Article Sidebar

Download
PDF (Bahasa Indonesia)
Statistic
Read Counter : 1922 Download : 1549

Downloads

Download data is not yet available.

Main Article Content

Abstract

The objective of this article is to assess the meaning of mental revolution within educational context from two perspectives namely citizenship education and the national education system. In this article, the proposition purposed is that the citizenship education as a part of the national education system. In order to materialize the efficacy of citizenship, education roles of teachers are enhanced by including transferring, transforming, and transcending roles. With these three roles, education outcomes will lead to the establishment of Indonesian to become productive and democratic, as well as are able to preserve social harmonies. To achieve both the objectives of education system as well as citizenship education, curriculum serves as reference and direction for teachers in the articulation of concepts of subject matters.

 

ABSTRAK

 

Tujuan tulisan ini adalah untuk mengkaji makna revolusi mental dalam konteks pendidikan dari dua sudut pandang, yaitu pendidikan kewarganegaraan dan sistem pendidikan nasional. Pada tulisan ini proposisi yang diajukan adalah bahwa pendidikan kewarganegaraan merupakan bagian dari sistem pendidikan nasional. Untuk mewujudkan kemanjuran pendidikan kewarganegaraan peran guru diperluas dengan mencakup peran transferring, transforming, dan transcending. Dengan ketiga peran ini, hasil pendidikan dalam arti outcome dapat mendorong pembentukan manusia Indonesia yang produktif dan bersikap demokratis serta mampu memelihara harmonisasi kehidupan sosial. Untuk mencapai tujuan sistem pendidikan pada umumnya dan pendidikan kewarganegaraan pada khususnya, kurikulum berperan sebagai rujukan dan arah bagi guru dalam mengartikulasikan konsep-konsep yang terkandung dalam mata pelajaran.

Article Details

How to Cite
Indriyanto, B. (2014). Mengkaji Revolusi Mental dalam Konteks Pendidikan. Jurnal Pendidikan Dan Kebudayaan, 20(4), 554-567. https://doi.org/10.24832/jpnk.v20i4.165

References

  1. Abduhzein, M. 28 Juni 2014. Revolusi mental, mulai dari mana. Kompas hlm. 6.
  2. Atwater, M. M. 2010. Multicultural Science Education and Curriculum Materials. Science Activities, hlm. 47. 103–108.
  3. Avianni. N. 1 Juni 2014. Momentum Revolusi Mental. Media Indonesia hlm. 1.
  4. Bagir, H. 2 Oktober 2014. Strategi Kebudayaan dan Revolusi Mental. Kompas hlm. 7.
  5. Bashori, K. 30 Januari 2012. Membangun Budaya Kreatif di Sekolah. Media Indonesia. 4.
  6. Behrman, J. R. & Birdsall, N. 1987. Comment on Returns to Education: A Further International Update. The Journal of Human Resources. 22 (4) hlm. 603-606.
  7. Buchen, I. H. 2000. A Radical Vision for Education. The Futurist; 34(3) hlm. 30-34.
  8. Denicolo, P. M. & Pope, M. 2005. Perspectives on the Teaching Profession or Relative Appraisal dalam Pam M. Denicolo and Michael Kompf. Teacher Thinking and Professional Action. New York: Routledge hlm. 20-29.
  9. Denzin, N.K. 2005. Symbolic Interactionism and Ethnomethodology: A Proposed Synthesis dalam Sean P. Hier (editor). Sociological Thought: Themes and Theories. Toronto: Canadian Scholars’ Press Inc. hlm. 123-136.
  10. Dewey, J. 2001. Democracy and Education. Hazleton: the Pennsylvania State University.
  11. Di tella, T.S. 1985. Political Powers and Class Structur dalam Eisenstadt.S.N. dan Helle, H.J. (editor). Macro-Sociological Theory: Perpective on Sociological Theory. Volume. 1. London: Sage Publication Ltd. 103-117.
  12. Farenga, S. J. & Ness, D. (editor). 2005. Encyclopedia of Education and Human Development . New York: M.E. Sharpe, Inc.
  13. Farrelly, C. 2004. Contemporary Political Theory. London: Sage Publication Ltd.
  14. Gower, S.M. 21 Oktober 2002. Problem-Solving Ability Here Still Poor. The Jakarta Post hlm. 6.
  15. Holma, K. 2004. Plurealism and Education: Israel Scheffler’s Synthesis and its Presumable Educational Implications. Educational Theory. 54(4) hlm. 419-430.
  16. Iacovo, B. D. 2009. Curriculum Reform and ‘Quality Education’ in China: An overview. International Journal of Educational Development, 29, hlm. 241-249.
  17. Indriyanto, B. 2014. “Maksimalisasi Tujuan Pedagogis dalam Pemanfaatan Teknologi Informasi dan Komunikasi”. Jurnal Teknodik. 18 (2) hlm. 113-124.
  18. Kumar, M. 2006. Constructivist Epistemology in Action. The Journal of Educational Thought. 40 (3) hlm. 247-267.
  19. Massardi, Y.A. 2 Desember 2014. Revolusi kebudayaan. Kompas hlm. 6.
  20. Moore, R. & Muller, J. 1999. The Discourse of ‘Voice’ and the Problem of Knowledge and Identity in the Sociology of Education. British Journal of Sociology of Education. 20 (2), hlm.189-206.
  21. Mujiran, P. 4 Oktober 2006. Karut-Marut Kurikulum 2006. Media Indonesia, hlm. 2.
  22. Nelson, A. R. 2001 Education and Democracy: The Meaning of Alexander Meiklejohn Madison: The University of Wisconsin Press.
  23. Perrin, A. J. 2005. Political Microcultures: Linking Civic Life and Democratic Discourse, Social Forces. 84(2) hlm. 1049-1082.
  24. Peters, R.S. 1972. Education and The Educated Man dalam R. F. Dearden, P.H. Hirst dan R.S.Peters. Education and the Development of Reason. London: Routledge & Kegan Paul hlm. 2-13.
  25. Pybas, K. 2004. Liberalism and Civic Education. Perspectives on Political Science, 33(1) hlm. 18-29.
  26. Rawl, J. 1999. A Theory of Justice: Revised Edition. Cambridge: The Harvard University press.
  27. Rescher, N. 2002. Fairness: Theory & Practice of Distributive Justice. New Brunswick: Transaction Publishers.
  28. Richardson, G. 2008. Caught Between Imaginaries: Global Citizenship Education and the Persistence of the Nation dalam Ali A. Abdi, Lynette Shultz. (editor). Educating for Human Rights and Global Citizenship. Albany: State University of New York Press, hlm. 55-64.
  29. Strickland, B. R. (editor). 2001. Gale Encyclopedia of Psychology (2nd edition). Farmington Hills: Gale Group.
  30. Suharno, I. N. 20 Agustus 2013. Musyawarah untuk Profesionalisrne Guru. Republika, hlm. 5.
  31. Tambunan, M. 2000. Indonesia’s New Challenges and Opportunities: Blueprint for Reform After the Economic Crisis. East Asia: An International Quarterly. 18(2), hlm. 50-116.
  32. Vandenberghe, V. 1999. Economics of Education. The Need to Go Beyond Human Capital Theory and Production Function Analysis. Educational Studies. 25 (2) hlm. 129-143.
  33. Westheimer, J. & Kahne, J. 2004. What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal. 41 (2), hlm. 237-269.
  34. White, J. 2006. The Puritan Origins of the 1988 School Curriculum in England dalam Alex Moore, Schooling, Society and Curriculum. London: Routledge.
  35. Widodo, J. 10 Mei 2014. Revolusi Mental. Kompas, hlm. 6.
  36. Windham, D. M. & Chapman, D. W. 1990. The Evaluatioin of Educationnal Efficiency: Contraints, Issues, and Policies. Greemwich: JAI Press.
  37. Yeager, E. A. & Silva, D. Y. 2002. Activities for Strengthening the Meaning of Democracy for Elementary School Children. The Social Studies. 93 (1), hlm. 18-22.
  38. Young, M. F. D. 2008. Bringing Knowledge Back in: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge.