Strukturasi Pendidikan Gaya Bank: Fenomenologi Pembelajaran Sosiologi di SMA Negeri Bangkalan, Madura

Structure Of Bank-Style Education: Phenomenology Of Sociological Learning At Bangkalan State Hight School, Madura

Pendidkan formal telah merenggut kesadaran kritis alami siswa dan mempersempit esensi pendidikan dalam bingkai ruang formalitas yang penuh birokrasi teknis. Dengan begitu, pendidikan formal tidak lain adalah ruang penindasan yang dilegitimasi oleh negara. Tertuang dalam praktik pendidikan gaya bank yang masih mengakar kuat dalam ruang-ruang pembelajaran di kelas, terutama di ruang pembelajaran sosiologi. Ruang pembelajaran yang seharusnya menghasilkan pengetahuan dan kesadaran kritis yang bermental perjuangan. Atas dasar mengakarnya model pendidikan gaya bank tersebut, maka penelitian ini dilakukan untuk menelisik  dasar mengakarnya rezim pendidikan gaya bank yang semakin berdiri kokoh di ruang pendidikan formal SMA Negeri Bangkalan, Madura. Penelitian ini dilakukan menggunakan metode kualitatif dengan pendekatan fenomenologi Alfred Schutz.  Teori strukturasi Anthony Giddens dan konsep kesadaran kritit Freire menjadi perspektif teori yang digunakan untuk membaca data penelitian.  Dari kombinasi metodologis dan pemahaman konseptual yang ada, maka hasil penelitian menunjukkan bahwa  agen sosial (siswa dan guru) dan lekatan struktur aturan serta sumber daya (otoritatif) membentuk simpul dualitas yang saling terikat dalam proses mengakarnya praktik pendidikan gaya bank dalam pembelajaran sosiologi SMA Negeri. Pendidikan gaya bank menjadi rasa aman ontologis (ontological security) bagi guru, siswa, dan segala gugus struktur yang ada di SMA Negeri Bangkalan, Madura (SMA Negeri 1 Kamal dan SMA Negeri 1 Bangkalan.

Formal education takes away students' natural critical awareness and narrows education in the framework of a formality space full of technical bureaucracy. Thus, formal education is nothing but a space of oppression legitimized by the state. Embodied in the practice of bank-style education that is still deeply rooted in classroom learning spaces, especially in sociology learning spaces. A learning space that is supposed to produce knowledge and awareness that is critical and mentally struggling. On the basis of the entrenched model of bank-style education, this research was conducted to explore the foundation of the entrenched bank-style education regime that increasingly stands firmly in the formal high school education room. The study was conducted by qualitative method with Alfred Schutz's phenomenological approach.  Anthony Giddens' theory of structure and Freire's concept of christian consciousness became the theoretical perspectives used to read research data.  From the combination of methodology and conceptual understanding that exists, the results of the study showed that the ggensi social agents (students and teachers) and the attachment of rule structures and resources (authoritative) formed a knot of duality that is bound together in the process of entrenching bank-style educational practices in the study of state high school sociology. Bank-style education becomes an ontological security for teachers, students, and all structural groups in Bangkalan State High School, Madura .