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All Journal Akrab Juara : Jurnal Ilmu-ilmu Sosial Blantika : Multidisciplinary Journal
Elin Wijaya
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Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health

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Modernisasi Pendidikan dalam Pemikiran Ivan Illich, Paulo Freire dan Erick Fromm Wijaya, Elin
Blantika: Multidisciplinary Journal Vol. 3 No. 1 (2024): Reguler Issue
Publisher : PT. Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/blantika.v3i1.269

Abstract

Ivan Illich, Paulo Freire dan Erich Fromm adalah pemikir pendidikan modern yang mendobrak praktik sistem pendidikan. Pendidikan mempunyai peran yang sangat penting dalam menghadapi perubahan sosial dan modernisasi yang terjadi dengan begitu cepat pada masa saat ini. Masyarakat modern dan tradisional sama-sama perlu penyesuaian nilai-nilai, sikap, perilaku dan mampu beradaptasi dengan cepat atas dengan perubahan yang terjadi saat ini. Tujuan dari penulisan artikel ini adalah suatu bentuk pembuktian dari suatu sikap humanisme pada perkembangan pendidikan modern. Metode penulisan ini menggunakan analisis literatur dengan studi perbandingan pemikiran para tokoh pendidikan sekaligus pemikir pendidikan modern. Hasil analisis pendidikan modern ini bahwa pendidikan modern sejatinya memiliki ciri humanitas, disamping pendidikan yang selalu saja memberi tawaran inovasi dalam perkembangannya. Kesimpulan dari penelitian ini adalah untuk menciptakan pendidikan yang efektif dan humanis, perlu adanya reformasi dalam sistem pendidikan yang mengedepankan kebebasan, kreativitas, dan partisipasi aktif siswa, sebagaimana diajukan oleh ketiga tokoh tersebut.
GLOBAL CITIZENSHIP OF INDONESIA AND PUBLIC CITIZENSHIP EDUCATION: RECONSTRUCTING MEMBERSHIP, IDENTITY, AND SOVEREIGNTY IN DIASPORA POLICY Elin Wijaya
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol. 10 No. 4 (2025): November
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

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Abstract

This article examines Indonesia's Global Citizenship (GCI) as a new policy that offers permanent residence permits to foreign nationals with strong ties to Indonesia in response to the polemic surrounding dual citizenship and diaspora issues. Using document analysis and conceptual analysis, this study places GCI within the framework of citizenship philosophy: citizenship as legal status, political membership, and participatory practices. Conceptual findings show that GCI reconstructs membership through the recognition of blood ties, kinship, and history without changing the principle of single citizenship sovereignty. The article then interprets the GCI as a form of public citizenship education, namely the way the state shapes a collective understanding of who is included in “us,” how loyalty is interpreted, and how the contributions of the diaspora are legitimized in the policy space. The implications discussed include the limits of citizen and state obligations, the risk of exclusion based on kinship categories, and the need for public ethical principles so that diaspora policies are not merely economistic, but oriented towards justice and accountability.
THE PERSISTENCE OF COLONIALITY IN INDONESIAN EDUCATION: A TAN MALAKA-FREIREAN READING Elin Wijaya
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol. 11 No. 1 (2026): Februari
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58487/akrabjuara.v11i1.2724

Abstract

This article analyzes the Merdeka Curriculum and the idea of Merdeka Belajar (Independent Learning) as a contestation of the meaning of “independence” in education. The study distinguishes procedural independence in terms of flexibility of methods, differentiation, and simplification of content from substantive independence in critical pedagogy, namely liberation from oppressive power relations. The research uses literature study and conceptual-critical analysis of policy documents and the literature of Tan Malaka and Paulo Freire. The findings show that the novelty of the Merdeka Curriculum appears strong at the methodological level, but it is still vulnerable to maintaining the coloniality of education at the structural level. This vulnerability is seen in three axes: knowledge power that remains rooted in official knowledge, evaluation that maintains the function of selection and reproduces achievement hierarchies, and goal orientation that easily shifts to become instrumental and compatible with human capital logic. Paradoxically, students appear autonomous in their learning methods but remain locked into comparative measures of success. These findings confirm that curriculum reform needs to touch on epistemic structures and assessments in order for education to move towards emancipation. The Tan Malaka-Freire synthesis framework is offered to evaluate policies and formulate the conditions for substantive independence in learning practices in schools and campuses
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