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All Journal Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran Socius: Social Sciences Research Journal
Desvikayati, Ice
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Analisis Komprehensif: Hakekat Manusia, Hak Asasi Manusia, dan Pendidikan Desvikayati, Ice; F, Firman; N, Nurfarhanah
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 1 (2025): Agustus
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.15821973

Abstract

Studi literatur ini menganalisis secara komprehensif interkoneksi antara hakekat manusia, hak asasi manusia (HAM), dan pendidikan sebagai pilar fundamental peradaban. Hakekat manusia, yang dieksplorasi melalui berbagai perspektif filosofis (rasionalisme, empirisme, eksistensialisme) dan agama (Islam), membentuk landasan ontologis bagi pemahaman martabat dan tujuan hidup manusia. Pandangan ini secara langsung memengaruhi perumusan HAM, yang diakui sebagai hak kodrati yang melekat sejak lahir dan tidak dapat dicabut, serta diatur dalam kerangka hukum internasional seperti DUHAM, ICCPR, dan ICESCR. Pendidikan, yang didefinisikan sebagai proses “memanusiakan manusia” 1, memegang peran sentral. Ia tidak hanya merupakan hak asasi manusia itu sendiri 4, tetapi juga instrumen vital untuk mempromosikan, melindungi, dan mewujudkan hak-hak asasi lainnya melalui pengembangan pribadi, kohesi sosial, dan utilitas ekonomi.6 Pedagogi kritis Paulo Freire, misalnya, menekankan pendidikan sebagai praktik pembebasan yang menumbuhkan kesadaran kritis dan agensi peserta didik. Dalam konteks Indonesia, pemahaman holistik tentang hakekat manusia—sebagai hamba dan khalifah dengan potensi akal, hati, dan fitrah—menjadi krusial untuk membentuk individu yang seimbang dan bertanggung jawab.10 Namun, implementasi ini menghadapi tantangan kontemporer seperti dampak digitalisasi, globalisasi, ketimpangan kualitas dan akses pendidikan, serta diskriminasi.8 Oleh karena itu, diperlukan reformasi pendidikan yang transformatif, yang mengintegrasikan nilai-nilai HAM secara eksplisit dan berkelanjutan, untuk membangun masyarakat yang adil, toleran, dan beradab.
Analysis Of Holland's Theory In Career Decision Making Of Vocational High School Students Desvikayati, Ice; Daharnis; Ifdil
Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran Vol 4 No 1 (2025): Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran
Publisher : Yana Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/mahir.v4i1.1213

Abstract

Career choice is one of the important decisions in students' lives, especially vocational students who are directed to enter the world of work after graduation. This research aims to analyze the implementation of Holland's theory in supporting vocational students' career decision making. The method used is literature review, by collecting, evaluating, and synthesizing various relevant literatures. Holland's theory, which bases on the relationship between personality type and work environment through the RIASEC model, provides a systematic framework to help students understand their potential and choose an appropriate career. The results show that the application of Holland's theory can improve students' understanding of career choices relevant to their personality types. Through personality assessment, career information provision, and systematic planning, students are guided to make more mature and purposeful career decisions. The implementation of this theory not only helps students reduce confusion in choosing a career but also prepares them to face the challenges of the world of work. The conclusion of this study confirms that Holland's theory is an effective approach in career guidance services for vocational students. This theory is relevant to be applied in helping students understand the relationship between their potential and the world of work, as well as supporting better career decision making.
Membangun Pemahaman dan Empati: Peran Bimbingan Kelompok dalam Menyikapi Isu LGBT di Kalangan Remaja Desvikayati, Ice; Nirwana, Herman; Hariko, Rezki; Fikri, Miftahul
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 1 (2025): Agustus
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The LGBT (Lesbian, Gay, Bisexual, and Transgender) phenomenon among adolescents is increasingly a concern in the educational environment. It emerges in adolescents’ social lives, both as part of self-identity and as an issue that raises pros and cons in school. The lack of understanding and empathy towards this issue often gives rise to discriminatory behaviors that negatively impact the psychosocial development of adolescents. This article lifts up the good practice of implementing group tutoring in schools as a strategic approach in building students’ understanding and empathy towards LGBT issues. Through descriptive qualitative methods and a participatory approach, this article highlights how group tutoring is a safe container for discussing, exploring values, as well as fostering inclusive attitudes among students. Results indicate that the implementation of structured and empathetic group tutoring is capable of reducing prejudice as well as forming tolerant attitudes toward diversity of sexual orientation and gender identity. The purpose of this article is to look at how group tutoring functions as an educational and preventive method in building students’ understanding and empathy towards LGBT issues. To achieve this goal, a literature study has been conducted that examines various methods of group tutoring, particularly those based on humanistic and social, in building inclusive attitudes among adolescents. Study results show that group tutoring helps teens understand diversity, become more empathetic, and makes schools safe and welcoming for all students, including LGBT students. This article emphasizes the role of kindergarten teachers in designing group tutoring programs that are sensitive to diversity issues to support adolescents’ social-emotional development.
Co-Authors Daharnis F, Firman Fikri, Miftahul Hariko, Rezki Herman Nirwana Ifdil N, Nurfarhanah