Critique of the Concept of “People’s School” in Technology-Based Islamic Education According to Ki Hajar Dewantara
DOI:
https://doi.org/10.67008/t16b8435Keywords:
People's School; Islamic Education; Learning Technology; Ki Hajar DewantaraAbstract
Freedom to Learn, as part of the national education reform agenda, encourages the use of learning technology, including in the development of the concept of "people's schools" aimed at equalizing access to education. However, in practice, educational digitalization is often understood as merely a technical and administrative adaptation, potentially obscuring humanistic values in Islamic education. This study aims to critique the concept of "people's schools" in technology-based Islamic education through the perspective of Ki Hajar Dewantara's thought. This study uses a literature study method with a qualitative-philosophical approach, examining Ki Hajar Dewantara's works, Islamic education literature, and recent studies on learning technology and the Freedom to Learn policy. The research gap in this study lies in the lack of studies that combine Ki Hajar Dewantara's philosophical critique with the practice of "people's school" digitalization in the context of Islamic education. The novelty of this research lies in positioning learning technology not merely as an instrument of digital innovation, but as an ethical-pedagogical tool for humanizing people and realizing liberating education. The formulation of the problem in this study includes: (1) how the concept of people's schools in technology-based Islamic education is viewed from the thoughts of Ki Hajar Dewantara, and (2) why the digitalization of education has the potential to reduce the substantive meaning of Freedom to Learn. The results of the study indicate that the practice of technology-based people's schools tends to be instrumental and adaptive to the development of the times, but is not yet fully in line with the principles of among, the nature of nature, and the nature of the times which emphasize independence, character formation, and critical awareness of students, so that the integration of technology in Islamic education demands an orientation of humanization and liberation, not just learning efficiency.
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