Understanding Ki Hadjar Dewantara’s educational philosophy

Darmawan, I Putu Ayub; Sujoko, Edi

doi:10.33750/ijhi.v2i3.42

Cited by 12 publications

(15 citation statements)

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“…The role model may create the students' desire to do good things as they have been exposed to good things by their teacher. If students are exposed to good attitudes and behaviors of the models, the students will develop the same good values, which would affect their lives (Darmawan, 2019).…”

Section: The Roles Of School Stakeholders In Fostering "Tut Wuri Handayani"mentioning

confidence: 99%

“…Kids who are enthusiastic and creative are the outcome of education, which aids in developing positive characteristics in students. Therefore, the teachers should contribute their skills and talents to the country's education by helping them build their potentials to help themselves, the nation, and others (Darmawan, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…This slogan wants to emphasize the role of educator as a motivator and supporter for their students to achieve their best potentials. This understanding could also be applied by the school leaders and educators who should give good examples to their students (Darmawan, 2019). The teachers must give encouragement and guidance to their students from behind (Samuel et al, 2017) to learn how to be more responsible in every decision they make.…”

Section: Introductionmentioning

confidence: 99%

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Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization

Hermawan¹,

Tan²

2021

IJHI

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‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a philosophy of education that Ki Hajar Dewantara originally promoted. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through a governance organization that is instigated by educational leadership. In this regard, the paper utilizes the literature review method to get information from researchers published in refereed journals regarding process governance, model of governance organization in school and synthesizes the information to show how the school leaders can promote “Tut Wuri Handayani” in order that it can be integrated into the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of implementing the Philosophy Education: “Tut Wuri Handayani” in the governance organization of Schools in Indonesia. Indonesia's educational system has experimented with several forms of leadership. The paper discusses the necessity of promoting the Indonesian philosophy of education, ‘Tut Wuri Handayani,' to preserve its worth as a guide for all school leaders and instructors to maintain a positive attitude and behavior to achieve educational goals. School leaders and instructors are encouraged to use this Indonesian Philosophy of Education to ensure that children always receive a decent education and in all places. The authors also recommend that module and curriculum creators collaborate with learning facilitators to integrate the Philosophy of Education: ‘Tut Wuri Handayani' as one of the school governance principles and values. In addition, this research suggests that future researchers use qualitative research designs to investigate the influence of the implementation of ‘Tut Wuir Handayani' on students, school leaders, teachers, and other stakeholders in a sample of Indonesian schools.

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Section: The Roles Of School Stakeholders In Fostering "Tut Wuri Handayani"mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization

Hermawan¹,

Tan²

2021

IJHI

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“…Guru atau yang disebut juga sebagai pamong belajar menurut Ki Hajar Dewantara harus menjalankan 3 peran yang dikenal dengan sistem among. Menurut Ki Hajar Dewantara dalam sistem among ini pendidik harus berada di depan untuk memberikan teladan; berada di tengah untuk memberikan semangat, memupuk minat siswa dan hasrat siswa untuk melakukan sesuatu; berada di belakang untuk mendorong dan memotivasi siswa dengan kasih sayang (Wijayanti, 2018;Darmawan & Sujoko, 2019). Konsep sistem among ini juga diterapkan oleh salah satu sekolah menengah atas (SMA) nonformal atau Pusat Kegiatan Belajar Mengajar (PKBM) di Bogor, yaitu sekolah X. Sekolah X merupakan sekolah non-formal yang menerapkan sistem pembelajaran demokratis dengan didasarkan pada sistem among.…”

Section: Pendahuluanunclassified

Pelatihan Mendengar Aktif Untuk Guru Di Sekolah Non-Formal X

Oktavia

Purwanti

2021

PSENAPENMAS

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As educators, teachers don’t only play a role in teaching, but also are required to be able to encourage students. One of the teacher's roles according to the “Among” system proposed by Ki Hajar Dewantara is that the teacher needs to be in the midst of the students. One of the schools that implements the Among system is a non-formal high school X. This school formulates the role as teachers need to understand the students. However, in practice, many teachers feel confused in carrying out this role, especially when they have to listen to student’s stories. In addition, the Covid-19 situation increases the need for students to share stories with teachers. Therefore, a needs assessment to identify the teacher's listening skills was carried out so that the intervention could be implemented. Needs assessment is carried out using interview, observation, and document study techniques which are then analyzed using a problem tree. Interventions in the form of active listening online training that focus on techniques in the active listening element are given to teachers. The purpose of this training is to increase the teacher's active listening knowledge in carrying out that role. The results of the training showed that there was an increase in active listening comprehension perceived by the teachers. This training has a positive impact on students, which is the openness of students when teachers begin to apply active listening techniques. The teachers who participated in the training also felt more focused when carrying out their roles. Sebagai pendidik, guru tidak hanya berperan untuk mengajar namun juga dituntut untuk dapat memberikan motivasi dan dorongan kepada siswa. Salah satu peran guru menurut sistem among yang dikemukakan oleh Ki Hajar Dewantara yaitu guru perlu berada di “tengah” siswa. Salah satu sekolah yang menerapkan sistem among ini yaitu SMA non-formal X. Sekolah ini memformulasikan peran di tengah sebagai peran teman cerita yang perlu diemban oleh guru. Namun pada pelaksanaannya, banyak guru yang merasa kebingungan dalam menjalankan peran ini, terutama ketika harus mendengarkan siswa bercerita. Kondisi ini ditambah pula dengan situasi pandemi Covid-19 yang menambah kebutuhan bercerita siswa. Oleh karena itu, asesmen kebutuhan untuk mengidentifikasi kemampuan mendengarkan para guru dilakukan sehingga intervensi dapat dilaksanakan. Asesmen kebutuhan dilakukan dengan menggunakan teknik wawancara, observasi dan studi dokumen yang kemudian dianalisis menggunakan pohon masalah. Intervensi berupa pelatihan mendengar aktif yang berfokus pada teknik-teknik dalam elemen mendengar aktif diberikan kepada guru secara daring. Tujuan dari pelatihan ini yaitu untuk meningkatkan pengetahuan mendengar aktif guru dalam menjalankan peran sebagai teman cerita. Hasil pelatihan menunjukkan bahwa terdapat peningkatan pemahaman mendengar aktif secara subyektif yang dirasakan oleh guru. Pelatihan mendengar aktif juga memberikan dampak positif terhadap siswa, salah satunya yaitu keterbukaan siswa ketika guru mulai menerapkan teknik mendengar aktif dalam menjalankan peran sebagai teman cerita. Para guru yang mengikuti pelatihan juga merasa lebih fokus ketika menjalankan peran sebagai teman cerita.

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“…Students who are enthusiastic and creative are a result of education, which help students develop good traits. Therefore, the teachers should contribute their skills and talents for the country's education by helping the students build their potentials to help themselves, the nation, and others (Darmawan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Philosophy education: “tut wuri handayani” as the spirit of process governance in Indonesia educational organization

Hermawan

Tan

2021

J.Edu

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<p>‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a Philosophy of Education which was originally promoted by Ki Hajar Dewantara. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through Organization Governance that is instigated by educational leadership. In this regard, the paper utilizes literature review method to get information from researchers published in refereed journals regarding process governance, model of organization governance in school and synthesizes the information to show how “Tut Wuri Handayani” can be promoted by the school leaders in order that it can be integrated in the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of the implementation the Philosophy Education: “Tut Wuri Handayani” in Organization Governance of Schools in Indonesia.</p>

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Understanding Ki Hadjar Dewantara’s educational philosophy

Cited by 12 publications

References 4 publications

Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization

Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization

Pelatihan Mendengar Aktif Untuk Guru Di Sekolah Non-Formal X

Philosophy education: “tut wuri handayani” as the spirit of process governance in Indonesia educational organization

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