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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Sholeh Hidayat
Program Studi Doktor Pendidikan, Pascasarjana, Universitas Sultan Ageng Tirtayasa
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Kritik Postmodernisme terhadap Pendidikan Modern: Implikasi bagi Pembentukan Manusia Seutuhnya Asep Sujana; Adang Sutarman; Sholeh Hidayat
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36669

Abstract

Artikel ini mengkaji kritik postmodernisme terhadap paradigma pendidikan modern yang rasionalistik, seragam, dan mekanistik. Pendidikan modern dinilai gagal membentuk manusia seutuhnya karena lebih menekankan aspek kognitif dan instrumental dibandingkan dimensi afektif dan spiritual. Melalui pendekatan kualitatif berbasis kajian pustaka, tulisan ini menelaah pergeseran paradigma dari modernisme menuju postmodernisme serta implikasinya terhadap pembentukan manusia seutuhnya. Hasil kajian menunjukkan bahwa postmodernisme menawarkan model pendidikan yang lebih humanis, reflektif, dan pluralistik, yang menghargai keberagaman, kebebasan berpikir, dan makna belajar yang kontekstual. Pendidikan semestinya menjadi ruang pembebasan dan pembentukan kesadaran manusia agar berpikir kritis, berempati, serta memiliki kesadaran spiritual dalam memahami kehidupan. Kata Kunci: Postmodernisme, Pendidikan Modern, Manusia Seutuhnya.
PEDAGOGIK KRITIS DAN TRANSFORMATIF: LANDASAN PENDIDIKAN EMANSIPATORIS DI ERA DISRUPSI Agam Gunawan; Rizdki Elang Gumelar; Sholeh Hidayat
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37299

Abstract

The rapid development of technology and information has brought the world of education into the era of disruption, where learning undergoes significant transformation through digitalization, artificial intelligence, and online platforms. However, these changes also pose serious challenges such as digital access gaps, the decline of social interaction, and crises in critical literacy and media ethics. Formal education, which remains technocratic in orientation, is considered insufficient in fostering critical awareness and social transformation among learners. Therefore, critical and transformative pedagogical approaches become relevant as the foundation of emancipatory education that emphasizes dialogue, reflection, and the empowerment of students as agents of change. This article reviews the concepts of critical pedagogy, transformative pedagogy, and emancipatory education in the context of the disruption era, and stresses the need for liberating and transformative education to face the complex challenges of contemporary education.
Co-Authors Adang Sutarman Agam Gunawan Asep Sujana Rizdki Elang Gumelar