Desain Aktivitas Humanis Filosofi Ki Hajar Dewantara Dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar
The Design of Humanistic Educational Activities Based on Ki Hajar Dewantara's Philosophy to Promote Critical Thinking Skills Among Elementary School Students
Nama Penulis : Nur Sufro Kamalia
Judul : Desain Aktivitas Humanis Filosofi Ki Hajar Dewantara Dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar
Bentuk Tugas Akhir : Tesis
Nama Kota : Surabaya
Fakultas : Ilmu Pendidikan
Tahun : 2025
Penelitian ini bertujuan untuk mendeskripsikan penerapan desain aktivitas humanis filosofi Ki Hajar Dewanatara dalam menumbuhkan kemampuan berpikir kritis siswa sekolah dasar. Penelitian menggunakan pendekatan desain riset yang bersifat literatif dan reflekif dengan tahapan pilot experiment (HLT 1), teaching experiment (HLT 2), dan analisis retrospektif untuk menghasilkan Local Instruction Theory (LIT). Subjek penelitian siswa kelas V SD Unggulan Nahdlatul Ulama Kota Pasuruan. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, yang dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian berupa desain aktivitas yang terdiri dari mengamati dan identifikasi fenomena (student centered orientation), identifikasi dan analisis fenomena (freedom to learn & facilitative teaching process), merumuskan solusi (experiential learning activity), refleksi dan internalisasi nilai (self evaluation and reflection) menunjukkan bahwa pada tahap pilot experiment (HLT 1) mampu memfasilitasi keterlibatan awal siswa dalam pembelajaran, namun perlu disempurnakan dalam hal pemahaman konsep, penguatan scaffolding, struktur aktivitas diskusi, kedalaman berpikir siswa, serta pendalaman aktivitas refleksi. Pada tahap teaching experiment (HLT 2), terjadi peningkatan kualitas pembelajaran melalui penerapan penguatan scaffolding, struktur berpikir, dan refeleksi mendalam. Dampaknya, kemampuan berpikir kritis siswa menunjukkan perkembangan yang signifikan. Meliputi aspek mengamati mengidentifikasi, menganalisis, merumuskan solusi serta refleksi. Berdasarkan analisis retrospektif, dirumuskan LIT bahwa integrasi antara desain aktivitas humanis, filosofi Ki hajar dewantara, struktur pembelajaran yang sistematis, dan peran guru yang adaptif sangat diperlukan dan sangat berpengaruh terhadap perkembangan kemampuan berpikir kritis yang berkelanjutan siswa sekolah dasar.
Kata Kunci : Desain aktivitas humanis, filosofi Ki Hajar Dewantara, kemampuan berpikir kritis, siswa sekolah dasar
Author : Nur Sufro Kamalia Title : The Design of Humanistic Learning Activities Based on Ki Hajar Dewantara's Philosophy in Fostering Elementary School Students' Critical Thinking Skills
Type of Final Project : Master's Thesis City : Surabaya Faculty : Faculty of Education Year : 2025
This study aims to describe the implementation of a humanistic learning activity design based on Ki Hajar Dewantara's educational philosophy in fostering the critical thinking skills of elementary school students. The study employed a design research approach that was iterative and reflective, consisting of three stages: the pilot experiment (HLT 1), the teaching experiment (HLT 2), and retrospective analysis to develop a Local Instruction Theory (LIT). The research subjects were fifth-grade students at SD Unggulan Nahdlatul Ulama, Pasuruan City. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques.
The findings resulted in a learning activity design consisting of four stages: observing and identifying phenomena (student-centered orientation), identifying and analyzing phenomena (freedom to learn and facilitative teaching process), formulating solutions (experiential learning activity), and reflection and value internalization (self-evaluation and reflection). During the pilot experiment (HLT 1), the design successfully facilitated students' initial engagement in learning; however, improvements were needed in conceptual understanding, scaffolding support, the structure of discussion activities, the depth of students' thinking, and reflective learning activities. In the teaching experiment (HLT 2), the quality of learning improved through enhanced scaffolding, more systematic thinking structures, and deeper reflective practices. Consequently, students' critical thinking skills developed significantly, particularly in observing, identifying, analyzing, formulating solutions, and reflecting. Based on the retrospective analysis, the resulting Local Instruction Theory (LIT) indicates that the integration of humanistic learning activity design, Ki Hajar Dewantara's philosophy, systematic instructional structure, and the adaptive role of teachers is essential for promoting the sustainable development of elementary school students' critical thinking skills.
Keywords: philosophy, critical thinking skills, elementary school students