Detail Hasil Pencarian

Judul :
Konsep demokrasi dalam pendidikan menurut progressivisme John Dewey = The Concept of Democracy in Education according to John Dewey's Progressivism
Pengarang : Ahmad Samawi, Imam Barnadib, Djuretna Adi Imam Muhni
Jurnal : Berkala Penelitian Pasca Sarjana 1995, VIII(4)
Tahun : 1995
Summary / Kata Kunci : This research aims to make an inventory as well as a critical and philosophical evaluation of (1) the concept of education according to John Dewey's progressivism; (2) the relevance of John Dewey's concept to the national education in Indonesia, which is based on Pancasila.
The research procedures were as follows: (1) Data collection within the scope of the research; (2) Categorization of data; (3) Classification of data into primary and secondary data; (4) Analysis of data using a method of philosophical hermeneutics; (5) Writing of the research draft; and (6) Drawing up of the research report after revisions.
The results of this research highlight the following features: (1) According to John Dewey, democracy in education is a view of file, an outlook or an attitude involving activities that provide ample opportunities for learners to participate in determining their own education and enable them to achieve an. optimum growth and development in accordance with their potentials; (2) Democracy in education has a humanistic and naturalistic ontological basis which is pluralistic in nature, meaning that man is regarded as an autonomous natural creature but at the same time relational in dealing with his interests as an individual. In addition, its epistemologicalbasis is instrumentalism, which means that man has instrumens that can be used to study and control the world in an experimental way. Its axiological basis is instrumental subjectivism, which means that values are man's instruments and are determined by man according to his interests, tates, desires, and wants. All of the Dewey's philosophy can be categorized into pragmatic-individualistic-liberalism which has anthropos characteristic and which directs toward modem sofism; (3) Democracy in education entails abroad implication in various aspects of education such as a curriculum oriented to work and play. educational methods that assist learners to becomeproblem solvers, vocational training that fos- ter their intellectual and moral growth, and the subject-matter in education derived from problems in real life; (4) The concept of democracy in education has its strength in terms of developing learners as individuals, but it also has a weakness of anarchic tendencies; (5) The concept of democracy in eduaction contributes to the development of national education in terms of improving the quality of man as individuals. Therefore it should be adjusted and integrated into the monopluralistic nature of the Indonesian man as reflected in the objectives of the national education.

Key words: concept of democracy -- democracy in eduaction
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