KONSEP PENDIDIKAN KARAKTER DI ERA DISRUPSI (STUDI KOMPARASI PEMIKIRAN KI HAJAR DEWANTARA DAN AZYUMARDI AZRA)

Moch Rizal Umam, NIM.: 21204012071 (2023) KONSEP PENDIDIKAN KARAKTER DI ERA DISRUPSI (STUDI KOMPARASI PEMIKIRAN KI HAJAR DEWANTARA DAN AZYUMARDI AZRA). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research lies in the educational landscape of the digital era, where the abundant conveniences provided by technology have significant impacts on the character development of adolescents. During their crucial developmental phase, adolescents should ideally utilize their time for learning and honing skills. However, in today's digital age, the current trend among adolescents tends towards dependency (addiction) to technology, such as games and others. Real social relationships become casualties. The effects on a child's character include changes in temperament, difficulty in regulation, and, in some cases, even disrespectful behavior towards parents, including instances of being indifferent to their surroundings and teachers. This research is a literature review (library research). The study is descriptive-analytical, aiming to describe the existence of implied meanings and systematically elaborate on all relevant concepts discussed. The approach employed in this research is the historical-philosophical approach, which involves examining the historical context related to the time and social conditions of the past. It aims to formulate clear foundations underlying the concepts of Character Education in the Era of Disruption, as derived from the thoughts of Ki Hajar Dewantara and Azyumardi Azra. The research results indicate that; firstly, Ki Hajar Dewantara was a religious nationalist whose thoughts could address the challenges of the disruptive era, while Azyumardi Azra was a religious nationalist, and his thinking was related to technology as the foundation for instilling character values. Second, the similarities between Ki Hajar Dewantara and Azyumardi Azra include being figures in Indonesian education, promoting holistic education, and emphasizing the importance of family, school, and society. As for the differences in their thoughts, these can be discerned in aspects such as the context of the era, views on Islam, a definitive approach to character education, responses to technology, and respons to religion. Third, the implications for educational institutions in the era of disruption encompass formal educational institutions, non-formal educational institutions, and informal educational institutions.

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