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Purwanto Purwanto

BPHN - Kementerian Hukum dan HAM Jl. Mayjen Soetoyo, Cililitan, Jakarta Timur

Author-ID : 350030

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Pendampingan Pembuatan Media Pembelajaran Berbasis Multimedia Bagi Guru SD Negeri Pedurungan Kidul 02 Semarang Utomo, Danang Wahyu; Kartikadarma, Etika; Dolphina, Erlin; Kurniawan, Defri; Purwanto, Purwanto
ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT Vol 7, No 1 (2024): JANUARI 2024
Publisher : LPPM UNIVERSITAS DIAN NUSWANTORO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62411/ja.v7i1.1802

Media pembelajaran saat ini telah berkembang, salah satu contohnya adalah media pembelajaran digital atau biasa disebut literasi digital. Literasi digital dapat berupa teks, audio, atau video. Cara mendapatkannya dapat melalui berbagai sumber seperti media sosial dan halaman web. Keuntungan dari media pembelajaran digital adalah dapat meningkatkan kemampuan belajar siswa. Guru juga dapat menggunakan berbagai sumber seperti teks, gambar, audio dan video dalam materi pembelajaran. Maka program kemitraan Masyarakat (PKM) dari Udinus menawarkan pendampingan pembuatan media pembelajaran berbasis multimedia dengan Canva. Metode yang digunakan dalam program kemitraan Masyarakat adalah praktek dengan Canva. Dalam praktek tersebut, para guru diawali membuat slide presentasi kemudian diubah menjadi video pembelajaran dengan memanfaatkan asset yang disediakan oleh Canva.

MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG) Rianti, Nurul Safia; Utaya, Sugeng; Purwanto, Purwanto; Mutia, Tuti
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 12, No 1 (2024): APRIL
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v12i1.19952

Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi guru Geografi terhadap penerapan project based learning dalam kurikulum merdeka. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan wawancara semi terstruktur. Sumber data diperoleh dari MGMP Kabupaten Tulungagung, dan Kediri. Data penelitian diperoleh melalui hasil wawancara dan dianalisis melalui tahapan reduksi data, penyajian data, dan verifikasi data atau kesimpulan. Hasil penelitian menunjukan 88% guru telah mengikuti pelatihan terkait pembelajaran berbasis proyek dalam Kurikulum Merdeka, 88% guru telah mengimplementasikan project based learning di kelas. 96% hasil wawancara menunjukkan bahwa project based learning dibutuhkan dalam Kurikulum Merdeka terkhusus mata Pelajaran geografi. Guru Geografi memiliki perspektif bahwa project based learning dapat meningkatkan keaktifan siswa, sebagai ruang kolaborasi dan melatih siswa untuk lebih kreatif dan inovatif. Project based learning yang diintegrasikan pada Pembelajaran Geografi melatih siswa untuk menganalisis kemampuan spasial, dan sikap peduli terhadap lingkungan, meskipun dalam pengaplikasiannya guru memperoleh hambatan yaitu kesesuaian antara materi dan alokasi waktu yang cukup lama.Abstract: This research aims to determine geography teachers' perceptions of the implementation of project-based learning in the independent curriculum. The research method used was descriptive-qualitative with semi-structured interviews. Data sources were obtained from MGMP Tulungagung Regency and Kediri. Research data was obtained through interviews and analyzed through the stages of data reduction, data presentation, and data verification or conclusions. The research results show that 88% of teachers have participated in training related to project-based learning in the Independent Curriculum, and 88% of teachers have implemented project-based learning in the classroom. 96% of interview results show that project-based learning is needed in the Independent Curriculum, especially in geography subjects. Geography teachers have the perspective that project-based learning can increase student activity, create a space for collaboration, and train students to be more creative and innovative. Project-based learning, which is integrated into geography learning, trains students to analyze spatial abilities and care for the environment, although in its application, the teacher encounters obstacles, namely the suitability of the material and the allocation of quite a long time.

MODEL EARTHCOMM BERBANTUAN GOOGLE EARTH PRO: PENGARUHNYA TERHADAP KEMAMPUAN BERPIKIR SPASIAL MENDALAM PADA MATERI PENELITIAN GEOGRAFI Memmase, Joice Zhenrike; Purwanto, Purwanto
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 12, No 1 (2024): APRIL
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v12i1.21845

Abstrak: Keunggulan dalam model pembelajaran Earth System Science in The Community (Earthcomm) yaitu mampu mempersiapkan peserta didik dalam proses penyelidikan ke dalam menganalisis tentang fenomena. Kegiatan menganalisis pada saat melakukan penyelidikan dalam pembelajaran geografi, dibutuhkan kemampuan berpikir spasial yang baik. Namun, pengajaran geografi yang berpusat pada guru dan berfokus pada materi masih banyak diterapkan di Indonesia. Penelitian ini bertujuan membangun kapabilitas kemampuan berpikir spasial pada tingkat mendalam menggunakan model pembelajaran Earthcomm, sebagai subjek penelitian siswa IPS kelas X di SMAN 3 Malang dengan memanfaatkan media Google Earth Pro. Quasi Experiment menjadi jenis penelitian ini dengan Pretest and Posttest with Nonequivalent Control Group Design dan menggunakan instrumen tes esai yang telah diverifikasi validitas dan reliabilitasnya. Berdasarkan indikator kemampuan berpikir spasial mendalam, pertanyaan-pertanyaan disusun secara terstruktur. Analisis data untuk Uji One Way Anova dengan bantuan Windows SPSS 25. Penelitian ini menghasilkan nilai Sig (2-tailed) sebesar 0,025 < 0,05 dan dinyatakan bahwa model Earthcomm dengan media Google Earth Pro berpengaruh terhadap kemampuan berpikir spasial mendalam pada materi penelitian geografi. Adapun tahapan terpenting yang perlu dilakukan untuk mengoptimalkan kemampuan berpikir spasial mendalam siswa menggunakan model pembelajaran Earthcomm yaitu pada tahapan pengumpulan dan analisis data. Sebab, model Earthcomm membutuhkan waktu yang banyak dalam pelaksanaannya.Abstract: Excellence in the Earth System Science in The Community (Earthcomm) learning model is able to prepare students in the process of investigation into analyzing phenomena. Analyzing activities when conducting investigations in geography learning, good spatial thinking skills are needed. However, geography teaching that is teacher centered and material-focused is still widely applied in Indonesia. This study aims to build spatial thinking capabilities at a deep level using the Earthcomm learning model, as a research subject for grade X social studies students at SMAN 3 Malang by utilizing Google Earth Pro media. Quasi Experiment becomes this type of research with Pretest and Posttest with Nonequivalent Control Group Design and uses essay test instruments that have been verified for validity and reliability. Based on indicators of deep spatial thinking skills, questions are arranged in a structured manner. Data analysis for One Way Anova Test with the help of Windows SPSS 25. This study produced a Sig (2-tailed) value of 0.025 < 0.05 and it was stated that the Earthcomm model with Google Earth Pro media affected the ability to think deeply spatial in geography research material. The most important stage that needs to be done to optimize students' deep spatial thinking skills using the Earthcomm learning model is at the stage of data collection and analysis. Because, the Earthcomm model requires a lot of time in its implementation.

Analisis Perilaku Generasi Digital Native Terhadap Bank Syariah Ngali, Fatkhul; Purwanto, Purwanto; Fitriyani, Yeni
Al-Intaj : Jurnal Ekonomi dan Perbankan Syariah Vol 8, No 2 (2022)
Publisher : Faculty of Economics and Islamic Business, UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/aij.v8i2.3722

The motive of this take a look at is to decide the elements that impact the goal of the virtual local technology to undertake Islamic banking offerings. Much preceding research have used the Theory of Planned Behaviour (TPB) withinside the adoption of the conduct of Islamic monetary offerings, however there are nonetheless few research withinside the context of the virtual local technology. Meanwhile, the virtual local technology can end up a marketplace phase for Islamic banking as a way to growth marketplace share. The studies pattern turned into 169 respondents from the virtual local technology who stay in Magelang Regency. The studies information turned into gathered on line the usage of the google shape facility. Data evaluation used Structural Equation Modelling primarily based totally on variance. The results show that theoretically, this research can prove that the Theory of Planned Behavior (TPB) is relevant to be used in analyzing the behavior of the digital native generation towards Islamic banks. Partially, this study proves that the variables in the TPB, namely attitudes, subjective norms and perceived behavioral control, were found to have a significant positive influence on the intention of the digital native generation to adopt Islamic banking services. The next finding is that online shopping behavior is able to moderate the relationship between subjective norms and behavioral control variables that are perceived positively, but in memorization a negative relationship to the intention to adopt Islamic banking services.

Analisis Inovasi Kurikulum Merdeka Berdiferensiasi pada Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Umum Nurlaili, Nurlaili; Suranda, Novalyo; Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i1.2429

This research aims to determine the innovation of an independent, differentiated curriculum in Islamic religious education learning. This research uses a type of library research. The research results show that differentiated learning is a method or effort made by teachers to meet students' needs and expectations. Differentiated learning is an effort to adapt the learning process in the classroom to meet the individual learning needs of each student. Implementation of a differentiation-based independent curriculum in Islamic Religious Education learning in Public Schools (Elementary, Middle School, High School and College) includes: (1) Content differentiation, when teachers know several aspects of students' needs through mapping, educators can provide content different, to each student according to learning needs and profiles such as grouping students with learning styles in the form of audio, visual, audio visual and kinetic (motion), (2) Process Differentiation, in this learning process educators need to understand the learning needs of students/ students whether they are able to study independently, in groups, or require special treatment (special assistance) to understand the concept of the material by grouping students according to the students' readiness, abilities and interests and learning talents. (3) Product Differentiation. The products produced can be projects, presentations, designs, speeches, memorization, and religious practices. (4) Environmental differentiation, can use classroom facilities, outdoor (park), computer laboratory and prayer room. Abstrak Penelitian ini bertujuan untuk mengetahui inovasi kurikulum merdeka berdiferensiasi dalam pembelajaran Pendidikan agama Islam, penelitian ini menggunakan jenis penelitian kepustakaan (library research). Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi adalah cara atau upaya yang dilakukan guru untuk memenuhi kebutuhan dan harapan murid. Pembelajaran berdiferensiasi sebagai usaha untuk menyesuaikan proses pembelajaran di kelas untuk memenuhi kebutuhan belajar individu setiap siswa. Implementasi kurikulum merdeka berbasis diferensiasi pada pembelajaran Pendidikan Agama Islam di Sekolah Umum (SD, SMP, SMA, dan Perguruan Tinggi) meliputi: (1) Diferensiasi konten Pada saat guru telah mengetahui beberapa aspek kebutuhan peserta didik melalui pemetaan, maka pendidik dapat memberikan konten yang berbeda, kepada setiap peserta didik sesuai dengan kebutuhan dan profil belajar seperti pengelompokan peserta didik dengan gaya belajar berupa audio, visual, audio visual dan kinetik (gerak), (2) Diferensiasi Proses, Proses pembelajaran ini pendidik perlu memahami kebutuhan belajar peserta didik/mahasiswa apakah mereka mampu belajar secara mandiri, kelompok, atau membutuhkan perlakuan khusus (pendampingan khusus) untuk memahami konsep materi dengan mengelompokkan peserta didik sesuai pada kesiapan, kemampuan dan minat dan bakat belajar peserta didik. (3) Diferensiasi Produk, Produk yang dihasilkan dapat berupa projek, presentasi, desain, pidato, hafalan, dan praktek ibadah. (4) Diferensiasi Lingkungan dapat menggunakan fasilitas kelas, outdoor (taman), laboratorium komputer, dan Musholah.

Sosiologi Pendidikan Mannheim (Sebuah Refleksi) Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 8 No. 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v8i2.2480

Refleksi didefinisikan sebagai upaya untuk mencapai sudut pandang yang lebih tinggi untuk melihat situasi secara keseluruhan daripada hanya melihat fakta-fakta yang terisolasi. Pendekatan interdisipliner Mannheim terhadap pendidikan dan sosiologi pendidikan meliputi; (1). Tujuan Sosiologi Pendidikan, (2). Pengembangan Kurikulum dan Fungsi Sekolah, (3). Meninjau Ulang Posisi Nilai Mannheim dan Kaitannya dengan Tujuan Pendidikan, (4). Perdebatan Individualis-Kolektivis dalam Pendidikan, (5). Sifat Sosial-Psikologis Individu dan Perkembangan Kepribadian sebagai Aspek Pendidikan dan Pembelajaran, (6). Psikologi dan Pembelajaran, (7). Frustrasi, (8). Peran Guru dalam Pendidikan Kreatif, (9). Asumsi Naturalistik dan Teori Pembelajaran, (10). Faktor Sosiologis, (11). Pembelajaran dan Pengembangan di Sekolah, dan; (12). Ruang Kelas. Perspektif berbagai disiplin ilmu yang disebutkan, perlu upaya refleksi. Pembahasan refleksi sosiologi pendidikan inilah yang akan dibahas dalam tulisn ini. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil penelitian ini adalah: (1) Ada konsistensi dan kesinambungan dalam teori sosial Mannheim dan sosiologi pendidikannya. Mannheim berusaha mengkoordinasikan temuan-temuan epistemologisnya; usahanya untuk menemukan setidaknya seperangkat nilai yang bersifat sementara (temporary) dan relasional (relational) yang akan menjadi panduan untuk bertindak. (2) Mannheim meneliti faktor kepribadian, budaya, dan sosiologis atau struktural yang terlibat dalam proses pendidikan. Pembahasannya adalah rangkuman pengetahuan kontemporer yang paling relevan. Ia meninjau teori-teori kepribadian, gagasan tentang ciri-ciri budaya dasar suatu zaman, dan studi sosiologis tentang proses pendidikan. (3) Mannheim mencatat bahwa ada prasyarat fungsional (functional prerequisites) dari struktur dan budaya serta individu. Mannheim merasa bahwa pendidikan harus terdiri dari pengembangan untuk hidup. Pendidikan harus memberikan akar bagi stabilitas serta keamanan yang dibutuhkan untuk menghadapi perubahan. Pendidikan harus memberikan pengetahuan yang akurat tentang; dunia tempat kita hidup agar kita dapat menemukan tempat kita di dunia sebagai individu dan memiliki dasar minimal pengetahuan umum dan tujuan yang disepakati bersama dalam perspektif waktu historis tertentu. Abstract Reflection is defined as an attempt to reach a higher vantage point to see the situation as a whole rather than just looking at isolated facts. Mannheim's interdisciplinary approach to education and the sociology of education includes; (1). Purpose of Sociology of Education, (2). Curriculum Development and School Functions, (3). Revisiting Mannheim's Value Position and its Relation to the Purpose of Education, (4). The Individualist-Collectivist Debate in Education, (5). Socio-Psychological Nature of Individuals and Personality Development as Aspects of Education and Learning, (6). Psychology and Learning, (7). Frustration, (8). The Role of the Teacher in Creative Education, (9). Naturalistic Assumptions and Learning Theories, (10). Sociological Factors, (11). Learning and Development in Schools, and; (12). Classroom. The perspectives of the various disciplines mentioned, need reflection efforts. The discussion of reflection on the sociology of education is what will be discussed in this paper. This research is a type of library research using a descriptive analysis analysis. The results of this study are: (1) There is consistency and continuity in Mannheim's social theory and his sociology of education. Mannheim attempted to coordinate his epistemological findings; his attempt to find at least a set of temporary and relational values that would guide action. (2) Mannheim examined the personality, cultural, and sociological or structural factors involved in the educational process. His discussion is a summary of the most relevant contemporary knowledge. He reviewed personality theories, ideas about the basic cultural traits of an era, and sociological studies of the educational process. (3) Mannheim noted that there are functional prerequisites of structure and culture as well as the individual. Mannheim felt that education should consist of development for life. Education should provide the roots for the stability and security needed to deal with change. Education should provide accurate knowledge of the world we live in so that we can find our place in the world as individuals and have a minimal basis of common knowledge and goals that are mutually agreed upon within a specific historical time perspective.

Kritik Terhadap Multikulturalisme Dan Pendidikan Multikultural Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 9 No. 1 (2022): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v9i1.2481

Banyak kontroversi mengenai multikulturalisme. Di antara para pengkritik multikulturalisme adalah argumen perspektif liberal-individualis (liberal-individualist perspectives) dan perspektif pendidik kritis (critical educators' perspectives). Dalam artikel ini, bukan mengulangi kembali kontroversi yang banyak diperdebatkan melainkan mendeskripsikan gambaran bagaimana para kritikus multikulturalisme menafsirkan dan merepresentasikan konsep tersebut. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil pembahasan tulisan ini adalah: [1]. Para kritikus liberal menganggap tesis di balik multikulturalisme dan pendidikan multikultural ini bermasalah. Kritik utama mereka; multikulturalisme sebagai separatisme, multikulturalisme sebagai etnosentrisme budaya, multikulturalisme sebagai determinisme dan fundamentalisme budaya, dan; budaya sebagai sumber identitas dipertanyakan. Para kritikus liberal memandang ‘multikulturalisme’ dan ‘pendidikan multikultural’ sebagai sebuah prinsip yang mendukung pentingnya identitas budaya di atas segalanya. Mereka lebih melihat kerugian dari menghormati budaya dengan cara-cara yang dianjurkan oleh para multikulturalis, karena hal tersebut menyiratkan partikularisme budaya yang dapat mendorong fundamentalisme budaya (cultural fundamentalism), etnosentrisme (ethnocentrism), dan stereotip budaya (cultural stereotypes). Dengan kata lain, para kritikus liberal berpikir bahwa perlindungan identitas budaya dan pengembangan otonomi individu saling bertentangan. Selanjutnya, [2]. para pendidik kritis menilai pendekatan pendidikan multikultural yang ada saat ini tidak bersifat transformatif atau memberdayakan. Multikulturalisme dinilai sebagai pendekatan yang ambigu dan pasif yang hanya "merayakan keragaman budaya," sambil menghindari isu-isu sosial yang lebih serius seperti kesetaraan, diskriminasi, dan penindasan ekonomi. Abstract There is much controversy about multiculturalism. Among the critics of multiculturalism are arguments from liberal-individualist perspectives and critical educators' perspectives. In this article, rather than rehashing the much-debated controversy, we describe how critics of multiculturalism interpret and represent the concept. This research is a type of library research using descriptive analysis. The results of the discussion of this paper are: [1]. Liberal critics consider the thesis behind multiculturalism and multicultural education to be problematic. Their main criticisms are; multiculturalism as separatism, multiculturalism as cultural ethnocentrism, multiculturalism as cultural determinism and fundamentalism, and; culture as a source of identity is questioned. Liberal critics view 'multiculturalism' and 'multicultural education' as a principle that supports the importance of cultural identity above all else. They rather see the disadvantages of respecting culture in the ways advocated by multiculturalists, as it implies cultural particularism that can encourage cultural fundamentalism, ethnocentrism, and cultural stereotypes. In other words, liberal critics think that the protection of cultural identity and the development of individual autonomy are in conflict. Furthermore, [2]. The critical educators think that current multicultural education approaches are not transformative or empowering. Multiculturalism is seen as an ambiguous and passive approach that only "celebrates cultural diversity," while avoiding more serious social issues such as equality, discrimination, and economic oppression.

Konsep-konsep Sosiologi Pengetahuan dan Pendidikan Mannheim Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 9 No. 3 (2022): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v9i3.2483

Ada satu masalah yang menjadi pusat perhatian Mannheim di sepanjang kariernya; dan ini melibatkan sifat makna. Ketika Mannheim mengajukan pertanyaan utama tentang sosiologi pengetahuan, yaitu “How men actually think?" Bagi Mannheim, diagnosis sosial merupakan metode untuk menentukan dalam kondisi apa individu, kelompok, atau masyarakat hidup: (a) tanpa makna, atau (b) dengan makna yang khas pada masanya. Untuk memahami hubungan antara nilai-nilai sosial, epistemologi, sosiologi pengetahuan, diagnosis sosial, sosiologi politik, dan sosiologi pendidikan Mannheim, perlu kiranya dipahami konsep-konsep teorinya. Karena itulah, berikut ini akan dielaborasi konsep-konsep sosiologi pengetahuan dan pendidikan Mannheim. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Prosedur dasarnya adalah mengevaluasi karya-karya Mannheim dan membedakan antara posisi dan asumsi dasarnya dalam bidang nilai, epistemologi, sosiologi pengetahuan, diagnosis sosial, sosiologi politik, dan sosiologi pendidikan. Hasil penelitian menunjukkan bahwa konsep-konsep Sosiologi Pengetahuan Dan Pendidikan Karl Mannheim adalah: 1. Masyarakat yang terdiri dari struktur, budaya, dan keperibadian (Society as constituted of structure, culture, and personality), 2. Interpretasi (Interpretation), 3. Pengetahuan (Knowledge), 4. Pemikiran Ideologis dan Utopis (Ideological and Utopian Thinking), 5. Utopia, 6. Pemikiran yang Realistis atau Sesuai dengan Situasi (realistic or situationally congruous thought), 7. Intelektual yang Relatif Tidak Terikat Secara Sosial (The Relatively socially-unattached Intellectual), 8. Kebebasan (Freedom), 9. Pendidikan (Education), dan 10. Diagnosis Sosial (Social Diagnosis). Karya Mannheim sangat penting untuk menghubungkan pertanyaan-pertanyaan nilai tentang orang dan masyarakat seperti pertanyaan-pertanyaan diagnostik sosial tentang sifat realitas dan ide-ide kita tentang realitas. Juga, jembatan antara kita ingin menjadi seperti apa, dan menjadi seperti apa, perlu dibangun di atas sistem pendidikan yang kita rancang. Ada banyak hal yang dapat dipelajari dari kodifikasi pandangan Mannheim tentang isu-isu ini. Abstract There is one issue that has been at the center of Mannheim's attention throughout his career; and this involves the nature of meaning. When Mannheim posed the central question of the sociology of knowledge, namely "How do men actually think?" For Mannheim, social diagnosis was a method for determining under what conditions individuals, groups, or societies live: (a) without meaning, or (b) with meaning unique to their time. To understand the relationship between Mannheim's social values, epistemology, sociology of knowledge, social diagnosis, political sociology, and sociology of education, it is necessary to understand his theoretical concepts. Therefore, the following will elaborate on the concepts of Mannheim's sociology of knowledge and education. This research is a type of library research using descriptive analysis. The basic procedure is to evaluate Mannheim's works and distinguish between his basic positions and assumptions in the fields of value, epistemology, sociology of knowledge, social diagnosis, political sociology, and sociology of education. The results show that Karl Mannheim's concepts of Sociology of Knowledge and Education are: 1. Society as constituted of structure, culture, and personality, 2. Interpretation, 3. Knowledge, 4. Ideological and Utopian Thinking, 5. Utopia, 6. Realistic or situationally congruous thought, 7. The Relatively socially-unattached Intellectual, 8. Freedom, 9. Education, and 10. Social Diagnosis. Mannheim's work is crucial for connecting value questions about people and society as well as social diagnostic questions about the nature of reality and our ideas about reality. Also, the bridge between what we want to be, and what we want to become, needs to be built on the education system we design. There is much to be learned from Mannheim's codification of views on these issues.

Mannheim dan Para Pengkritiknya (Sebuah Tinjauan Literatur) Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 10 No. 1 (2023): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v10i1.2484

Para ahli berpendapat bahwa karya-karya Mannheim tidak mewakili keseluruhan secara kongruen. Pemikiran dan karya Mannheim dianggap mengalami perubahan penekanan (changes of emphasis), meskipun terbukti bahwa tema dan perhatian yang saling mengintegrasikan, yang menjadi korelasi mengintegrasikan seluruh karya Mannheim. Tulisan ini bertujuan untuk mengelaborasi kritik terhadap pemikiran dan karya Mannheim. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil penelitian adalah: Pertama; Kritik terhadap pemikiran dan karya Mannheim adalah: (1) teori pengetahuan Mannheim, meskipun rumusan pengetahuan dapat menjelaskan bagaimana ide-ide muncul, rumusan tersebut tidak dapat menjelaskan apakah ide-ide tersebut benar atau salah; (2) Kesalahan terbesar teori Mannheim, menganggap kaum intelektual adalah sebuah kelas seperti kelas-kelas lainnya, bukannya tidak terikat, tetapi seperti setiap kelas, terikat pada lokasi sosial yang spesifik. (3) Pemikiran Mannheim tidak dapat direduksi menjadi relativisme total, sebab mengabaikan elemen universalistik, inklusif, dan normatif yang melingkupi pemikirannya. (4). Mannheim tidak pernah menawarkan perbedaan yang jelas antara tingkat ilmu pengetahuan dan akal sehat, antara penilaian rasional dan cara-cara tradisional yang mendasar, atau antara jenis-jenis pengetahuan lainnya. Pada intinya para ahli berpendapat bahwa karya-karya Mannheim tidak mewakili keseluruhan secara kongruen. Menurut penulis, pernyataan posisi pemikiran Mannheim beradaptasi dengan argumen kesesuaian (argument of congruence). Abstract Scholars argue that Mannheim's works do not represent a congruent whole. Mannheim's thought and works are considered to undergo changes of emphasis, although it is evident that the themes and concerns that integrate each other, which become correlates, integrate all of Mannheim's works. This paper aims to elaborate critiques of Mannheim's thought and work. This research is a type of library research using a descriptive analytical analysis knife. The results of the research are: First; Criticisms of Mannheim's thoughts and works are: (1) Mannheim's theory of knowledge, although the formulation of knowledge can explain how ideas arise, the formulation cannot explain whether the ideas are true or false; (2) The biggest mistake of Mannheim's theory, assuming the intellectuals are a class like other classes, is not unbound, but like every class, is bound to a specific social location. (3) Mannheim's thought cannot be reduced to total relativism, as it ignores the universalistic, inclusive, and normative elements that pervade his thought. (4). Mannheim never offers a clear distinction between the levels of science and common sense, between rational judgment and basic traditional ways, or between other types of knowledge. In essence, scholars argue that Mannheim's works do not represent a congruent whole. According to the author, the statement of Mannheim's position of thought adapts to the argument of congruence.

Antara ‘Multikulturalisme’ dan Pendidikan Multikultural (Sebuah Autokritik) Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol. 10 No. 3 (2023): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v10i3.2485

Multikulturalisme adalah disiplin yang rumit dan kontroversial yang mencakup berbagai kebijakan dan praktik. tulisan ini dimaksudkan untuk mengeksplorasi dasar-dasar teoritis multikulturalisme dan pendidikan multikultural dalam masyarakat yang secara budaya beragam, liberal, dan demokratis. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil penelitian ini adalah: Pertama, multikulturalisme dapat dipahami sebagai ‘sebuah nilai dan prinsip politik yang bertujuan untuk mempromosikan koeksistensi yang damai dan bermakna antara kelompok-kelompok yang berbeda secara budaya dengan melindungi warisan budaya dan identitas masyarakat. Kedua, ada empat jenis multikulturalisme, iaitu: oposisi (oppositional), dominan (dominant), liberal (liberal), dan ‘multikulturalisme mainstream’ (mainstream multiculturalism). Penulis akan menunjukkan bahwa ‘multikulturalisme mainstream’ bisa dan semestinya diterapkan. Argumen utamanya bahwa ‘multikulturalisme mainstream’ tidak mendukung identitas budaya yang terpisah, nasionalisme budaya, atau determinisme budaya seperti yang diklaim oleh banyak pengkritik multikulturalisme. Abstract Multiculturalism is a complex and controversial discipline that encompasses a wide range of policies and practices. This paper is intended to explore the theoretical foundations of multiculturalism and multicultural education in a culturally diverse, liberal, and democratic society. This research is a type of library research using a descriptive analytical analysis knife. The results of this research are: First, multiculturalism can be understood as 'a political value and principle that aims to promote peaceful and meaningful coexistence between culturally different groups by protecting the cultural heritage and identity of society. Second, there are four types of multiculturalism, namely: oppositional, dominant, liberal, and 'mainstream multiculturalism'. The author will show that 'mainstream multiculturalism' can and should be applied. The main argument is that 'mainstream multiculturalism' does not support separate cultural identities, cultural nationalism, or cultural determinism as many critics of multiculturalism claim.

Co-Authors A.A. Ketut Agung Cahyawan W Abadi, Tegar Abdul Ghofur Abdul Rohim, Abdul Abdullah, Herkules Abdullah, Shodiq Abdur Rahman As’ari Abdurachman, Fatimah Azzahra Abdussalam Abdussalam, Abdussalam Abyan Rizqy, Nadaa Syifa Acep Irham Gufroni Ade Evriansyah Lubis Ade Evriansyah Lubis Ade, Nuroktav Adha, Arfa Adha, Wahdi Arfa Adi Kunarso, Adi Adi Wibowo Adiguna Rahmat Nugraha Adolf Situmorang Afandi, Tjetjep Yusuf Afrian, Nurul Agus Haryanto Agus Hikmat Agus Kurniawan Agus Muldiyanto, Agus Agus Setiawan Agus Sriyanto Agus Sumadi Agusman, Agusman Agustin, Ririn Agustinus Astono Agustono, Tridjoko Ahimbisibwe, Vianny Ahmad Muzaki Ahmad Umam Aufi Aidil Syaputra Aina, Muslimatul Aini, Rahma Nur Aisyah , Habibatunnurrohmah Aji, Galih Dwi Akhmad Alim, Akhmad Akhriani, Soekma Al Afgani, Rony Al zami, Farrikh Al-Bukhori, Lucky Airlangga Albetrik Meizontara Alfi Satriadi Ali, Amir Alimatussa'diyah, Alimatussa'diyah Alimatussa’diyah, Alimatussa’diyah alimni, alimni Alissya Swastika NSP, Alissya Alriski, Mochammad Fadhil Niko Alzami, Farrikh Amalia, Ayu Rizki Amalia, Dwi Ayu Lutfiana Amalik, Ahmad Fauzal Ibnu Amatullah, Aulia Amos Amos Amrullah, Ezar Amsari Damanik Anam, Rizqy Khairul Ananda, Chika Fena Andianto, Jonathan Andini, Widea Hening Andreuw Meda, Ridodio Andriana, Ririn Andriyatna Agung Kurniawan Anggoro, Agung Doni Anggraini, Triana Angkasa, Julius Warih Anif Rizqianti Hariz Anik Kustirini, Anik Anisa, Mutiara Nur Annisa, Juwairiah Anny Miftakhul Hidayah, Anny Miftakhul Anton Wachidin Widjaja Anwar, Amthori Apriangga Rachmandinur, Apriangga Apriliana, Tika Ardiansyah, Izza Ardiansyah, Zunan Faruq Aref Vai Arfa Adha Arfianto, Moh Ari Arianti , Hany Arif Rakhman Suharso Arif Rianto Budi Nugroho Arifin Arifin Arina Ulfa Mawaddah, Arina Ulfa Arindri Diestya Hernomo Arini Wendy Astuti Ario Hendartono Aris Ismanto Arisman Arisman Ariyadi Wijaya Arohman, Arohman Arthur, Christian Arty, Nindy ary yunanto Aryawan, Aryawan As'ad, Ali Asfirah, Lia Retian Asmara Indahingwati, Asmara Asmi, Nurul Asnani Ratna Ambarrukmi, Asnani Ratna Assa'diyah, Halimah Astuti, Yani Parti Asvic Helida, Asvic Asyarifah, Runing Fikriyah Aunga, Maria Marantika Awang, Mohd Isha Azahar, Ridho Aziz, Arby Abdul Aziz, Muhammad Naufal B.M.A.S. Anaconda Bangkara Bagus Setiabudi Wiwoho Bahrul Fawaid Bakhri, Syaeful Bambang Tutuko Baskoro Rochaddi Bayu Priyono, Bayu Bayyinah, Lafi Na'imatul Binekas, Bani Bintang Muslimah, Tsaqofi Biramaputra, Philia Pauline Gracia Budi Handoyo Budi Purnomo Budi Setiawan Budi Warsito Budiyono Budiyono Burasukma, Mona burhan, Amelia handayani Bustaram, Isnain cahyani, Ida Cahyani, Wulan Nurlita Cakranegara, Pandu Adi Candra Purnawan Catur Supriyanto Chairil, Azril Chandra Wijaya, Agus Fany Chatarina Umbul Wahyuni Cholis Sa’dijah Christ Rudianto Christy Atika Sari Dahlan, Charly Damayanti, Putri Dani Febriyanto, Dani Darsowiyono, Supriyadi Darwanto, Didit Rachmat Dasuki, Ali Ibrahim Dedy Ansari Harahap Denny Nugroho S Denny Nugroho Sugianto Deri Herdawan Deria Pravitasari Destiana, Rea Destina Paningrum, Destina Deti Karuniasari Devi Rosmawati Devit Setiono Dewi Kristika Findia Ning Tyas Dewi Kusumaningsih Dewi Kusumawardhani, Dewi Dewi Lubis, Desy Irana DEWI RAHMAWATI Dewi, Amalia Dewi, Ayu Nita Dewi, Befika Fitriya Dewi, Dyah Purnama Tri Utami Diah Hari Kusumawati Diah Rahmawati Dian Adhitya Pratama, Dian Adhitya Dian Kurniati Dian Novitasari Dian Wahyuni Dian Wijayanto Diana, Meta Diansisti , Anisa Didik Sukriono Diningrum, Aningtyas Dita Amanah Dita Amanah Diyanto, Rahmad Djoko Sudarmono, Djoko Djoko Suhardjanto Djumahir Djumahir Doheir, Mohamed Donal Mon, Muhammad Durahman Marpaung Dwiningsih Dwiyana Dwiyana, Dwiyana Dwiyono Hari Utomo DwSafitri, Arsy Dyan Yuliana Eddy Madiono Sutanto Edi Noersasongko Edi Pramono EDWAN KARDENA Edward Suhendra Edwin Sandagie Edy Bambang Irawan Edy Widodo EFA WAHYU PRASTYANINGTYAS, EFA WAHYU Eka Israni, Mayang Eka Oktaviani Eka Riadi Ekawati, Linda Eko Hari Rachmawanto Elis Indrayanti Elis Irmayanti, Elis Elli Kusumawati Elvada, Erisa Emy Sadjati, Emy Endang Mugiastuti Endo Fathias Enny Insusanty Erdi Pamungkas, Ciptaningrat Erinne Natalie, Erinne Erlangga, Lucki Erlin Dolphina Erna Susanti Erni Cahyani Putri, Erni Cahyani Erry Hidayanto Erwin Sutomo Eska Dwi Prajayanti Etika Kartikadarma Eunike Rose Mita lukiani Evi Maria Fachrizi, Ach Resa Fadhila, Sarah Nurul Fahcrizi, Ach Resa Fahmi, Muhammad Rizieq Faizah, Yuniar Laeli Nur Fajar Purnomo Fajrin, Selaraswati Fajriyah, Bunga Sita Roihanul Fandi Yulian Pamuji Fandra Dikhi Januardani Fatchur Roehman Fatiya Rosyida, Fatiya Fatmawati, Nurul Fauzi, Khafid Fauzie, M. Mirza Febrianawati, Febrianawati Febriansyah, Nugi Febribusmadian Febribusmadian Febriyanti, Sukma Dwi Ferdinandus Hendrico Ferry Firmawan Fianda Revina Widyastuti Filda Rahmiati Fimmatur Rizka Ardina, Fimmatur Rizka Firman, Tsaqifa Nirwana Firmansyah, Muhammad Andy Fitrianti, Rifda Fitrianty, Rifda Fitriyani, Yeni Fitriyani, Yeny Fitriyanto, Anwar Dwiky Florentina Ratih Wulandari Fresi Luviana Fride, Tumount FX. 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Ketut Muliartha Khairul Umam Kharisun, Kharisun Khoiri, Khabibul Khoirotun Nafillah Khoirul Umam Khoirunnisa, Sofia Khoirunnisak, Yuslikha Indah Kholid, Rafly Kirtyana Nindita Koes Yuliadi Kristiantoro, Edy Lea Kristiawan, Yanuarius Benny Kristoko Dwi Hartomo Kunarso Kunarso Kurnianto, Anang Kurniawan, Defri Kurniawan, Fajar Sari Kurniawan, Ruly Eko K. Kurniawan, Ruly Eko Kusuma Kusbaryanto Kusuma, Andriani Kusumawati, Yupie Kusworo Adi Larasati, Anissa Yuniar Layly Aslinda Saraswati, Layly Aslinda Leana, Ni Wayan Anik Lenny Sari, Lenny Leonard Adrie Manafe Lidasan, Datu Mussolini Sinsuat Lilan, Lu Lili Adi Wibowo Lilik Ariyanto Linda Ramadhanty Januar Listyo Yudha Irawan Loveana, Okta Lukman Hakim Lutfianis, Jenit Anggiani Luthfi Nur Azizah Lydia Lia Prayitno, Lydia Lia Maas Siregar, Alkhafi Made, Wedaswari Maghfiroh, Ainun Maimunah Maimunah Majhic Aryono Majid, Ricky Abdul Makbul Muksar Malau, Kristian Malik, Fatus Atho'ul Manalu, Lamhot P Mardiana Mardiana Marisa Marisa Markus Yohanis Hage Marwah, Siti Ainun Masruroh, Heni Masvika, Hendra Masyithoh, Galuh Maulana Yusuf, Alfariz Meda, Ridodio Andreuw Mela, Nanda Fito Melati, Tri Rahma Meliasari, Defa Mellyana, Iren Mega Memmase, Joice Zhenrike Mira Amelia Amri, Mira Amelia Mira Yosi Misdram, Muhammad Moch Arief Soeleman, Moch Arief Mochamad Fatchurrohman Mochammad Denny Surindra Moh. 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Pudail, Muhammad Pujiono Pujiono Pulung Nurtantio Andono Purba, Corrie Teresia Purnama, Ari Cahyo Wisnu Gilang Purnama, Deden Purnamasari, Diyah Purnomo , Budi Purwandari, Henny Purwanto Purwanto Putra, Bramuditya Adi Putra, David Pratama Putra, Muh. Hidayatullah Dwi Putranto, Thomas T. Putri, Aprilia Putri, Arsy Amalia Putri, Gustita Arnawati Putri, Hafida Akuwati Putri, Sherlly Oktavia Dwi Putro, Bagus Tri Wibisono Qohar, Abd. 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