The Essence of Education and Character Education in the Paradigm of Critical Education Philosophy
Abstract
The writing of this study is to explain education and character
education from the point of view of critical educational philosophy.
Education is a process to achieve competence and self-maturation, and
character education is currently essential in overcoming moral
degradation. However, its implementation still needs to be
strengthened, considering that there are still many phenomena of
juvenile delinquency in school-age children. So that studies in the
critical paradigm are essential to be carried out to put back the position
of education and the implementation of character education in the
learning process in educational institutions. This study uses
qualitative research with a literature study approach; analysis uses a
reduction analysis model, data presentation, and verification. The
results of the interpretation can be explained that the study of critical
philosophy in education seeks to criticize the essence of education and
character education that is understood today. Proper education is not
only the process that runs in schools, but education runs within the
family, school, and community. Character education is a process of
internalization, and integration of values, in order to realize students
with character and become a guideline for attitudes and behavior, as
well as moral awareness to mitigate moral degradation by students, so
it must be strengthened not only in the policy context but must be
strengthened in its implementation. This study can increase knowledge
about the philosophy of critical education and is helpful to be a
reference library for relevant studies.
References
Pembelian Merek Gadget. MOTIVASI : Jurnal Manajemen Dan Bisnis, 7(1), 8–14.
https://doi.org/10.32502/motivasi.v7i1.4303
Donatus, S. K. (2015). Teori Kritis Dan Relevansinya Untuk Pengkajian Terhadap
Realitas Sosial Bangsa Indonesia. Jurnal Ledalero, 14(1), 159–181.
https://doi.org/10.31385/jl.v14i1.11.159-181
Husamah, Restian, A., & Widodo, R. (2015). Pengantar Pendidikan (1st ed.). UMM Press.
Iwan. (2014). Menelaah Teori Kritis Jürgen Habermas. Edueksos : Jurnal Pendidikan Sosial
Dan Ekonomi, 3(2), 145–165. https://doi.org/10.24235/edueksos.v3i2.360
Johnson, R. B., & Christensen, L. (2014). Educational Research: Quantitative, Qualitative, and
Mixed Approaches (Reid Hester (ed.); 5th ed.). SAGE Publication, Inc.
Kadji, Y. (2012). Tentang Teori Motivasi. Jurnal Inovasi, 9(1), 1–15.
https://ejurnal.ung.ac.id/index.php/JIN/article/view/704
Kartono. (2010). Pendidikan Kritis Dan Reformasi Pendidikan Nasional. Khazanah
Pendidikan ; Jurnal Ilmiah Kependidikan, 3(1), 1–15.
https://doi.org/10.30595/jkp.v3i1.641
Karuru, P. (2013). Pentingnya Kajian Pustaka Dalam Penelitian. Jurnal Keguruan Dan
Ilmu Pendidikan, 2(1), 1–9. https://doi.org/10.47178/jkip.v2i1.149
Kurniawati, U. M., & Maemonah. (2021). Analisis Hierarki Kebutuhan Maslow Dalam
Pembelajaran Daring Anak Usia Dasar: Analisis Jurnal Sinta 2 Sampai 6.
AULADUNA: Jurnal Pendidikan Dasar Islam, 8(1), 51–65.
https://doi.org/10.24252/auladuna.v8i1a5.2021
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and
Community-Based Participatory Research Approaches. The Guilford Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: a methods
sourcebook (3rd ed.). SAGE Publications.
Noor, W. K., & Qomariyah, U. (2019). Hierarki Kebutuhan Sebagai Dasar Refleksi Diri
Tokoh Dalam Novel Pesantren Impian. Jurnal Sastra Indonesia, 8(2), 103–110.
https://doi.org/10.15294/jsi.v8i2.28750
Nugroho, Y. (2020). Tindak Pidana Terhadap Penggunaan Ijazah Palsu. Mimbar
Integritas : Jurnal Pengabdian, 1(2), 168–177.
https://ojs.unars.ac.id/index.php/mimbarintegritas/article/view/2071
Ramadhansyah, M., & Ali, M. (2019). Pendidikan Kritis Dalam Pandangan Mansour
Fakih. Iseedu: Journal of Islamic Educational Thoughts and Practices, 3(May), 150–165.
46
https://doi.org/10.23917/iseedu.v3i1.11577
Ridwan, M., Suhar, A., Ulum, B., & Muhammad, F. (2021). Pentingnya Penerapan
Literature Review pada Penelitian Ilmiah. Jurnal Masohi, 2(1), 42–51.
https://journal.fdi.or.id/index.php/jmas/article/view/427
Sari, D. K. (2015). Analisis Kasus Pemalsuan Ijazah Dan Transkip Nilai Universitas Islam
Indonesia Berdasarkan Undang-Undang Nomor 20 Tahun 2003 Tentang Sistem
Pendidikan Nasional (Studi Putusan Nomor 123/PID.B/2014/PN.YYK). Recidive,
4(2), 121–130. https://doi.org/10.20961/recidive.v4i2.40570
Sholahudin, U. (2020). Membedah Teori Kritis Mazhab Frankfurt : Sejarah, Asumsi, Dan
Kontribusinya Terhadap Perkembangan Teori Ilmu Sosial. Jurnal of Urban
Sociology, 3(2), 71–89. https://doi.org/10.30742/jus.v3i2.1246
Sholihah, A. (2021). Teori Kritis Dalam Paradigma Komunikasi Jürgen Habermas.
Manthiq : Jurnal Filsafat Agama Dan Pemikiran Islam, 6(2), 154–174.
https://doi.org/10.29300/mtq.v6i2.6380
Sumarto. (2019). Budaya, Pemahaman dan Penerapannya “Aspek Sistem Religi, Bahasa,
Pengetahuan, Sosial, Keseninan dan Teknologi.” Jurnal Literasiologi, 1(2), 144–159.
https://doi.org/10.47783/literasiologi.v1i2.49
Surahman, E., Satrio, A., & Sofyan, H. (2020). Kajian Teori Dalam Penelitian. JKTP: Jurnal
Kajian Teknologi Pendidikan, 3(1), 49–58.
https://doi.org/10.17977/um038v3i12019p049
Yuristia, A. (2018). Pendidikan Sebagai Transformasi Kebudayaan. Ijtimaiyah : Jurnal
Ilmu Sosial Dan Budaya), 2(1), 1–13.
Zebua, T. G. (2021). Teori Motivasi Abraham H. Maslow Dan Implikasinya Dalam
Kegiatan Belajar Matematika. RANGE: Jurnal Pendidikan Matematika, 3(1), 68–76.
https://doi.org/10.32938/jpm.v3i1.1185
Zubaedi. (2013). Desain Pendidikan Karakter: Konsepsi dan Aplikasinya dalam Lembaga
Pendidikan (1st ed.). Kencana Prenada Media Group
