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KAUM INTELEKTUAL DALAM POLITIK PERTAMBANGAN Djaja Hendra; Endriatmo Soetarto; Arya H Dharmawan; Bambang Purwanto
Jurnal Ilmiah Mimbar Demokrasi Vol 11 No 2 (2012): Jurnal Ilmiah Mimbar Demokrasi: Volume 11 No. 2 April 2012
Publisher : Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jimd.v11i2.6257

Abstract

This research about agrarian social change in Bangka. The method in this study uses structural Gramscian perspective and critical theory approach. The results of research has showed the role of intellectuals in the social change process. Its related to political dynamic in this area. After the new Order Era, the position of the intellectual very importance, especially in moving of mass aspiration. In this context, these change are realted to the role of the intellectual as a social entity forming the state and civil society well that the New Orde era and before the for the political leadership through organic intellectual actor. In the pos New Orde era more emphasizes the intellectual and moral leadership.
MARGINALISASI MASYARAKAT ADAT Djaja Hendra
Jurnal Ilmiah Mimbar Demokrasi Vol 13 No 2 (2014): Jurnal Ilmiah Mimbar Demokrasi: Volume 13 No. 2 April 2014
Publisher : Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jimd.v13i2.6412

Abstract

Entering the 21st century this far, discourses of adat communities is resurfacing. They are presented because the peoples‟ basic rights and ownership over agricultural resources are disturbed and trembled by the greediness of the ruling regime. In the midst of their powerlessness they are expelled from their socio-cultural attachment, and even more they are wiped out from the population map of a nation. But every regime always bring their own interpretation that leads to the elimination of the recognition of indigenous peoples. Transition of regime to Indonesians does not necessarily change the mentality and the culture that have been firmly embedded (embeddedness), but rather the new regime acts, without any embarrassment and awkward feelings, as successor in the marginalization of the adat communities and inherently their agrarian resources. Actually it is a "misguided thought" of the regime over their own adat communities. The implication therefore indicates that it is a necessity that the existence of indigenous peoples means, at the same time, the recognition of social relations in the society, the nation and the state.
PANCASILA DAN SUMPAH “PALAPA” GADJAH MADA Djaja Hendra
Jurnal Ilmiah Mimbar Demokrasi Vol 18 No 2 (2019): Jurnal Ilmiah Mimbar Demokrasi Volume 18 No. 2 April 2019
Publisher : Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jimd.v18i2.11800

Abstract

The presence of Pancasila nowadays and in the future or the spirit of “Palapa” oath in the past, is functioned as the attaching base and the unity – device for Indonesian nation and its archipelago. We realize truly that this nation consists of various tribes, religions, languages, ethnics, groups, ecology, etc; it needs to be kept, to be preserved, to be conserved. If it is ignored, it can ‘explode’ in anytime so that it needs in depth thinking and strategies to handle and to finish it. That thing has to be done so that it will not make any difficulty in the next day, so it has to be on a passion, maintained and fought for about the Pancasila and the spirit of “Palapa” oath. As the attachment device of the nation, both Pancasila and Palapa oath are taken from the root of the culture of the nation itself: so that it become familiar, close and usual for us as a nation. Though, both of them present according to the situation of the era, they are believed be able to be the ideology of a country, Indonesia nation. Keyword: Pancasila, Oath, explode, unity-device, ideology
MENCOBA MENGANALISIS TEORI SOSIOLOGI KLASIK DURKHEIM DI DUSUN X DESA Y KABUPATEN Z PROPINSI O Djaja Hendra
Jurnal Ilmiah Mimbar Demokrasi Vol 19 No 01 (2019): Jurnal Ilmiah Mimbar Demokrasi Volume 19 No. 1 Oktober 2019
Publisher : Program Studi PPKn FIS UNJ & Asosiasi Profesi PPKn Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jimd.v19i01.12955

Abstract

ABSTRAK Teori Durkheim dalam sosiologi klasik Perancis terkenal dengan tekanannya pada norma-norma kolektif yang mempengaruhi tindakan dan kehidupan individu-individu, tanpa siapa pun yang menyadarinya. Isu-isu kolektif tersebut begitu kuat mengikat, sehingga telah menjadi ciri-ciri khas di dalam hubungan sosial yang bersangkutan. Dari sinilah, kemudian masyarakat itu hidup dalam bermasyarakat maupun bernegara. Teori Durkheim akan dicoba untuk diterapkan di Dusun X, Desa Y, Kabupaten Z, Provinsi O. Hasil-hasil observasi partisipan, terbukti: memang terlihat betapa norma-norma kolektif itu begitu kuat-mengikat individu-individu, sehingga warga pun tidak kuasa secara terang-terangan untuk menolak dari norma-norma yang sudah ditetapkan. Masyarakat Dusun X, tinggal mematuhi dan menerapkan di dalam kehidupan sehari-hari tanpa melihat, apakah norma-norma tersebut sudah sesuai atau tidak dari kehidupan masyarakat yang bersangkutan. Akibatnya, masyarakat Dusun X telah kehilangan kemandirian, jati-diri dan kreativitasnya; atau jika berniat mencoba untuk melawan norma-norma yang telah ditetapan, maka dengan sangat terpaksa siap-siap untuk meninggalkan dusun tempat kelahirannya. Penyebab utama adalah, faktor kemiskinan dikarenakan pekerjaan yang dilakukan sebagian besar tukang becak, buruh bangunan dan sawah hanya sebatas untuk makan sampai pada panen berikutnya. Solusinya, memberi pengertian yang mendalam dan intensif kepada tokoh-tokoh masyarakat yang ada di Dusun X. ABSTRACT Durkheim theory on French classical Sociology is well known with its pressure with the collective norms that affect the action and the life of individuals, without anyone realized it. Those collective issues were tightly bounded, so it has become the special characteristic in the related social relation. From here, then the citizens live in society and in the living state. Durkheim theory will be tried to be applied on X backwoods, Y village, Z province and O province. The result of participants’ observation resulted: it is seen that collective norms tightly tied individuals, so that people do not have the right directly to refuse the stated norms. The citizens of X backwoods, obey and apply the norms in the daily live without seeing whether the norm is appropriate for the live of the related people or not. As the result, citizen from X orchard has lost their independence, self identity and creativity; or if they have a willing to try to break the stated norm, as the result they have to be forced to leave the place where they were born. The main factor is poverty, it is because the job that are done mostly are pedicab drivers, building labor and field worker and it is only enough to earn money on food until the next harvest. The solution of this problem is giving a depth and intensive understanding to the prominent figure in X backwoods.
Perlu Kehati-hatian Dalam Pemberian Materi Pendidikan Di Indonesia Djaja Hendra
JURNAL PENDIDIKAN Vol 30, No 2 (2021)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (92.493 KB) | DOI: 10.32585/jp.v30i2.1356

Abstract

Dunia pendidikan di semua jenjang di Indonesia acapkali tidak bersesuaian dengan kenyataan di dunia Kerja. Akibatnya, pengangguran pun terjadi di mana-mana, terlebih di masa pandemi ini. Nampaknya, berbagai kebijakan telah pula dilakukan pemerintah tetapi persoalan pendidikan, luar biasa rumitnya ditambah dengan kondisi geografis negara kita, mau tidak mau, tentu ada sekolah yang merespons dengan baik dan yang kurang, dalam menanggapi berbagai kebijakan dari pemeritah itu. Contoh kurikulum berskala nasional, tentu harus dipedomani dan disikapi dengan baik karena merupakan aturan baku yang harus dirujuk secara tepat dan tegas. Tetapi dalam kenyataan, harusnya peraturan itu dipahami tidak kaku, elastis-elastis saja dan disesuaikan dengan kondisi di daerah masing-masing. Begitu kakunya, kadang-kadang, membuat parapenga-jar di berbagai tingkat dan jenjang pendidikan tadi, agak sulit dalam berkreasi dan berinovasi. Oleh karena itu, wajar jika orang yang lebih dekat dengan pusat pemerintahan  di Jawa jauh lebih responsif, cepat dan informatif dalam menyikapi daripada mereka yang berasal dari Luar Jawa. Di sini hendaknya materi pendidikan janganlah melulu bersandar pada kurikulum nasional belaka. Jika demikian halnya, tidak mustahil orang-orang Luar Jawa akan selalu tertinggal dan menjadi penonton di daerah mereka sendiri. Dalam dua dasawarsa terakhir ini saja, sudah banyak orang-orang di Jawa --- dalam tes ASN misalnya --- mengikuti tes ASN di Luar Jawa, karena tingginya angka persaingan dan lapangan kerja di Jawa. Membandingkan kondisi demikian, sah-sah saja. Memang tes ASN di mana pun sama saja. Tetapi sulit kiranya peserta tes Luar Jawa dapat menyamai mereka yang berasal dari Jawa, apalagi sampai mengungguli. Itulah sebabnya -- pemerintah dalam pemberian materi pendidikan sesuai kurikulum -- hendaknya memberikan peluang yang kreatif dan inovatif kepada daerah maupun kepada parapengajarnya.    Kata-kata kunci: materi pendidikan, tes-ASN, kurikulum, parapengajar, daerah Luar Jawa
Sosiologi Pendidikan Dalam Pemikiran Ibnu Khaldun Djaja Hendra
JURNAL PENDIDIKAN Vol 30, No 3 (2021)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (121.429 KB) | DOI: 10.32585/jp.v30i3.1923

Abstract

Abstract: The thinkers assume that the 'Father of Sociology' must be Auguste Comte (France). Whereas about 4 centuries ago, before Comte was born, the behavior of the people had been discussed by Ibn Khaldun (Islamic Sociologist). At that time the term sociology was not yet known, let alone talking about the sociology of education. Sociology of education is deliberately displayed and tries to be explored and sought in the main points of Ibn Khaldun's thoughts when he is talking about people's behavior in his work entitled Mukaddinah. In the book, indeed, Ibn Khaldun does not talk specifically about the sociology of education, but we ourselves are trying to find the scattered fragments according to our field of knowledge in his work. The advantages of Ibn Kahdun when talking about the behavior of society as a whole, then where do we look for the sociology of education? Also, what should not be forgotten is that Ibn Khaldun also includes his teaching methods. Why is that? Ibn Khaldun is a thinker as well as someone who compares with the reality on the ground. This can happen because he is a thinker who is behind the desk as well as being in the government (demands field work). He theorizes as well as application.  Keywords: sociology of education, main ideas, community behavior