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Freitas, Celia Maria Antonia Da Costa
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Education

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PENGUATAN HUMANISASI DALAM PRAKTIK PENDIDIKAN DI SMK SWASTA DI JAKARTA MELALUI PERSPEKTIF PAULO FREIRE Gopito, Florensia Eka; Siti, Kristina; Freitas, Celia Maria Antonia Da Costa
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1224

Abstract

Vocational High Schools (SMK) have a strategic role in producing human resources who are ready to enter the world of work. However, vocational schools are also required to form students as fully critical, reflective, and socially caring human beings. This article analyzes educational practices in private vocational schools in Jakarta using the framework of Paulo Freire's humanization and dehumanization theory. This research was conducted with a descriptive qualitative approach through the literature study method, which examines internal school documents, national literature on literacy, and critical pedagogical theory works. The results of the study show that there is an imbalance between the vision of humanist education and daily practices that tend to be dehumanistic. The dominance of lectures, hierarchical relationships between teachers and students, a technically-oriented curriculum, and a weak critical literacy culture are the main challenges. This article offers strategies to strengthen humanization, including the integration of critical-humanistic curriculum, project-based learning, strengthening critical literacy, dialogical classrooms, and teacher capacity building through critical pedagogy. The implications of this study confirm that vocational education should not only focus on the needs of the labor market, but should also function as a vehicle for student liberation and empowerment.
KESIAPAN DAN PERSEPSI GURU TERHADAP IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA DI SMA SWASTA X DI YOGYAKARTA Siti, Kristina; Gopito, Florensia Eka; Freitas, Celia Maria Antonia Da Costa; Prijowuntato, Sebastianus Widanarto
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1328

Abstract

This study aims to analyze teacher readiness and perceptions in implementing differentiated learning within the Independent Curriculum (Curriculum Merdeka) at a private high school in Yogyakarta. The research method used was descriptive quantitative, with a Likert-scale questionnaire administered to 45 teachers. The results showed that most teachers understood the concept of differentiated learning and demonstrated the ability to identify student learning needs. School support for the implementation of this learning was considered quite good, although some teachers felt they had not received full support. Furthermore, teachers' confidence in designing differentiated learning varied; some teachers felt ready, while others remained uncertain. Key obstacles include time constraints, high class sizes, and administrative burdens that limit teachers' room for innovation. These findings confirm that the success of differentiated learning depends not only on teachers' conceptual understanding but also on institutional support and school policies. Therefore, ongoing training, reduced administrative burdens, and policies that better support learning innovation are needed.
Co-Authors Gopito, Florensia Eka Sebastianus Widanarto Prijowuntato, Sebastianus Widanarto Siti, Kristina