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edi subkhan

Universitas Negeri Semarang, Curriculum and Educational Technology, Faculty Member

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I'm a young lecturer on curriculum and educational technology department, education faculty, Semarang State University (Unnes), central Java province, Indonesia. I'm very interested on critical studies in education, critical pedagogy, critical social theory, new sociology of education and the like, I use it as several lens on analyzing critically educational technology and curriculum studies as a field of studies.

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University of Santo Tomas, Phils

Muhamad Sofian Hadi

University of Muhammadiyah Jakarta

IJCIRAS Research Publication

Putri Noorafedah, Megat Tajudin

Alireza Sharifjafari

Monash University

Kyushu University

Dr. Milah Zainal

University Putra Malaysia, UPM

Cecilia L . Calub

Tarlac State University

Santa Fe Community College

Emery Hyslop-Margison

The University of New Brunswick

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Papers by edi subkhan

NATIONALISM, CRITICAL PEDAGOGY, AND SOCIAL ETHICS: PERSPECTIVES OF VOCATIONAL EDUCATION TEACHERS IN INDONESIA

The objective of this article is to analyze the basic understanding of Vocational High School tea... more The objective of this article is to analyze the basic understanding of Vocational High School teachers about the essence of nationalism and critical pedagogy. The research questions are 1) what is the significance of nationalism for Vocational High School teachers? And 2) how do teachers understand critical pedagogy? This research is of qualitative project executed under phenomenological framework. This research involved 40 Vocational High School teachers from various regions in Central Java. The main results of this research are: 1) nationalism is the students' social capital in dealing with the working world, especially in resisting the idea and practice of industrial capitalism; 2) critical education functions to raise students' critical awareness in order to be open and analytical towards phenomena in the working world, such as the practice of capitalism which is detrimental and threatening public welfare; 3) the vocational education of Indonesia faces a major task of reducing capitalism in the practice of industrialization in society. Therefore, an understanding of nationalism and criticism must always be encouraged at all times. It is recommended that the Vocational High School curriculum to strengthen the content of nationalism through the addition of citizenship and history subjects, while critical pedagogy can become a vocational learning approach to build students' critical awareness.

Pendidikan Nirkekerasan Ki Hadjar Dewantara

Setelah menolak konsep dan praktik pendidikan yang mengutamakan perintah dan kekerasan, maka Ki H... more

Ki Hadjar Dewantara Menolak Pendidikan Berlogika Stimulus-Respons

Orientasi pengembangan gagasan dan praksis pendidikan oleh Ki Hadjar Dewantara bukanlah upaya pen... more Orientasi pengembangan gagasan dan praksis pendidikan oleh Ki Hadjar Dewantara bukanlah upaya pengembangan yang asal-asalan tanpa telaah historis dan kritik atas gagasan dan praksis pendidikan lain. Salah satu gagasan dan praksis pendidikan yang menjadi sasaran kritik Ki Hadjar adalah dari Barat, yaitu sebagaimana yang dipraktikkan oleh pemerintah kolonial Hindia Belanda waktu itu. Ki Hadjar menyatakan:

Mengenal Singkat Analisis Kebijakan Pendidikan

Education policy is based on ideas about human nature, about justice and about the purposes of ed... more Education policy is based on ideas about human nature, about justice and about the purposes of education. These ideas are often not clearly articulated and can sometimes be hard to find behind the political rhetoric of pragmatism and the search for "what works", as if policy-making were neutral exercise like fixing a broken engine. But education is at least partly about the overall aims that society has for itself and how these aims are realised in practice. It cannot, therefore, be a neutral technical exercise, bu is invariably a deeply political, ethical and cultural one, bound up with the philosophical thinking that underlies the formation of educational policy.

Perubahan Kurikulum dan Ideal Guru Transformatif

Kurikulum adalah hal penting dalam praktik pendidikan, namun faktor yang juga tidak kalah penting... more Kurikulum adalah hal penting dalam praktik pendidikan, namun faktor yang juga tidak kalah penting adalah guru. Pro dan kontra mengenai kurikulum 2013 yang melibatkan banyak para pakar dan praktisi pendidikan dapat dikatakan sebagai fakta bahwa bisa jadi ada hal yang belum ideal dan tepat dari desain kurikulum 2013. Terlepas dari isu bagaimana idealnya kurikulum resmi (official curriculum) yang akan dilegitimasi oleh pemerintah tersebut guru berada memiliki peran kunci yang cukup urgen. Artikel ini mengulas secara singkat konsepsi guru ideal sebagai guru transformatif yang mendasarkan gagasan dan praktik pembelajarannya pada riset aksi di kelas (classroom action research). Dengan demikian guru bukan sekadar teknisi dan/atau operator kurikulum yang sudah jadi, melainkan peramu/pengolah pengetahuan dan keterampilan hidup untuk dipelajari bersama di kelas, guru juga peneliti aktif yang sekaligus mengarahkan praktik pembelajarannya ke arah transformasi sosial, bukan sekadar pencapaian presetasi akademik semata.

Reposisi Tren ICT Bidang Kajian Teknologi Pendidikan

Jurnal Kominfo

Educational technology facing lots of problems of misunderstanding, over expectation, and reducti... more Educational technology facing lots of problems of misunderstanding, over expectation, and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholars, so they are insist to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to re-assert that educational technology shouldn't follow the ICT and market pragmatism, but to facilitate the social transformative action trough improving the learning processes in educational practice.

keywords: educational technology, ICT, discipline, market pragmatism, repositon.

Toward Critical Educational Technology for Early Childhood Education

This article as a theoretical overview explains and introduces the basic concept of the critical ... more This article as a theoretical overview explains and introduces the basic concept of the critical perspective on educational technology for early childhood education, especially for the Indonesian audience. The critical perspective derived from the critical pedagogy notions is very important as a critical tool of analysis on examines the creating, using, and managing of the learning media and method for early childhood education. The critical analysis result would be the prominent consideration on educational technology activities (creating, using, managing) and the critical pedagogy notions itself become the reference paradigm and foundation for those activities. The subtantial objectives of the early childhood education from the critical pedagogy perspective are tend to bring the learning practice more democratic, emancipatory, dialogic, participatory, and transformative for the childs' cognitive, afective and psychomotoric development. The concern of the critical pedagogy for early childhood education is not insist to build the childs' critical consciousness, but to nurture the childs' need for critical inquiry, in this case the teachers position is important to develop and practicing the learning practice based on the critical pedagogy notions and also examine critically the early childhood education policy, its curriculum, and etc.

Keywords: critical pedagogy, early childhood, educational technology, ICT-based learning media, and method.

Paradigm Shifts on Educational Technology and its Posibilities for Transformative Action

In the recent decade there are paradigm shifts on educational technology such as from obsession t... more In the recent decade there are paradigm shifts on educational technology such as from obsession to be a discipline toward field of studies, from controlling into facilitating learning practice, from positivism and behaviorism toward constructivism perspectives, from surface to deep learning practice, from inert knowledge to usable knowledge, from mastery learning toward meaningfull and transformative learning practice. But in Indonesia this paradigm shifts almost doesn’t have any significance change on learning practices, there are lots of obstacles such as the lack of deep understanding about the paradigm shift and structural-organizational problems. In other side, this paradigm shifts open up the possibilities of educational technology to be more transformative, because the paradigm shifts bring the educational technology more sociological, political, and contextual then ever, and it is important, because the real social facts—especially in Indonesia—need the transformative education actions to make a significance changes in the social realm. This article investigates this issue critically and then proposes several basic requirement on how adressing educational technology to be more transformative theoretically and practically.

Keywords: constructivism, facilitating, paradigm shifts, sociological, transformative education.

Taman Siswa dalam Tafsir Dua Orde Kekuasaan

Demokrasi Barat menganggap paling penting kebebasan individu, dan individu tidak suka tunduk kepa... more Demokrasi Barat menganggap paling penting kebebasan individu, dan individu tidak suka tunduk kepada ketertiban umum, yakni aturan-aturan. Demokrasi Timur, sebaliknya,
menganggap paling penting mempersatukan semua individu. Ini mengurangi kemerdekaan individu, tapi ia menganggap dirinya satu dengan keseluruhan dan mengabdikan diri dengan segenap hati kepada kebaikan keseluruhan. Dengan lain perkataan, tuan dan hamba menjadi satu (manunggal ing kawula gusti).

Pendidikan Pancasila Perspektif Pedagogi Kritis

Tulisan ini sekadar draft awal yang semoga dapat saya kembangkan menjadi lebih sempurna lagi dala... more Tulisan ini sekadar draft awal yang semoga dapat saya kembangkan menjadi lebih sempurna lagi dalam upaya menjawab kegelisahan konsep dan praksis Pendidikan Pancasila dan Kewarganegaraan (PPKn) atau Pendidikan Kewarganegaraan (PKn) di Indonesia dewasa ini. Untuk keperluan praktis kali ini, saya akan mengikuti alur narasi sesuai tujuan focus group discussion (FGD) dengan membagi tulisan menjadi 3 (tiga) bagian utama, yakni (1) memetakan persoalan Pendidikan Pancasila; (2) mengkaji kebijakan dan implementasi Pendidikan Pancasila; dan (3) membuat pilihan-pilihan strategis solusi masalah Pendidikan Pancasila. Di sela-sela itu saya juga menjawab langsung pertanyaan yang diajukan oleh term of reference (TOR) panitia.

Reposisi Tren ICT dalam Bidang Teknologi Pendidikan

Abstract: Educational technology facing lots of problems of misunderstanding, over expectation an... more Abstract: Educational technology facing lots of problems of misunderstanding, over expectation and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholar, so they are insists to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of the educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to reconfirm that educational technology shouldn’t follow the ICT market pragmatism, but to facilitate the learning processes for the social transformative actions.

Intelektual Revolusioner Tan Malaka

Barangsiapa yang menghendaki kemerdekaan buat umum, maka ia harus sedia dan ikhlas untuk menderit... more

Ritual Belajar untuk Ujian Nasional

Agaknya sekarang pendidikan terjebak pada ritual-ritual yang makin menjauhkan dari hakikat dan tu... more Agaknya sekarang pendidikan terjebak pada ritual-ritual yang makin menjauhkan dari hakikat dan tujuan pendidikan itu sendiri. Dulu, murid mencari guru, sekarang mencari institusi pendidikan bertaraf internasional; dulu yang diutamakan adalah ilmu, sekarang yang penting adalah ijazah; dulu belajar untuk paham dan menguasai betul ilmu pengetahuan, sekarang belajar sekadar untuk ulus Ujian Nasional (UN).

Mempertanyakan Orientasi World Class University

Guru, Para Penjaga Nilai Keluhuran

Talks by edi subkhan

Reward and Punishment dalam Pendidikan

Dari Otit Shappire (wartawan muda di Suara Merdeka, harian lokal di Jawa Tengah, Indonesia).

NATIONALISM, CRITICAL PEDAGOGY, AND SOCIAL ETHICS: PERSPECTIVES OF VOCATIONAL EDUCATION TEACHERS IN INDONESIA

The objective of this article is to analyze the basic understanding of Vocational High School tea... more The objective of this article is to analyze the basic understanding of Vocational High School teachers about the essence of nationalism and critical pedagogy. The research questions are 1) what is the significance of nationalism for Vocational High School teachers? And 2) how do teachers understand critical pedagogy? This research is of qualitative project executed under phenomenological framework. This research involved 40 Vocational High School teachers from various regions in Central Java. The main results of this research are: 1) nationalism is the students' social capital in dealing with the working world, especially in resisting the idea and practice of industrial capitalism; 2) critical education functions to raise students' critical awareness in order to be open and analytical towards phenomena in the working world, such as the practice of capitalism which is detrimental and threatening public welfare; 3) the vocational education of Indonesia faces a major task of reducing capitalism in the practice of industrialization in society. Therefore, an understanding of nationalism and criticism must always be encouraged at all times. It is recommended that the Vocational High School curriculum to strengthen the content of nationalism through the addition of citizenship and history subjects, while critical pedagogy can become a vocational learning approach to build students' critical awareness.

Pendidikan Nirkekerasan Ki Hadjar Dewantara

Setelah menolak konsep dan praktik pendidikan yang mengutamakan perintah dan kekerasan, maka Ki H... more

Ki Hadjar Dewantara Menolak Pendidikan Berlogika Stimulus-Respons

Orientasi pengembangan gagasan dan praksis pendidikan oleh Ki Hadjar Dewantara bukanlah upaya pen... more Orientasi pengembangan gagasan dan praksis pendidikan oleh Ki Hadjar Dewantara bukanlah upaya pengembangan yang asal-asalan tanpa telaah historis dan kritik atas gagasan dan praksis pendidikan lain. Salah satu gagasan dan praksis pendidikan yang menjadi sasaran kritik Ki Hadjar adalah dari Barat, yaitu sebagaimana yang dipraktikkan oleh pemerintah kolonial Hindia Belanda waktu itu. Ki Hadjar menyatakan:

Mengenal Singkat Analisis Kebijakan Pendidikan

Education policy is based on ideas about human nature, about justice and about the purposes of ed... more Education policy is based on ideas about human nature, about justice and about the purposes of education. These ideas are often not clearly articulated and can sometimes be hard to find behind the political rhetoric of pragmatism and the search for "what works", as if policy-making were neutral exercise like fixing a broken engine. But education is at least partly about the overall aims that society has for itself and how these aims are realised in practice. It cannot, therefore, be a neutral technical exercise, bu is invariably a deeply political, ethical and cultural one, bound up with the philosophical thinking that underlies the formation of educational policy.

Perubahan Kurikulum dan Ideal Guru Transformatif

Kurikulum adalah hal penting dalam praktik pendidikan, namun faktor yang juga tidak kalah penting... more Kurikulum adalah hal penting dalam praktik pendidikan, namun faktor yang juga tidak kalah penting adalah guru. Pro dan kontra mengenai kurikulum 2013 yang melibatkan banyak para pakar dan praktisi pendidikan dapat dikatakan sebagai fakta bahwa bisa jadi ada hal yang belum ideal dan tepat dari desain kurikulum 2013. Terlepas dari isu bagaimana idealnya kurikulum resmi (official curriculum) yang akan dilegitimasi oleh pemerintah tersebut guru berada memiliki peran kunci yang cukup urgen. Artikel ini mengulas secara singkat konsepsi guru ideal sebagai guru transformatif yang mendasarkan gagasan dan praktik pembelajarannya pada riset aksi di kelas (classroom action research). Dengan demikian guru bukan sekadar teknisi dan/atau operator kurikulum yang sudah jadi, melainkan peramu/pengolah pengetahuan dan keterampilan hidup untuk dipelajari bersama di kelas, guru juga peneliti aktif yang sekaligus mengarahkan praktik pembelajarannya ke arah transformasi sosial, bukan sekadar pencapaian presetasi akademik semata.

Reposisi Tren ICT Bidang Kajian Teknologi Pendidikan

Jurnal Kominfo

Educational technology facing lots of problems of misunderstanding, over expectation, and reducti... more Educational technology facing lots of problems of misunderstanding, over expectation, and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholars, so they are insist to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to re-assert that educational technology shouldn't follow the ICT and market pragmatism, but to facilitate the social transformative action trough improving the learning processes in educational practice.

keywords: educational technology, ICT, discipline, market pragmatism, repositon.

Toward Critical Educational Technology for Early Childhood Education

This article as a theoretical overview explains and introduces the basic concept of the critical ... more This article as a theoretical overview explains and introduces the basic concept of the critical perspective on educational technology for early childhood education, especially for the Indonesian audience. The critical perspective derived from the critical pedagogy notions is very important as a critical tool of analysis on examines the creating, using, and managing of the learning media and method for early childhood education. The critical analysis result would be the prominent consideration on educational technology activities (creating, using, managing) and the critical pedagogy notions itself become the reference paradigm and foundation for those activities. The subtantial objectives of the early childhood education from the critical pedagogy perspective are tend to bring the learning practice more democratic, emancipatory, dialogic, participatory, and transformative for the childs' cognitive, afective and psychomotoric development. The concern of the critical pedagogy for early childhood education is not insist to build the childs' critical consciousness, but to nurture the childs' need for critical inquiry, in this case the teachers position is important to develop and practicing the learning practice based on the critical pedagogy notions and also examine critically the early childhood education policy, its curriculum, and etc.

Keywords: critical pedagogy, early childhood, educational technology, ICT-based learning media, and method.

Paradigm Shifts on Educational Technology and its Posibilities for Transformative Action

In the recent decade there are paradigm shifts on educational technology such as from obsession t... more In the recent decade there are paradigm shifts on educational technology such as from obsession to be a discipline toward field of studies, from controlling into facilitating learning practice, from positivism and behaviorism toward constructivism perspectives, from surface to deep learning practice, from inert knowledge to usable knowledge, from mastery learning toward meaningfull and transformative learning practice. But in Indonesia this paradigm shifts almost doesn’t have any significance change on learning practices, there are lots of obstacles such as the lack of deep understanding about the paradigm shift and structural-organizational problems. In other side, this paradigm shifts open up the possibilities of educational technology to be more transformative, because the paradigm shifts bring the educational technology more sociological, political, and contextual then ever, and it is important, because the real social facts—especially in Indonesia—need the transformative education actions to make a significance changes in the social realm. This article investigates this issue critically and then proposes several basic requirement on how adressing educational technology to be more transformative theoretically and practically.

Keywords: constructivism, facilitating, paradigm shifts, sociological, transformative education.

Taman Siswa dalam Tafsir Dua Orde Kekuasaan

Demokrasi Barat menganggap paling penting kebebasan individu, dan individu tidak suka tunduk kepa... more Demokrasi Barat menganggap paling penting kebebasan individu, dan individu tidak suka tunduk kepada ketertiban umum, yakni aturan-aturan. Demokrasi Timur, sebaliknya,
menganggap paling penting mempersatukan semua individu. Ini mengurangi kemerdekaan individu, tapi ia menganggap dirinya satu dengan keseluruhan dan mengabdikan diri dengan segenap hati kepada kebaikan keseluruhan. Dengan lain perkataan, tuan dan hamba menjadi satu (manunggal ing kawula gusti).

Pendidikan Pancasila Perspektif Pedagogi Kritis

Tulisan ini sekadar draft awal yang semoga dapat saya kembangkan menjadi lebih sempurna lagi dala... more Tulisan ini sekadar draft awal yang semoga dapat saya kembangkan menjadi lebih sempurna lagi dalam upaya menjawab kegelisahan konsep dan praksis Pendidikan Pancasila dan Kewarganegaraan (PPKn) atau Pendidikan Kewarganegaraan (PKn) di Indonesia dewasa ini. Untuk keperluan praktis kali ini, saya akan mengikuti alur narasi sesuai tujuan focus group discussion (FGD) dengan membagi tulisan menjadi 3 (tiga) bagian utama, yakni (1) memetakan persoalan Pendidikan Pancasila; (2) mengkaji kebijakan dan implementasi Pendidikan Pancasila; dan (3) membuat pilihan-pilihan strategis solusi masalah Pendidikan Pancasila. Di sela-sela itu saya juga menjawab langsung pertanyaan yang diajukan oleh term of reference (TOR) panitia.

Reposisi Tren ICT dalam Bidang Teknologi Pendidikan

Abstract: Educational technology facing lots of problems of misunderstanding, over expectation an... more Abstract: Educational technology facing lots of problems of misunderstanding, over expectation and reductionism in Indonesia today. It is caused by the less paradigmatic comprehension of the educational technology scholar, so they are insists to build the educational technology as a discipline, not only as a field of studies. Secondly, the problems come from the reductionism of the educational technology into information and communication technology (ICT), it had been influenced by the ICT trend in education realm today. Thereby most of the people conceived that educational technology is the ICT itself. Based on those facts, educational technology needs to reorient itself by repositioning the ICT as a part of educational technology, not on the contrary. Then, it is important to reconfirm that educational technology shouldn’t follow the ICT market pragmatism, but to facilitate the learning processes for the social transformative actions.

Intelektual Revolusioner Tan Malaka

Barangsiapa yang menghendaki kemerdekaan buat umum, maka ia harus sedia dan ikhlas untuk menderit... more

Ritual Belajar untuk Ujian Nasional

Agaknya sekarang pendidikan terjebak pada ritual-ritual yang makin menjauhkan dari hakikat dan tu... more Agaknya sekarang pendidikan terjebak pada ritual-ritual yang makin menjauhkan dari hakikat dan tujuan pendidikan itu sendiri. Dulu, murid mencari guru, sekarang mencari institusi pendidikan bertaraf internasional; dulu yang diutamakan adalah ilmu, sekarang yang penting adalah ijazah; dulu belajar untuk paham dan menguasai betul ilmu pengetahuan, sekarang belajar sekadar untuk ulus Ujian Nasional (UN).

Mempertanyakan Orientasi World Class University

Guru, Para Penjaga Nilai Keluhuran

Reward and Punishment dalam Pendidikan

Dari Otit Shappire (wartawan muda di Suara Merdeka, harian lokal di Jawa Tengah, Indonesia).