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Rony, Zahara Tussoleha

Bhayangkara Jakarta Raya University

Author-ID : 4030987

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Development of problem and project-based learning syntax to improve vocational student learning outcomes Akhyar, Muhammad; Ihsan, Fatihul; Suharno, Suharno; Tamrin, AG; Purwanto, Purwanto
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 30 No. 1 (2024): (May)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v30i1.53968

This study aims to: 1) Determine the needs of teachers and students for the development of learning models they face to overcome problems, 2) Formulate the feasibility of problem-based learning syntax, 3) Formulate the feasibility of Project-Based learning syntax, 4) Analyze the feasibility of problem-based learning model syntax and project-based learning in basic electricity and electronics at SMK Negeri 2 Sukoharjo. This study uses a research and development approach. The population in this study were all class X students of the Electronics Department at SMK Negeri 2 Sukoharjo for the 2020/2021 academic year with a sample of 64 students. Data collection techniques are using tests and non-tests. Data analysis used two-way analysis of variance (ANAVA). The results of the study show 1) The results of the analysis of the needs of teachers and students include: a) The results of the analysis of learning evaluations that are always demanded to be better; b) The results of teacher assessment analysis, so that teachers have many choices of learning variations and can make innovations in learning; c) Strategies obtained from data analysis, with details of operational programs as well as guidelines for implementing the strategic plan, duties and roles of the parties involved in the strategic plan, as well as evaluation and monitoring guidelines. 2) The syntax of the problem-based learning model goes through four phases: problem presentation, problem investigation, problem resolution and procedure evaluation. 3) The project-based learning model syntax includes: project startup, solution design, solution development, and presentation. 4) The results of the Wilcoxon test analysis, both problem-based learning and project-based learning, show that there is a difference in scores before and after being given treatment. So, it can be stated that problem-based learning methods and project-based learning are feasible to be used in improving student learning outcomes.

Penerapan Metode Prototipe Dalam Pembangunan Website Promosi Dusun Gedong Menggunakan CMS Wordpress Suharyadi, Suharyadi; Maria, Evi; Purwanto, Purwanto
Building of Informatics, Technology and Science (BITS) Vol 3 No 4 (2022): March 2022
Publisher : Forum Kerjasama Pendidikan Tinggi

Abstract–Gedong Hamlet is one of the hamlets in the Tajuk village area, Getasan District, Semarang Regency, Central Java Province. This hamlet is located on the slopes of Mount Merbabu at an altitude of 1,700 meters above sea level. Road access to this village is quite difficult and can only be passed by one four-wheeled vehicle. This hamlet has tourism potential of amazing natural beauty and abundant produce through vegetables. However, the difficulty of access to this hamlet makes the potential of the hamlet less well known by the public. This study aims to promote the potential of Gedong hamlet so that it is known and the wider community can get to know Gedong hamlet. So with the recognition of this hamlet, it is hoped that many visitors will come to enjoy the natural potential of Gedong hamlet and the potential of agricultural products, so that it can further improve the economy of the people of Gedong hamlet. The solution used to overcome this problem is to build a website that contains a profile of Gedong hamlet, natural potentials, and market tourism packages in Gedong hamlet. Website development using CMS Wordpress which is an open source application and is supported by many plugins, and this CMS has been widely used by other large websites. The result is that orders can be immediately responded to by the manager, making it easier for both managers and prospective tourists to transact

Pelabelan skolem graceful pada graf (S_n,r) Sedayu, Angger; Purwanto, Purwanto
Jurnal MIPA dan Pembelajarannya Vol. 2 No. 10 (2022): Oktober
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v2i102022p7

Pelabelan pada suatu graph adalah pemetaan yang memetakan unsur-unsur graph yaitu himpunan titik, himpunan sisi, maupun himpunan titik dan sisi ke suatu bilangan asli dengan aturan tertentu. Pelabelan Skolem Graceful adalah fungsi injektif γ dari himpunan titik V ke himpunan bilangan {1,2,…,|V|} yang menginduksi fungsi bijektif γ' dari himpunan sisi E ke himpunan {1,2,…,|E|} dimana setiap sisi uv∈E dengan titik u,v∈V berlaku γ'(uv)=|γ(u)-γ(v)|.Pada skripsi ini ditunjukkan bahwa graf (S_n,r) mempunyai pelabelan skolem graceful untuk 2≤r≤5. Pembuktian dilakukan dengan mengkontruksi himpunan pelabelan titik dan pelabelan sisinya. Graf (S_n,r) adalah suatu graf yang dibangun dari graf bintang S_n sebanyak r, kemudian diberikan sebuah titik pusat c yang dihubungkan ke setiap titik pusat S_n dengan menambahkan sisi.Dari pembahasan diperoleh graf (S_n,r) untuk 2≤r≤5 mempunyai pelabelan skolem graceful. Pelabelan Skolem Graceful pada graf 〖(S〗_n,r),2≤r≤5 dikerjakan dengan melabeli titik terlebih dahulu, dan dilanjutkan dengan melabeli sisi. Lebih lanjut pembahasan ini dapat dibuat aplikasi khusus untuk memeriksa apakah suatu graf dapat dilabeli secara skolem graceful untuk graf 〖(S〗_n,r) untuk r lebih tinggi.

Algoritma ant colony optimization (ACO) dalam optimalisasi rute pada vehicle routing problem with time window Septiashri, Dian Fitrotin; Purwanto, Purwanto; Satyananda, Darmawan
Jurnal MIPA dan Pembelajarannya Vol. 2 No. 11 (2022): Nopember
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v2i112022p1

Vehicle Routing Problem with Time Window (VRPTW) merupakan permasalahan bagaimana suatu depot distribusi barang, dengan sejumlah kendaraan berkapasitas tertentu melayani sejumlah customer pada lokasi yang terpisah, dengan permintaan dan batasan time window tertentu dengan tujuan meminimalkan total biaya perjalanan, tanpa mengabaikan batasan kapasitas kendaraan dan time window depot. Algoritma Ant Colony Optimization terinspirasi dari perilaku semut, yaitu perjalanan semut dalam mencari makan. Semut mempunyai zat khusus yang disebut pheromone. Terdapat tiga langkah pada algoritma Ant Colony Optimization yaitu langkah inisialisasi awal jarak pheromone, update pheromone lokal dan update pheromone global. Dari ketiga langkah tersebut terdapat iterasi yaitu perbaikan pheromone agar menghasilkan solusi terbaik dari rute yang terbentuk oleh semut. Oleh sebab itu, untuk mempermudah pencarian rute, Algoritma ACO tersebut diimplementasikan ke dalam program komputer menggunakan Delphi 7.

Implementasi algoritma generic preflow push dalam pencarian aliran maksimum pada jaringan listrik Mardikasari, Finda; Purwanto, Purwanto; Yunus, Mahmuddin
Jurnal MIPA dan Pembelajarannya Vol. 2 No. 11 (2022): Nopember
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um067v2i112022p7

Maksimum Flow Problem merupakan suatu permasalahan dalam pencarian aliran maksimum pada suatu jaringan yang memiliki titik sumber (source) dan titik tujuan (sink). Algoritma Generic Preflow Push merupakan algoritma yang bekerja bertahap dengan menggunakan aliran semu atau preflow dan mendorong menuju titik yang paling dekat dengan titik tujuan (sink) dengan tujuan mendapatkan nilai excess yang besar menggunakan metode push/relabel. Pada Maximum Flow Problem algoritma ini terdiri dari 4 langkah yaitu konstruksi jaringan sisa, inisialisasi preflow dan label titik, pencarian titik aktif, dan push/relabel. Dalam menyelesaikan permasalahan pencarian aliran maksimum dengan menggunakan algoritma Generic Preflow Push dibutuhkan proses yang panjang. Oleh sebab itu, untuk mempermudah pencarian rute, diimplementasikan ke dalam program dengan menggunakan bahasa pemrograman Borland Delphi 7.0.

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.

Co-Authors , Andi Tenri Uleng Akal ,, Erwansyah - STMIK Nusa Mandiri, Adelia Alvi Yana ., Sufriadin AA Sudharmawan, AA Abd. Rasyid Syamsuri Abdul Majid Abdul Majid, Rafdi Abdul Rohman Abdul Rosid Abdul Wahab Syakhrani Abdullah A. Muhammadar Abdur Rahman As’ari Abdurrahman Sadikin Abdurrozzaq, Sabiq Fauzy Abidin, Alie Zainal Abidin, Upik Khoirul Abrar Hiswara Ach Resa Fahcrizi Ach Resa Rachrizi Ach. Choirul Achmad Fauzi Achmad Noerkhaerin Putra ACHMAD RIFAI Adawiyah, Rizky Noor Addafi Aryaguna Ade Bagus Susilo Ade Irawan Adean Mayasri Adegbeye, Moyosore Joseph Adelina Hasyim Adi Muhajirin Adilawati, Lega Adilman Reliance Lawolo Aditya Putra Perdana Prasetyo Adler Haymans Manurung Adli Muhammad Putra Pratama Adli, Danung Nur Adlina, Min Adretta Putri Cendani Afni Nirmala Deli Lase Agung Imaduddin Agung Imaduddin Agus Dharmanto Agus umar Gazali, Agus umar Gazali Agustian Zen Agustina, Renata Christa Aguswina Hulu Ahdi Topan Sofyan Ahmad Baehaqi, Ahmad Ahmad Bahrudin Ahmad Buchori Ahmad Naufal Farras Ahmad Taufiq ahmad yani Ahmad, Karmilayana Ahmad, Nabil Alvein Aji, Waluyo Ajiwicaksana, Bayu Akbar, Moh Rifaldi Akhidayati, Ria Risyandani Akhmal Busyairi Akkuşci, Yavuz Erdem Al amin, Muhammad Yordan Yuliano Alamsyah Poetra, Alfianto Taufik Albert Boly Lewar Aldillah Wulandhari, Shobiechah Aldino, Desky Alek Sudarso Ali Djamhuri Amalia, Dwi Ayu Lutfiani Amalia, Ismi Amaliah, Gina Ambar Winarti Amini, Safrina Anak Agung Ayu Intan Wulandari Analiansyah Anas, Khoirul Anassetiya, Veby Andi Aladin Andi Aris Mattunruang Andi Badli Rompegading Andi Muhammad Irwan, Andi Muhammad Irwan Andi Prasetyo Andi Suryanto Andika Eka Herlina Andita, Naya Andreas A. 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N Lazim.N Lazim.N Leo Tri Hartantyo Leonardo Taruk Lobo Lestari Kurniawati, Lestari Lestari, Andika Setyo Budi Lestari Lestari, Nurita Apridiana Lestari, Tyastuti Sri Lia Noviarti Handayani Lia Oktavya Susilo Putri Lia Saniah Liang Arta Saelau Liky Faizal Lilan, Lu Linda Wahyuni Liza Dayana Lubis, Muhammad Khusairi Lucky Febrian Lucky Ramadhani Lukman, Fajar Syahbakti Lutfi Khoirunnisa M Fadhil Zaeruki M Tahir M. Raka Mahendra M. Ridwan M. Thohir Made Agus Nurjana Madi Harta Mahasari, Jamaluddin Mahdani, Sutheta Putra Mahli Zainudin Tago Mahmuddin Mahmuddin Mahmuddin Yunus Majid, Rafdi Abdul Makhsud, Abdul Malau, Kristian Mamadiyarov, Zokir Manurung, Adler Heymas Marcelinus Pascalis Nue Mardikasari, Finda Maria Ulfah Marizka Adzani Marliza Marliza Marudin, Marudin MASLINDA MASLINDA Masyithoh, Galuh Maturahmah, Enik Mauizdati, Nida Maulana, Muhammad Ryan Maulia, Indah Rizki Maulidza Nur Fauzi Maurilla, Athari Mawardi Maya Sari Mayangsari, Citra Primavita Meinarni Thamrin Meira Dewi Kusuma Meita Anindya Safitri Melda Wimar Mendrofa, Sepkris Mawarni Meutia, Fayza MG Adiyanti Milasari Milasari Misbahul Munir Misrah, Misrah Moh Sholeh Mohammad Ahmad Bani Amer Mohammad Fahrur Rozi Mohammad Mohammad Mohammad Reza Maulana, Mohammad Reza Mohd. 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Tui, Rini Novrianti Sabara, Zakir Sabila, Puji Chairu Sadarman , Safaruddin Safrudin Hasan Safrudin Safrudin Sahabuddin, Chuduriah Sahira, Rasyadhifa As Sahrial, Rysa Sahrina, Alfi Saidin I. A. Ampun Saihan Saimima, Ika Dewi Sartika Sal Sabilla Heni Nurdia Salahuddin, Citra Widyasari Salim, Lutfi Laili Salman Salman Fauzi Salsabila Putri Adhisty Salsabila, Liya Sama’un Sama’un Samosir, Andrew Imada Sancoko Putro, Feby Dwi Sandy, Gilang Ary Sapto Irawan Saputro, Prasetyono Hadi Sarah Farha Sari Devi Sari NS, Intan Kemala Sari, Ade Risna Sari, Bernadetha Titis Wulan Sari, Lucia Dewi Kartika Sari, Rycha Kuwara Sari, Sasmita Sari, Selly Purwita Sari, Wahyu Indah Sarnawiah, Sarnawiah Saryana, Saryana Sasmita Sasmita Satriya Ary Hapsara Sa’adatar Rohmah, Nilna Sedayu, Angger SEMBIRING, RESEP Septiashri, Dian Fitrotin Setiawan, Asep Ridwan Setiawan, Jodi Setiyono Setiyono Setyo Trisnadi Shafira, Nafka Shandika, Sisfalbi Defri Sheela Chandren Sigit Dwi Yudanto Sigit Dwi Yudanto Silfia Andeni Silitonga, Tatar Bonar Simanjuntak, Novi Catarina Sinaga, Sesdian Dwi Sinasa, Ridwan Siregar, Syifa Habibah Siska Mellisa Siswadhi, Ferry Sitepu, Karolina Siti Maharrani Siti N. Fajri Sitti Chadijah Situmorang, Dokman Marulitua Sobari, Mohammad Soegiarto, Ita Soehardi Soehardi Soehardi Soehardi Sofyatuddin Karina Soraya aya sri giarti, sri Sri Hartati Sri Hayati Sri Mulyati Sri Poernomo Sari SRI RAHAYU Sri Widodo Sri Winarno Sri Yulianto Joko Prasetyo Styawan, Anita A. Subban, Subban Sudiantini, Dian Sudiarti, Nani Sufriadin, Sufriadin Sugeng Santoso Sugeng SUROSO Sugeng Suroso SUGENG SUROSO, SUGENG Sugianto Sugianto Sugiarto , Sugiarto Suhaimi Suhaimi Suharjuddin Suharjuddin Suharjuddin Suharjuddin Suharno Suharno Suharnomo Suharnomo Sukamti, Tri Sukmawati Waluyo Putri Sulaeman Sulaeman Sulaiman Helmi Sulaiman Sulaiman Sulandra Sulandra Sulistyawati, Sri Sulistyono, Rudi Sulistyowati Sulistyowati Sumani . Sumar Sumar Sumaryono Sumaryono Sumaryono Sunbanu, Halani Felda Sungkono Sungkono Supardi Supardi Suparman Suparman Suparni, Monica Suprayogi Suranda, Novalyo Suranto Suranto Suriani Suriani Suriati Lafau Surya, Asik Suryandaru, Nugroho Adi Suryaningsih, Eko Suryasatriya Trihandaru Susanta, Vonny A. Susanti, Nia Susanto Susanto Susanto, Eko Budi Susatyo Adhi Pramono, Susatyo Adhi Susi Hendartie Susilawati, Eva Sutantyo , Erwin Suyitno Suyitno Swis Tantoro Syafitri, Aini Syafitri, Shofia Rahma Syahira Syahira Syahriani - STMIK Nusa Mandiri Syahrul Purnawan Syamsu Rijal Syamsul Bakhtiar Ass. Syeben Hezer Taher, Taslim Takdir Syarif Takwim, Mardi Tamrin, AG Tanjung, Ramadan Tarsono Taslim Djafar Taufiq Azhari, Muhammad Telaumbanua, Faudunasokhi Tenrisau, Dhihram Theresia Theresia Thohir, Burhanuddin Tilman, Eduardo Varela Tjahjo M. Widjajanto Trengginas, Way Lilo Tandang TRI HANDOYO Tri Wanda Septian Tri Widyastuti Tukimin Tukimin Udadi Sadhana Ulasaswini, Andi Ade Ulfi, Takhiyatul Ulinnuha, Zulfa Umar Zakka Umar, Almukmin Umaroh, Rodiah Umi Hanik Handayani Usmar Usmar, Usmar Usriyah, Lailatul Utami, Fadila Nawang Utami, Fitria Utomo Budiyanto Vaniamosa, Sesilia Kirana Veithzal, Andria Permata Vhani Wulandari Vina Serevina Viqqi Kurnianda Virgiawan, Virgiawan Viva Oktaviani, Viva Vivi Indriyani Vrastika, Anis Wa Ode Arsyiah Wahida Wahyuni Wahyono, Anton Wahyu Ari Putranto Wahyu Nur Atikah Wahyu Wirasati Wahyuni Diah Ekasari Wanda Sari Novianti Wanggara, Iyangga Wardani, Lestari Kusuma Wardoyo, Alfin Andrias Warkianto Widjaja WARUWU, KHAMO Wastam Wahyu Hidayat Wedekaningsih, Arfika Wennoto, Stevi Wentin, Wentin Widana, I Dewa Ketut Kerta Widi Winarso, Widi Widiyanti, Septi Widjayah, Andrry Widodo, Aan Wijinindyah, Ayutha Wijonarko, Rizqi Wilhelmina Asterix Nicolas Wilujeng Aldilla Wiska Baharuddin Wiwin Saputra Wulandari, Amalia Rizki Wulandari, Ayuni Putri Wulanjari, Distiana Wulansari, Bella Indriati Yadi Yani, Setyawati Yansen Bagas Christianto Yanti, Eli Delvi Yasmirah Mandasari Saragih Yayi Suryo Prabandari Yesika Siagian, Windy Yoga Aji Handoko Yoga Tri Nugraha Yohannes Sardjono Yosephine Intan Santosa Putri Yoszi Mingsi Anaperta Yoyon Supriadi Yudantiar, Mayang Arinda Yudhira, Ahmad Yulfida, Lola Yusra Yuli Hariyati Yulisyahyanti YULISYAHYANTI Yumami, Eva Yuni Devita Yuni Kurnia Purwati Yuniel Putra Hulu Yunifa Miftachul Arif Yunita, Tyna Yusak Prasetio Yusril Rahman Yusriyanto, Yusriyanto Yustisiwo Yuswanti Ariani Wirahayu Zacky Maulana Zahra Ulinnuha Zahraini Zahraini Zahrosa, Dimas Bastara Zai, Cut Rana Wati Zainur, Yatim Zakiiya, Ghulaman Zakiyah, Afifatuz Zamdial - Zarra Farisa Zulfiandri Zulfiandri

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