KAJIAN PEMIKIRAN KI HAJAR DEWANTARA TENTANG KARAKTER BANGSA DAN PENDIDIKAN KEBANGSAAN, 2017

• Main Author: Mentari, Ana (Author)
• Format: Book
• Published: 2017-08.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/31613/1/T_PKN_1503380_Title.pdf; http://repository.upi.edu/31613/2/T_PKN_1503380_Abstract.pdf; http://repository.upi.edu/31613/3/T_PKN_1503380_Table_of_content.pdf; http://repository.upi.edu/31613/4/T_PKN_1503380_Chapter%201.pdf; http://repository.upi.edu/31613/5/T_PKN_1503380_Chapter%202.pdf; http://repository.upi.edu/31613/6/T_PKN_1503380_%20Chapter%203.pdf; http://repository.upi.edu/31613/7/T_PKN_1503380_%20Chapter%204.pdf; http://repository.upi.edu/31613/8/T_PKN_1503380_Chapter%205.pdf; http://repository.upi.edu/31613/9/T_PKN_1503380_Bibliography.pdf; http://repository.upi.edu/31613/10/T_PKN_1503380_Appendix.pdf
• Keywords: Z004 Books. Writing. Paleography

Tesis ini berjudul "Pemikiran Ki Hajar Dewantara tentang karakter bangsa dan pendidikan kebangsaan". Penulis mengharapkan melalui hasil penelitian tesis yang penulis buat mampu memberikan manfaat bagi mahasiswa dan masyarakat umum mengenai pemikiran Ki Hajar Dewantara. Metode yang digunakan adalah metode historis, dengan pendekatan kualitatif, karena bertujuan menuangkan hasil kajian berdasarkan argumentasi dan pemahaman yang mendalam secara deskripsi. Metode historis adalah suatu proses menguji dan menganalisis secara kritis rekaman peninggalan masa lampau. Sehingga dalam hal ini, peneliti akan melakukan pengujian dan analisis terhadap sumber-sumber yang berhubungan dengan kajian yang peneliti bahas. Langkah-langkah dalam metode historis ini terdiri dari, heuristik, kritik sumber, interpretasi, dan historiografi. Masalah utama dalam tesis ini terbagi kedalam empat pertanyaan penelitian diantaranya, 1) Bagaimana pokok-pokok pemikiran Ki Hajar Dewantara tentang karakter dan pendidikan kebangsaan di Indonesia?, 2) Sumber-sumber pemikiran apa yang menginspirasi pemikiran Ki Hajar Dewantara?, 3) Bagaimana implementasi pemikiran Ki Hajar Dewantara tentang karakter dan pendidikan kebangsaan terhadap pendidikan di Indonesia?, 4) Bagaimana relevansi pemikiran karakter dan pendidikan kebangsaan Ki Hajar Dewantara dalam keilmuan pendidikan kewarganegaraan?. Ki Hajar Dewantara mengungkapkan bahwa, "pendidikan nasional seharusnya menimbulkan rasa cinta terhadap kebudayaan dan kebatinan (mental culture) sendiri". Beliau juga mengungkapkan bahwa, a) pengajaran rakyat haruslah bersemangat keluhuran budi manusia; karenanya harus mementingkan segala nilai kebatinan ( mental culture) dan menghidupkan semangat idealism; b) pengajaran rakyat harus mendidik kearah kecerdasan budi pekerti, yakni matangnya jiwa seutuhnya (character building); c) pengajaran rakyat harus mendidik kearah kekeluargaan, yakni merasa bersama-sama hidup, bersama-sama susah dan senang, bersama-sama tanggung jawab, dsb; mulai kekeluargaan dalam lingkungan kecil, sampai kekeluargaan yang besar (misalnya kekeluargaan bangsa-bangsa). Pendidikan karakter harus dilaksanakan dengan ngerti-ngroso-nglakoni (menyadari, menginsyafi, dan melakukan). Ki Hajar Dewantara menggunakan kata karakter dengan kata l ain yakni budi-pekerti, yang bermakna perpaduan gerak antara fikiran, perasaan dan kehendak yang menghasilkan tenaga. Sedangkan pendidikan kebangsaan merupakan pendidikan yang berlandaskan akan kebudayaan bangsa. Kata kunci:Ki Hajar Dewantara, Karakter, Pendidikan Kebangsaan;--- This thesis entitled "Ki HajarDewantara's thoughts on character and national awareness education". The authors expected through the thesis research,she could be able to provide benefits for students and the general public about the thoughts of Ki HajarDewantara. The method used was the historical method, using a qualitative approach, aimed to pour the results of the study based on intensive argumentation and in-depth understanding of a description. The historical method was a process of examining and critically analyzing the recording of the past relic. So in this case, researchers conducted testing and analysis of the sources related to the study that researchers discussed. The steps in this historical method consisted of, heuristics, source criticism, interpretation, and historiography. The main problem in this thesis was divided into four research questions i.e.: 1) How were the main points of Ki HajarDewantara's thoughts about the character and education of nationhood in Indonesia?, 2) What sources of thought inspired Ki HajarDewantara's thinking?, 3) How to implemented thinking Ki HajarDewantara about the character and education of nationality towards education in Indonesia?, 4) How was the relevance of character thinking and national education Ki HajarDewantara in the scholarship of civic education?. Ki HajarDewantararevealsed that, "National education should generate a sense of love for culture and mental culture itself." He also revealsed that a) the teaching of the people must be passionate to the virtues of man; Therefore if must attach the importance to all the values of mental culture and enliven the spirit of idealism; b) the teaching of the people must educate towards the intelligence of character, the maturation of the whole soul (character building); c) the teaching of the people should educate them toward kinship, that was to feel together life, together with hard and happy, together responsibility, etc.; begin kinship in small environments, to large the families (eg, the kinship of nations). Character education should be done with ngerti-ngroso-nglakoni (realize, come to realize, and do).Ki HajarDewantara uses the word character in other words ie mind-pekerti, which means a blend of motion between the mind, feelings, and wills that generate energy. While the education of nationality was an education based on the nation's culture. Keywords: Ki HajarDewantara, Character, National Awarness Education