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Course Description
Critical educational theory courses lead students to have understanding and skills in analyzing the basics of community development through educational studies in the context of social reality. To ensure this understanding, material provision is needed in the form of: concepts of educational philosophy and ideology, educational politics played by the state, critical educational concepts, educational concepts about critical problems and education, educational methodology, training management, processing of training media, educational visualization, and comparisons. critical education with other educational concepts. This course provides an understanding of social concepts, social facts, social theories and their development, critical theory and pioneering figures, critical education, as well as derivative theories that have developed in the modern era, skills in analyzing the basics of community development through educational studies in the context of social reality, through explanations, discussions and presentations through explanations, discussions and presentations. An indicator of the success of this course is if students are able to implement theory into Non-Formal Education practice.
Program Objectives (PO)
- Memahami konsep pendidikan kritis (C2)
- Menerapkan konsep-konsep sosial dan fakta-fakta sosial (C3)
- Menganalisis konsep teori sosial dan perkembangannya (C4)
- Evaluasi konsep teori kritis dan para pendirinya (C5)
- Mahasiswa mampu menerapkan konsep kesadaran kritis dalam perencanaan, pelaksanaan, dan evaluasi program pendidikan nonformal berbasis pemberdayaan masyarakat.
- Mahasiswa dapat mengembangkan metode pembelajaran dialogis dan reflektif sebagai alternatif bagi pendidikan partisipatif di lingkungan non-formal.
- Mahasiswa mampu mengidentifikasi berbagai bentuk ketidaksetaraan sosial yang terwujud dalam sistem pendidikan dan merancang solusi berdasarkan pendidikan kritis.
- Mahasiswa mampu merancang bahan ajar dan media pembelajaran yang berorientasi pada penguatan kesadaran kritis dan transformasi sosial.
- Mahasiswa mampu menyampaikan ide-ide kritis secara sistematis dan argumentatif, baik secara lisan maupun tertulis, sesuai dengan norma dan etika akademik.
- Mahasiswa dapat bekerja sama dalam kelompok untuk melakukan studi kasus dan proyek berbasis komunitas yang berkaitan dengan implementasi pendidikan kritis dalam pendidikan non-formal.
Aktifitas Pembelajaran
-
Pertemuan 1 Para siswa memahami konsep dasar pendidikan kritis dan perannya dalam pendidikan di luar sekolah. -
Pertemuan 2 Perkembangan pendidikan kritis dan tokoh-tokohnya. -
Pertemuan 3 Membandingkan pemikiran para tokoh pendidikan kritis. -
Pertemuan 4 Konsep hegemoni dalam pendidikan dan mampu mengkritiknya. -
Pertemuan 5 Merancang model pendidikan kritis berdasarkan pemberdayaan. -
Pertemuan 6 Teori dan prinsip pembelajaran dialogis dalam pendidikan kritis. -
Pertemuan 7 Merancang dan menerapkan metode pembelajaran dialogis dalam praktik pendidikan non-formal. -
Pertemuan 8 Pemahaman mereka tentang konsep-konsep kunci dalam pendidikan kritis. -
Pertemuan 9 Menganalisis faktor-faktor yang menyebabkan ketimpangan dalam pendidikan. -
Pertemuan 10 Merancang strategi pendidikan kritis berbasis komunitas. -
Pertemuan 11 Bahan ajar berbasis pendidikan kritis. -
Pertemuan 12 Menyusun tulisan akademik berdasarkan pendidikan kritis. -
Pertemuan 13 Berkolaborasi dalam proyek pendidikan kritis berbasis komunitas. -
Pertemuan 14 Prinsip pendidikan kritis dalam pemberdayaan masyarakat. -
Pertemuan 15 Merefleksikan pengalaman belajar mereka sepanjang perkuliahan dan mengaitkannya dengan praktik profesional. -
Pertemuan 16 Pemahaman mereka tentang teori pendidikan kritis dan penerapannya dalam pendidikan di luar sekolah.
References
- Wulandari, A., Trihantoyo, S., Sholeh, M., Rifqi, A., Iskandar, A. H., & Nugroho, R. (2023). Pelatihan Proyek Penguatan Profil Pelajar Pancasila (P5) di Sekolah Indonesia Kuala Lumpur-Malaysia. DEDICATE: Journal of Community Engagement in Education, 2(02), 1-11.
- Giroux, H.A. (2024). The Critical Turn in Education: From Pedagogy to Praxis. Palgrave Macmillan.
- Purnomo, A., Rahmasari, D., & Riyanto, Y. (2024). Implementasi Penelitian Multiple Intelligences (MIR) untuk Meningkatkan Mutu Pembelajaran. Jurnal Penelitian Pendidikan , 5 (3), 2660-2670.
- McLaren, P., & Kincheloe, J.L. (2023). Revolutionary Pedagogy: Theory, Practice, and the Struggle for Social Change. Routledge.
- Apple, Michael W. and Wayne Au. 2014. Critical Education. United Kingdom: Routledge.
- Mardiani, DP (2023). Urgensi Pemahaman Ilmu Pengasuhan Anak oleh Orang Tua Milenial. Jurnal Paradigma , 15 (1), 82-93.
- Friere, P., & Amsler, S. (2023). The Politics of Knowledge in Critical Pedagogy. Pedagogy, Culture and Society, 34(1), 34-46.
- Pradana, A. K. A., Mardliyah, S., & Yulianingsih, W. (2024). Analysis of Generative AI Adoption in Self-Directed Learning Student at SKB Sidoarjo. JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat), 11(2), 144-157.
- Nugroho, R., Lestari, G. D., Sujarwo, S., & Kiettikunwong, N. (2023). Increasing Educational Capacity as an Effort to Achieve SDGs 2030 for Village Association Personnel. Journal of Nonformal Education, 9(2), 272-282.
- Ladson-Billings, G., & Tate, W.F. (2024). Critical Race Theory and Education: New Directions. Journal of Critical Race Theory, 17(3), 205-220.
- Nugroho, R., Roesminingsih, M. V., Lestari, G. D., Rosyanafi, R. J., & Yulianti, E. (2024). Self-directed Learning: Strategy to Increase Digital Literacy in Suburban Society. Mimbar Ilmu, 29(1), 163-172.
- Freire, P. (1970). Pedagogy of the Oppressed. Continuum; Giroux, H. (2011). On Critical Pedagogy. Bloomsbury Academic
- Widyaswari, M., Susilo, H., Susanto, S. F., & Riasah, F. (2024). Green Education Based on The Stage Learning Model to Build The Character of Students in The Nature School. KOLOKIUM Jurnal Pendidikan Luar Sekolah, 12(1), 36-47.
- Malaikosa, Y. M. L., Saroinsong, W. P., & Widyaswari, M. (2024). PENGEMBANGAN MODUL AJAR KURIKULUM MERDEKA BERBASIS PJBL: PANDUAN PRAKTIS BAGI GURU PAUD. IJCE (Indonesian Journal of Community Engagement), 5(2), 149-159.
- Haryanto, S. (2023). Analysis of tax avoidance and tax evasion forms (Study on Taxpayers in the Trade Sector in Makassar City). Journal of Entrepreneurship and Financial Technology, 2(1), 37-43.
- Apple, M. (2013). Can Education Change Society?. Routledge
- Mardiani, D. P., Widyaswari, M., Susanto, S. F., & Yusuf, A. (2023). Transformasi Penerapan Model Pembelajaran Sentra (Bcct) Menjadi Model Pembelajaran Panggung Di Paud Sekolah Alam Pelopor Bandung. Child Kingdom: Jurnal Pendidikan Anak Usia Dini, 1(2), 60-69.
- Susilo, H., Mardiani, D. P., & Widyaswari, M. (2024). Pemberdayaan masyarakat melalui komunitas belajar. Bayfa Cendekia Indonesia.
- Mardliyah, S., Rakhmawati, N. I. S., Dewi, P. A. R., Nugroho, R., Junita, N., & Zaini, M. F. (2023, December). Systematic Literature Review: Gender Construction and Family Parenting Style in Early Childhood. In International Joint Conference on Arts and Humanities 2023 (IJCAH 2023) (pp. 384-390). Atlantis Press.
- Yulianingsih, W., Lestari, G. D., Soedjarwo, S., Atmaja, I. K., Susanto, S. F., & Lutviatiani, M. (2023). Assistance in the management of entrepreneurship-based nonformal educational institutions and institutional digital marketing. KOLOKIUM Jurnal Pendidikan Luar Sekolah, 11(2), 376-384.
- Carr, D., & Lee, J. (2024). Critical Pedagogy and Social Justice Education: A Review. Journal of Critical Pedagogy, 32(2), 99-112.
- Umma, F. K., Artha, I. K. A. J., & Yulianingsih, W. (2024). The Influence of STEAM-Based Project-Based Learning on Student Creativity at Pena Surabaya Homeschooling. Edunesia: Jurnal Ilmiah Pendidikan, 5(3), 1543-1556.
- Susilo, H., & Rasyad, A. (2024). The Role of the Giri Mulya Learning Community in Empowering Women Through Entrepreneurship Learning. Journal of Population and Social Studies [JPSS], 32, 494-514.
- Giroux, H. (2011). On Critical Pedagogy. Bloomsbury Academic
- Nugroho, R., Mardliyah, S., Siswanto, H., Widyaswari, M., & Dewangga, T. (2024). Construction of Knowledge and Learning Experience to Build Digital Literacy in Marginal Communities. Journal of Nonformal Education, 10(2), 457-467.
- Narfais, A. D. M., Lestari, G. D., Widodo, W., & Yulianingsih, W. (2024). Motivation for Adults Learning English in the Work Environment. Lembaran Ilmu Kependidikan, 53(1), 11-18.
- Rosyanafi, R. J., Yulianingsih, W., Susilo, H., Raharjo, S. B., & Mustika, I. (2023). Strengthening Higher Education Connectivity Patterns with MBKM-Based Industries: A Case Study of the Implementation of the Schooling Field Introduction Program (PLP) for Students Majoring in Non Formal Education at Think Indonesia. resmilitaris, 13(2), 123-131.
- Darder, A., & Torres, R.D. (2024). Critical Pedagogy: A Global Perspective. Routledge.
Lecturer
Difficult Things About Education.
$75$10
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