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Menilik Demokrasi Pendidikan Ki Hajar Dewantara dalam Kelas Kontemporer Ardiansyah, Zidane; Hendriwanto, Hendriwanto
JENTRE Vol. 5 No. 2 (2024): JENTRE: Journal of Education, Administration, Training and Religion
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/jen.v5i2.510

This study aims to explore how teacher interpret and implement Ki Hajar Dewantara's educational democracy in contemporary classrooms. The research employs a qualitative method with a single case study design, where data were collected through open-ended interviews and observations of a teacher applying democratic principles in their classroom. The data were processed using thematic analysis with descriptive coding. The findings reveal four main themes: (1) Democratic Values in Education through Ki Hajar Dewantara’s Philosophy, (2) Educational Democracy within the Framework of the Trilogi Kepemimpinan, (3) Innovation in Democratic Education, and (4) The Challenges of Democracy in Contemporary Classrooms. The results show that the teacher interprets Dewantara’s democratic principles as responsible freedom for students to express their opinions and equal rights regardless of background. This is implemented through the Leadership Trilogy, positioning the teacher as a role model, replacing punishment with class agreements, and fostering a positive classroom environment. The teacher also applies democratic principles by incorporating local approaches, experiential learning, and integrating spiritual aspects to counter neoliberalism and neoconservatism in education. The challenges faced by the teacher in implementing educational democracy relate to the ever-changing kodrat alam and kodrat zaman of students, as well as differing views among the Tripusat Pendidikan. However, these challenges are addressed through reflection and self-improvement.

Menilik Demokrasi Pendidikan Ki Hajar Dewantara dalam Kelas Kontemporer Ardiansyah, Zidane; Hendriwanto, Hendriwanto
JENTRE Vol. 5 No. 2 (2024): JENTRE: Journal of Education, Administration, Training and Religion
Publisher : Balai Diklat Keagamaan Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38075/jen.v5i2.510

This study aims to explore how teacher interpret and implement Ki Hajar Dewantara's educational democracy in contemporary classrooms. The research employs a qualitative method with a single case study design, where data were collected through open-ended interviews and observations of a teacher applying democratic principles in their classroom. The data were processed using thematic analysis with descriptive coding. The findings reveal four main themes: (1) Democratic Values in Education through Ki Hajar Dewantara’s Philosophy, (2) Educational Democracy within the Framework of the Trilogi Kepemimpinan, (3) Innovation in Democratic Education, and (4) The Challenges of Democracy in Contemporary Classrooms. The results show that the teacher interprets Dewantara’s democratic principles as responsible freedom for students to express their opinions and equal rights regardless of background. This is implemented through the Leadership Trilogy, positioning the teacher as a role model, replacing punishment with class agreements, and fostering a positive classroom environment. The teacher also applies democratic principles by incorporating local approaches, experiential learning, and integrating spiritual aspects to counter neoliberalism and neoconservatism in education. The challenges faced by the teacher in implementing educational democracy relate to the ever-changing kodrat alam and kodrat zaman of students, as well as differing views among the Tripusat Pendidikan. However, these challenges are addressed through reflection and self-improvement.

THE UNIVERSITY STUDENTS’ EXPERIENCES IN LEARNING ENGLISH USING YOUTUBE : A CASE STUDY OF INDEPENDENT LEARNING Hendriwanto Hendriwanto; Tifani Dita Desela; Ramnita Saini Sharda
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9 No 2 (2021)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v9i2.6089

YouTube is a website that facilitates users to share the videos they have, or just enjoy various videos uploaded by content creators. There are various kinds of videos that can be uploaded through this site, such as video blogs, music video clips, education videos, and others. Learning English independently through YouTube is a research topic which aims to find out the experiences of students while studying English and the challenges and opportunities they get. English Education in one private university in Cirebon became the object that the researcher chose and there were four female students who participants in this study. This research uses qualitative methods and data analysis uses thematic analysis. Data from this research is found by doing questionnaire and interview seasons. All participants showed positive responds. The results of this research indicate that YouTube is an application that can be used independently. Learning English by watching videos can help them improve their English skills, especially in listening and speaking skills. The benefits they get while using YouTube as a medium for learning English are interesting English learning content, good pronunciation, unfamiliar word, familiar with accent, a lot of information and knowledge through the videos that they see for learning.

Using Mobile Language Learning Technology to Promote Intercultural Awareness: Insights From an Extensive Listening Class Ratna Andhika Mahaputri; Hendriwanto Hendriwanto; Wendi Kusriandi
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.912

Purpose: This study reports on the intervention of technology-enhanced language learning in an extensive listening class to promote intercultural awareness. Methods: The nature of the present study was exploratory as the recruited students were engaged in virtual language learning tasks through different online platforms, such as zoom meetings, podcasts, Padlet, and other online listening resources (ESL Fast, BBC Learning English, voice tube, and news in level). A phenomenological case study was adopted to investigate the intervention of technology-enhanced language learning to promote intercultural awareness perceived through the participants’ perspective. Data were garnered through analysis with interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA) from questionnaires and interviews. Findings: The learners’ intercultural awareness was perceived to enhance during the experiences of extensive listening mediated by technology. Generally, they respond positively to intercultural incidents within various topics of intercultural listening. Research Implications: This study contributes to the research on technology-enhanced intercultural learning with extensive listening activity in EFL teaching. In this sense, the students teachers’ perceptions of intercultural awareness development during technology-mediated extensive listening, rather than providing intervention effectiveness. Originality: The present study investigates the intervention of language learning technology to promote intercultural awareness in EL class. Furthermore, the language learners’ responses to various online listening platforms concerning intercultural topics are also discussed.

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