REVOLUSI PENDIDIKAN BERBASIS KEBEBASAN DAN DEMOKRASI DALAM PANDANGAN ALEXANDER SUTHERLAND NEILL DAN RELEVANSINYA DENGAN KONSEP MERDEKA BELAJAR DI INDONESIA
Abstrak
This research explores Alexander Sutherland Neill’s views on freedom and democracy-based educational revolution and its relevance to the concept of freedom to learn in Indonesia. Neill, the founder of Summerhill School in England, championed education that values student autonomy, freedom of expression and democracy in educational decision-making. In the Indonesian context, the concept of independent learning emphasises the importance of freeing students from the shackles of conventional education. The method in this research uses a qualitative approach with a literature study to analyse Neill’s views on freedom and democracy-based education. In addition, this research also examines the policy and implementation of the concept of free learning in Indonesia. The results of this study show that Neill's views on freedom and democracy in education are compatible with the concept of independent learning in Indonesia. Neill views that education should liberate students to develop the potential of each learner, while the concept of independent learning emphasises the importance of empowering students to become independent and critical learners. So in this context, Neill's thinking and the concept of independent learning have the same principles, namely using the principle of freedom and independence in learning, so that this will allow each student to grow and develop according to their potential and interests.
References
Baro’ah, S. (2020). Kebijakan Merdeka Belajar sebagai Strategi Peningkatan Mutu Pendidikan. Jurnal Tawadhu, 4(1), 1063–1073.
Daga, A. T. (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Educatio FKIP UNMA, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279
Fachrissal. (2020). Merdeka Belajar Kampus Merdeka dalam Pemikiran Ki Hadjar Dewantara dan K. H. Ahmad Dahlan. Seminar Nasional Dan Desain.
Faiz, A., & Kurniawaty, I. (2020). Konsep Merdeka Belajar Pendidikan Indonesia dalam Perspektif Filsafat Progresivisme. Konstruktivisme: Jurnal Pendidikan Dan Pembelajaran, 12(2), 155–164.
Hidayat, R., & Abdillah. (2019). Ilmu Pendidikan: Konsep, Teori dan Aplikasinya (C. Wijaya & Amiruddin, Eds.). Medan: LPPPI.
Knight, G. R. (2004). Filsafat Pendidikan: Isu-Isu Kontemporer dan Solusi Alternatif. Yogyakarta: Idea.
Neill, A. S. (1915). A Dominie’s Log. London: Penerbit T. Fisher Unwin Ltd.
Neill, A. S. (1945). Freedom, Not License. New York: Penerbit Hart Publishing Company.
Neill, A. S. (1953). The Problem Child. London: Penerbit Penguin Books.
Neill, A. S. (1960). Summerhill: A Radical Approach to Child Rearing. New York: Penerbit St. Martin’s Press.
Neill, A. S. (1962). That Dreadful School. London: Penerbit Penguin Books.
Neill, A. S. (1967). Talking of Summerhill. London: Penerbit Penguin Books.
Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini. (2022). Implementasi Kurikulum Merdeka Belajar di Sekolah Penggerak. Jurnal Basiedu, 6(4), 6313–6319.
Sadulloh, U. (2007). Pengantar Filsafat Pendidikan. Bandung: Alfabeta.
Santo, J. De. (2008). Pengalaman dan Pendidikan. Terjemahan dari Experience and Education John Dewey. Yogyakarta: Kepel Press.
Siswadi, G. A. (2022). Konsep Merdeka Belajar dalam Kurikulum Merdeka ditinjau dari Perspektif Filsafat Pendidikan Ki Hadjar Dewantara dan Relevansinya dengan Penguatan Karakter Pelajar Indonesia. Tesis. Yogyakarta: Fakultas Filsafat Universitas Gadjah Mada.
Siswadi, G. A. (2023). Merayakan Kemerdekaan dalam Belajar. Badung: Nilacakra.
Yamin, M., & Syahrir, S. (2020). Pembangunan Pendidikan Merdeka Belajar (Telaah Metode Pembelajaran). Jurnal Ilmiah Mandala Education, 6(1), 126–136. https://doi.org/10.36312/jime.v6i1.1121
