Relevansi Filsafat Pendidikan Ki Hadjar Dewantara dalam Penguatan Social-Emotional Learning di PAUDQ Nur Fadlilah Tuban
DOI:
https://doi.org/10.51675/k7cywk16Keywords:
early childhood education., Ki Hadjar Dewantara, social-Emotional LearningAbstract
This study analyzes the relevance of Ki Hadjar Dewantara's educational philosophy in strengthening Social-Emotional Learning (SEL) at PAUDQ Nur Fadlilah Tuban. Using a qualitative approach with a case study method, this research focuses on children aged 4-5 years as a crucial age group in social-emotional development. Data were collected through participatory observations, in-depth interviews with teachers, school principals, and parents, as well as documentation of curricula and children's work. Thematic analysis techniques were used to identify patterns in the application of the principles of Ing Ngarso Sung Tulodo, Ing Madya Mangun Karso, and Tut Wuri Handayani in children's social-emotional learning.
The findings indicate that the application of Ki Hadjar Dewantara’s philosophy effectively enhances children's self-awareness, emotion regulation, empathy, social skills, and decision-making abilities. The principles of teacher role modeling, active child participation in learning, and granting responsible freedom contribute to a more holistic development of social-emotional skills. Furthermore, the integration of SEL with Islamic values in the context of Islamic-based early childhood education provides a more contextualized approach aligned with local culture. This study offers insights for the development of a more comprehensive curriculum and learning strategies in early childhood education, particularly in Islamic-based institutions.
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