Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling
Kim, Daemin
Unknown Affiliation
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ETNOPEDAGOGI DALAM LINGKUNGAN PENDIDIKAN MASYARAKAT: ANALISIS KOMPARATIF KI HADJAR DEWANTARA DAN TRADISI PANSORI KOREA Kim, Daemin; Karwati, Uus; Haerani, Reni
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 20 No 2 (2025): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal (In
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.2002.2

Abstract

The 21st-century educational paradigm, which tends to be functionalist, often overlooks aspects of character building and communal responsibility. This study responds to these limitations by exploring the 'Community Education Environment' through a comparative study between Ki Hadjar Dewantara's Ethnopedagogy and the Korean Pansori tradition, as well as Indonesian oral literature. The main objective is to reconstruct a 'Community-Based Learning' model sourced from Asian local wisdom for application in modern education. Using a structural-semiotic approach, this research analyzes the homology between the philosophy of the 'Three Centers of Education' (Tripusat Pendidikan) and Dewantara's three leadership principles (Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani) with the interactive dynamics of Pansori elements (Sorikkun, Gosu, Chuimsae). Specifically, the analysis of the Simcheongga text and the Sundanese epic Mundinglaya Di Kusumah proves that traditional narratives are not merely entertainment but high-level non-formal educational platforms that transmit moral values and social norms. The study also examines the media transition from simple orality to literacy through the case of Wawacan to provide insights for developing educational content in the digital era. The results confirm that traditional arts contain prototypes of participatory learning relevant to addressing the dehumanization of education. It is concluded that a society's cultural assets are vital 'Social Capital' to complement the modern school system and foster learners into complete human beings.
Krisis Keberlanjutan Perkembangan Peserta Didik: Tinjauan Psikologis dalam Praktik Pendidikan YS, Salsabila; Rahmawati, Uci; Dewi, Nindiastuti Nurfitria; Kim, Daemin; Sania, Khaira; Budiman, Nandang
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 16, No 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.15096

Abstract

Transitions across educational levels and the shift into the world of work often become highly demanding phases for students, as they require rapid adjustments in learning strategies, academic identity, and social relationships. When these transitions are not adequately supported, students may experience what this article conceptualizes as a crisis of developmental continuity. The purpose of this article is to critically describe this crisis and to examine the psychological, social, and institutional factors that shape the continuity of student development within educational practice. This study employs a systematic literature review by synthesizing peer-reviewed journal articles retrieved from Scopus, ERIC, and Google Scholar. The selection process applied keywords related to developmental sustainability, educational transitions, and psychological variables (self-awareness, self-efficacy, and self-regulation), followed by PRISMA screening procedures, resulting in 31 articles that were analyzed thematically. The review reveals that crises of developmental continuity commonly arise when students’ self-awareness, self-efficacy, and self-regulation weaken during periods of transition, while support from teachers, peers, families, and educational institutions remains insufficient. Programs that strengthen self-regulation, build supportive relational climates, and offer tiered interventions such as PBIS, self-regulated learning training, and peer mentoring are shown to help maintain developmental continuity. The article concludes that sustaining student development should be regarded as an essential indicator of educational quality and requires deliberate collaboration among educators, counsellors, families, and policymakers to design transitional supports that are humane, adaptive, and sustainable.
Co-Authors Dewi, Nindiastuti Nurfitria Nandang Budiman Rahmawati, Uci Reni Haerani Sania, Khaira uus karwati YS, Salsabila