CULTURAL CAPITAL REVITALIZATION AS A STRENGTH OF CHARACTER EDUCATION BASED ON KI HADJAR DEWANTARA'S PRINCIPLES

ICPECE: International Conference on Primary and Early Childhood Education

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Field Value
 
Title CULTURAL CAPITAL REVITALIZATION AS A STRENGTH OF CHARACTER EDUCATION BASED ON KI HADJAR DEWANTARA'S PRINCIPLES
 
Creator Heri Maria Zulfiati; <p>Universitas Negeri Yogyakarta</p>
Suyanto Suyanto; Universitas Negeri Yogyakarta
Hajar Pamadhi; Universitas Negeri Yogyakarta
 
Subject Education; Cultural Studies
cultural capital, character education, Ki hadjar dewantara
 
Description Today's education has been in the spotlight amid various circles' perspectives, because the main function of education is to shape smart and noble characters of individuals. Education no longer focuses on building the strong character of younger generations. There are many problems that closely relate to the characters of young generations such as drug abuses, disaster prevention cases among school children, elementary school children have already been smokers, drugs users, and sexually victimized, crime, acts of violence such as persecution, brawl,sheep fighting and so forth. They become indicators of something wrong happening in the world of education. This phenomenon is an integral part of cultural capital revitalization as to strengthen the basic character of language used by Ki Hadjar Dewantara, our founding father of national education, in terms of how education is still relevant to people and our nation in the era ofspecial character building of the nation. It is necessary to realize that Ki Hadjar Dewantara's insights become meaningful because by mastering them, we know more about foreign theories about education. Why do we prefer to study Ki Hadjar Dewantara's principles? The reason is that Ki Hadjar Dewantara is a figure of pride of Indonesia as anation in which diversity in building the character of our nation is strongly grounded or rooted in cultures throughout the Indonesian archipelago, and some of his principles are Tutwuri Handayani, Pancadharma, Among,based on Trikon tenets  (continuity, convergence, and concentricity), "Tripusat" Education (family, school,community), and Tringgo (Ngerti, Ngroso, Nglakoni).
 
Publisher ICPECE: International Conference on Primary and Early Childhood Education
 
Contributor
 
Date 2018-04-13 10:29:38
 
Type Peer-reviewed Paper

 
Format application/pdf
 
Identifier http://cibiru.conference.upi.edu/index.php/ICPECE/2017/paper/view/15
 
Source ICPECE: International Conference on Primary and Early Childhood Education; ICPECE 2017
 
Language en
 
Rights Authors who submit to this conference agree to the following terms:<br /> <strong>a)</strong> Authors retain copyright over their work, while allowing the conference to place this unpublished work under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License</a>, which allows others to freely access, use, and share the work, with an acknowledgement of the work's authorship and its initial presentation at this conference.<br /> <strong>b)</strong> Authors are able to waive the terms of the CC license and enter into separate, additional contractual arrangements for the non-exclusive distribution and subsequent publication of this work (e.g., publish a revised version in a journal, post it to an institutional repository or publish it in a book), with an acknowledgement of its initial presentation at this conference.<br /> <strong>c)</strong> In addition, authors are encouraged to post and share their work online (e.g., in institutional repositories or on their website) at any point before and after the conference.
 

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