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Nasiwan , Nasiwan
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The Epistemology Of Jürgen Habermas's Critical Theory Sahira, Emilia; Nasiwan , Nasiwan
Journal of World Science Vol. 4 No. 7 (2025): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v4i7.1457

Abstract

This article discusses the epistemology of critical theory, focusing on the thought of Jurgen Habermas as a representative of the second generation of the Frankfurt School. Epistemology, the study of knowledge, plays central role understanding knowledge is formed, disseminated, and used in social contexts. this context, Habermas critiques positivism and emphasizes the importance of communicative rationality and the public sphere as a means to achieve valid knowledge. He distinguishes between three types of knowledge: technical, practical, emancipatory, each which serves to understand and change social reality. Through discourse theory, Habermas emphasizes that social norms and legitimacy must be generated through an inclusive deliberative process, in which all voices are heard equally. The article also explores criticisms of Habermas's epistemology, including postmodernist views that challenge the ideal of communication free from domination. The methodological approaches used are literature review and qualitative analysis of the main philosophical works of the Frankfurt School and Habermas, as well as discourse analysis to understand the relationship between knowledge and power in society. Thus, Habermas’s critical theory epistemology offers relevant framework for understanding the dynamics of power and knowledge in modern societies, as well as its implications for law, media, and education. Other implications include the development of responsive public policies and intercultural dialogue to strengthen cooperation. this study not only provides a theoretical understanding of the epistemology critical theory, but also offers practical guidance for the application of these concepts in a broader social context, contributing to the creation of a more just democratic society.
Tipologi Partisipasi Politik Generasi Z ditinjau dari Pendidikan Politik Melalui PPKn dan Akses Media Sosial Estyani Cahya, Dyah; Nasiwan , Nasiwan
Jurnal Sosial Teknologi Vol. 4 No. 12 (2024): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v4i12.31770

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pendidikan politik melalui mata pelajaran PPKn berikut persepsi peserta didik terhadap pendidikan politik melalui mata pelajaran PPKn;  Menganalisis partisipasi politik generasi Z di media sosial; dan menganalisis tipologi partisipasi politik generasi Z berdasarkan pendidikan politik yang telah diperoleh melalui mata pelajaran PPKn serta keterpaparan berita politik di media sosial. Penelitian ini merupakan studi fenomenologi dengan pendekatan kualitatif. Penentuan sumber data penelitian menggunakan teknik purposive, meliputi: Wakil kepala sekolah bagian kurikulum SMA Negeri 1 Depok Sleman, guru pengampu mata pelajaran PPKn, peserta didik yang merupakan generasi Z, serta pengamat politik wilayah DIY dari Komite Independen Sadar Pemilu (KISP). Teknik pengumpulan data penelitian menggunakan teknik wawancara mendalam, observasi, dan dokumentasi. Pemeriksaan keabsahan data menggunakan teknik triangulasi. Analisis data menggunakan model. Hasil penelitian ini menunjukkan keterampilan partisipasi politik perserta didik ditinjau berdasarkan implementasi pendidikan politik melalui mata pelajaran PPKn di SMA Negeri Depok Sleman belum terbentuk, meskipun berdasarkan persepsinya peserta didik sudah merasa cukup puas dengan pembelajaran yang diperoleh; generasi Z tidak menempatkan media sosial sebagai sarana yang memungkinkan untuk berpartisipasi dalam konteks politik; dan partisipasi politik generasi Z tergolong ke dalam tipolgi yang militan hipokrit.
Co-Authors Estyani Cahya, Dyah Sahira, Emilia