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Ratna Hestiana
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Pengembangan Teori Pembelajaran Humanisme menurut Jurgen Habermas serta Relevansinya Dalam Pendidikan Islam Syahrial Labaso'; Ratna Hestiana
Early Childhood Islamic Education Journal Vol. 2 No. 1 (2021): Early Childhood Islamic Education Journal, Volume 02, Nomor 1, Tahun 2021
Publisher : Jurusan PIAUD IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54045/ecie.v2i1.265

Abstract

Teori pembelajaran humanisme meyakini bahwa proses pendidikan tidak diarahkan untuk membentuk kompetensi peserta didik, tetapi sebaliknya dimaksudkan untuk mengembangkan potensi yang melekat dalam diri peserta didik itu sendiri, sebagai pribadi yang unggul dan istimewa. Sehingga sudut pandang yang digunakan ialah sudut pandang dari peserta didik sebagai individu pembelajar, sementara peran pendidik (guru) sebatas pada upaya dan usaha untuk memfasilitasi kebutuhan perkembangan diri dari peserta didik tersebut. Dalam proses pengembangannya menurut Jurgen Habermas, teori pembelajaran humanisme dapat dilaksanakan melalui tiga tahapan belajar, yaitu: belajar teknis (technical learning), belajar praktis (practical learning), dan belajar emansipatoris (emancipator learning). Melalui tiga tahapan belajar tersebut, peserta didik diharapkan dapat mencapai kesadaran yang utuh mengenai dirinya dan lingkungan sosialnya, hal inilah yang sekaligus menjadikan teori pembelajaran humanisme yang dikembangkan oleh Jurgen Habermas selaras dengan tujuan pendidikan Islam, sebab pada akhinya output dari teori pembelajaran humanisme ialah mencapai kearifan dan bijaksanaan hidup, sehingga seorang peserta didik dapat mengenali siapa dirinya, berikut peran sosial yang harus dilakukannya ditengah-tengah lingkungannya, sehingga pada akhirnya peserta didik dapat mengembangkan potensi dirinya dengan semaksimal mungkin, tanpa tercerabut dari lingkungan kulturalnya.
STUDI RELASI STRICT PARENTING PADA ANAK USIA DINI TERHADAP POLA PERKEMBANGAN KOMPETENSI SOSIAL ANAK Syahrial Labaso; Ratna Hestiana; Deis H. Mantulangi
Irfani (e-Journal) Vol. 20 No. 2 (2024): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/ir.v20i2.5592

Abstract

Strict parenting is a cultural parenting style that is trending to be used in family education today as a consequence of the cultural heritage of family education in the classical era which was inherited and handed down pedagogically to today's parents. Strict parenting is seen as contributing to the process of forming children's social competence. This research uses descriptive qualitative research with a library study approach by collecting library materials that are deemed relevant and in accordance with the themes in this research. The results of this research show that the application of strict parenting carried out by parents towards children causes children to become closed, not/less able to communicate, and not skilled at adapting to new social environments. This is because children are not involved/not involved in making important decisions related to choices in their lives, this has implications for children failing to find the meaningfulness and value of the activities they do and/or do. Children do not have a sense of responsibility for the activities they do, because from the start they feel they are not involved in the decision-making process for the activities they do. Strict parenting produces children as objects and not as subjects who grow and develop in finding their identity. Keywords: Strict Parenting, Social Competence, Children.
STUDI RELASI STRICT PARENTING PADA ANAK USIA DINI TERHADAP POLA PERKEMBANGAN KOMPETENSI SOSIAL ANAK Syahrial Labaso; Ratna Hestiana; Deis H. Mantulangi
Irfani Vol. 20 No. 2 (2024): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/ir.v20i2.5592

Abstract

Strict parenting is a cultural parenting style that is trending to be used in family education today as a consequence of the cultural heritage of family education in the classical era which was inherited and handed down pedagogically to today's parents. Strict parenting is seen as contributing to the process of forming children's social competence. This research uses descriptive qualitative research with a library study approach by collecting library materials that are deemed relevant and in accordance with the themes in this research. The results of this research show that the application of strict parenting carried out by parents towards children causes children to become closed, not/less able to communicate, and not skilled at adapting to new social environments. This is because children are not involved/not involved in making important decisions related to choices in their lives, this has implications for children failing to find the meaningfulness and value of the activities they do and/or do. Children do not have a sense of responsibility for the activities they do, because from the start they feel they are not involved in the decision-making process for the activities they do. Strict parenting produces children as objects and not as subjects who grow and develop in finding their identity. Keywords: Strict Parenting, Social Competence, Children.
Co-Authors Deis H. Mantulangi Labaso, Syahrial Iyal Syahrial Labaso