 78–91. https://doi.org/http://dx.doi.org/10.31602/muallimuna.v4i2.1862
Hill, D., Lewis, C., Maisuria, A., Yarker, P., & Carr, J. (2015). Neoliberal and Neoconservative Immiseration Capitalism in England: Policies and Impacts on Society and on Education. Journal for Critical Education Policy Studies, 14(2), 38–82.
Hollweck, T. (2015). Robert K. Yin. (2014). Case Study Research Design and Methods (5th ed.). . Canadian Journal of Program Evaluation, 30(1), 108–110. https://doi.org/10.3138/cjpe.30.1.108
Hutagaol, K., Saija, L. M., & Simanjuntak, D. C. (2018). Model Pembelajaran Kooperatif Ing Ngarsa Sung Tuladha. Jurnal Padegogik, 1(2), 89–105. https://doi.org/https://doi.org/10.35974/jpd.v1i2.659
Irawan, I., & Hermawan, D. (2019). Konseptual Model Pendidikan Demokratis Perspektif Pendidikan Islam. Ta’dib: Jurnal Pendidikan Islam, 8(2), 626–631. https://doi.org/10.29313/tjpi.v8i2.5254
Irianti, R. I. (2023). Penerapan Kurikulum Merdeka dalam Pengimplementasian Pendidikan yang Sesuai dengan Kodrat Alam dan Zaman. Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia, 1(2), 10. https://doi.org/10.47134/ptk.v1i2.56
Jamaludin, Wahyudi, A., Batu, D. P. L., & Sihaloho, O. A. (2023). Praktik Baik Demokrasi Berkarakter Melalui Projek Profil Pelajar Pancasila di SMA Gadjah Mada Kota Medan. Jurnal Pendidikan Kewarganegaraan, 7(2), 166–177. https://doi.org/https://doi.org/10.31571/jpkn.v7i2.7639
Jumrawarsi, & Suhaili, N. (2020). Peran Seorang Guru dalam Menciptakan Lingkungan Belajar yang Kondusif. Ensiklopedia Education Review , 2(3), 50–54. https://doi.org/https://doi.org/10.33559/eer.v2i3.628
Ki Hajar Dewantara. (1977). Karya Ki Hadjar Dewantara: Pendidikan. Bagian pertama. Majelis Luhur Persatuan Taman Siswa. https://books.google.co.id/books?id=oX1dmgEACAAJ
Khuzaimah, & Pribadi, F. (2022). Penerapan Demokrasi Pendidikan pada Pembelajaran Siswa di Sekolah Dasar. AL MA’ ARIEF: JURNAL PENDIDIKAN SOSIAL DAN BUDAYA, 4(1), 41–49. https://doi.org/https://doi.org/10.35905/almaarief.v4i1.2176
Kosasih, E. (2018). Partisipatory Action Research (Par) Implementasi Kebijakan Wajib Belajar Pendidikan Dasar Sembilan Tahun Di Kabupaten Serang. JIPAGS, 2, 323–347. https://doi.org/https://dx.doi.org/10.31506/jipags.v2i2.4880
Maghfiroh, M., Iryani, E., Turhan Yani, M., Zaini, N., & Mahfud, C. (2024). Promoting Green Pesantren: Change, Challenge and Contribution of Nahdlatul Ulama in Indonesia. Jurnal Pendidikan Islam, 7, 409–435. https://doi.org/10.31538/nzh.v7i2.4668
Ma’ruf, M. (2019). Mengarahkan Demokrasi Pancasila (Relasi Demokrasi, Ekonomi, dan Politik). Jurnal Ilmiah CIVIS, 8(2), 87–101.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research A Guide to Design and Implementation. Jossey-Bass A Wiley Imprint.
Nababan, K. R. (2023). Mandok Hata Sebagai Pendidikan Demokrasi dalam Kebudayaan Batak. Jurnal Politik Profetik, 11(1), 23–40. https://doi.org/10.24252/profetik.v11i1a2
Nurwanci, S., Muhtar, T., & Herlambang, Y. T. (2024). Demokrasi Pendidikan dalam Implementasi Kurikulum Merdeka, Studi Kritis dalam Tinjauan Pedagogik. Ideguru: Jurnal Karya Ilmiah Guru, 10(1), 546–554. https://doi.org/10.51169/ideguru.v10i1.1324
Pribadi, F. K. (2022). Penerapan Demokrasi Pendidikan pada Pembelajaran Siswa di Sekolah Dasar. AL MA’ARIEF: Jurnal Pendidikan Sosial dan Budaya, 4(1), 41–49. https://doi.org/https://doi.org/10.35905/almaarief.v4i1.2176
Rahman, B. (2014). Refleksi Diri dan Peningkatan Profesionalisme Guru. Jurnal Paedagogia, 17(1), 1–12. http://jurnal.fkip.uns.ac.id/index.php/paedagogia
Sant, E. (2019). Democratic Education: A Theoretical Review (2006–2017). Review of Educational Research, 89(5), 655–696. https://doi.org/10.3102/0034654319862493
Santika, I. D., & Khoiriyah, B. (2023). Pembelajaran Berdiferensiasi dan Relevansi Visi Pedagogis Ki Hajar Dewantara dalam Mewujudkan Merdeka Belajar. Jurnal Pendidikan dan Konseling, 5(1), 4827–4832. https://doi.org/https://doi.org/10.31004/jpdk.v5i1.11754
Sapdi, R. M. (2022). Implementasi Pendidikan Nilai Dalam Tri Pusat Pendidikan. Jurnal Ilmiah Wahana Pendidikan, 8(15), 649–656. https://doi.org/10.5281/zenodo.7084119
Stern, J. (2020). The Real Reason Neoliberalism Became Extinct: A Curious Educational History of 2020. Forum, 63(3), 477–487. https://doi.org/https://doi.org/10.15730/forum.2020.62.3.477
Sugiyono. (2013). Metode Penelitian Kuantitatif & Kualitatif dan R&D. Alfabeta.
Suparti, W. (2013). Implementasi Trilogi Ki Hajar Dewantara Dalam Kepemimpinan Kepala Sekolah di SMA Taman Madya Ibu Pawiyatan Yogyakarta [Skripsi Thesis]. UIN Sunan Kalijaga.
Susanto, E. W., Kirana, K. C., & Hadi, S. (2023). Pengaruh Keadilan Organisasi, Trilogi Kepemimpinan Ki Hajar Dewantara Terhadap Motivasi Berprestasi Melalui Lingkungan Kerja Fisik. Jurnal Pendidikan Ekonomi (JURKAMI), 8(1), 21–35. https://doi.org/https://doi.org/10.31932/jpe.v8i1.2165
Suwahyu, I. (2018). Pendidikan Karakter Dalam Konsep Pemikiran Pendidikan Ki Hajar Dewantara. INSANIA: Jurnal Pemikiran Alternatif Kependidikan, 23(2), 192–204. https://doi.org/https://doi.org/10.24090/insania.v23i2.2290
Tabrizi, S. (2014). Connections between Neo-Liberalism, NeoConservatism, and Critical Democracy in Education. International Journal for Cross-Disciplinary Subjects in Education, 4(Special 1), 1922–1929. https://doi.org/10.20533/ijcdse.2042.6364.2014.0267
Widiyarto, S., & Purnomo, B. (2023). Freedom to Learn in Ki Hajar Dewantara’s Perspective: Historical Studies and Their Relevance to Character Education. International Journal of Business, 4(2), 837–844. https://doi.org/https://doi.org/10.56442/ijble.v4i2.185
Widyalistyorini, D., Faroh, N. I., & Hendratno. (2023). Implementasi Teori Pendidikan Ki Hajar Dewantara: Tinjauan Praktik Pembelajaran dan Dampaknya pada Peningkatan Kualitas Pendidikan Dasar. JISBI: Jurnal Ilmu Sosial dan Budaya Indonesia, 1(1), 36–43. https://doi.org/https://doi.org/10.61476/84nhq902
Wijaya Mulya, T., Sakhiyya, Z., Bukhori Muslim, A., & Suryani, A. (2022). Locally-grounded, embodied, and spiritual: exploring alternative constructions of democratic education with/in Indonesian schools. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2022.2142840
Wikansari, A., Nisa, D. A., Respita, A. V., Rahmawati, P., Jati, A. M., & Safitri, S. (2024). Peran Guru Dalam Membentuk Jiwa Kepemimpinan Siswa Melalui Trilogi Kepemimpinan Ki Hajar Dewantara. Jurnal PGSD Universitas Lamappapoleonro, 2(2), 74–80. https://doi.org/https://doi.org/10.57093/jpgsdunipol.v2i2.37
Wiryopranoto, S., Herlina, N., Marihandono, D., & Tangkilisan, Y. B. (2017). Ki Hajar Dewantara “Pemikiran dan Perjuangannya.” Museum Kebangkitan Nasional, Kementerian Pendidikan dan Kebudayaan.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Zidane Ardiansyah, Hendriwanto Hendriwanto

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.