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Eduvest – Journal of Universal Studies

Volume 2 Number 9, September, 2022

p- ISSN 2775-3735- e-ISSN 2775-3727

HUMANISM EDUCATION MODEL AT RAMA PARK

SCHOOL, DENPASAR

Ni Wayan Karmini

Hindu Religious Education Study Program, Postgraduate Program,

Indonesian Hindu University, Denpasar

Email: [email protected]

ABSTRACT

This article aims to discuss the humanism education model

and its implementation in learning process at Taman Rama

Elementary School, Denpasar. Data acquisition was carried

out through literature study, observation, and interviews with

education observers, student parents, and managers of

Taman Rama Elementary School, Denpasar. The collected

data were analyzed descriptively by applying the humanism

learning theory. The study results show that Taman Rama

Elementary School students' character building is carried out

by applying the neo-humanistic education model, which is a

horizontal balance between physical development and

mental development. Besides that, vertically in the form of

achieving spiritual development's process. The humanism

education process implemented in Taman Rama Elementary

School, Denpasar was pursued by implementing the 2013

curriculum which led students to have a humanistic

personality and have multiple intelligences. The intelligence

referred to is kinetic intelligence, intellectual intelligence,

social intelligence, emotional intelligence, and spiritual

intelligence by upholding the principle of non-violence

(ahimsa). This means that students are expected to have

noble humanitarian traits and attitudes, namely simplicity,

care for others, and the environment. In addition, it also

encourages students to be active, creative, disciplined, and

responsible.

KEYWORDS

Humanism education, Learning process, Taman Rama

Elementary School, Denpasar

Ni Wayan Karmini

Humanism Education Model At Rama Park School, Denpasar

1702

This work is licensed under a Creative Commons

Attribution-ShareAlike 4.0 International

INTRODUCTION

The science and technology's rapid development today has changed

various aspects of human life, both educational, economic, social, and cultural

factors. Along with science's advancement, it will also have a profound impact on

changing student's mindsets who prioritize momentary pleasures and forget about

physical, mental, and even spiritual health. This results in more diverse life

problems faced by parents and society (Sueca & Karmini, 2020).

Strengthening character education, especially regarding discipline, is an

important thing to do considering that there are many events that indicate a moral

crisis, especially among school-aged students. Therefore, strengthening character

education needs to be implemented for students as early as possible. This means

that needs to start from the family environment, school, and evolve in society

(Chiang, Yang, & Hwang, 2014).

One of character values that needs to be developed is discipline. Discipline

character values are very important for humans to show other good character

values. Strengthening the disciplinary character's value is very important because

now there are many deviant behaviors that are contrary to disciplinary norms

(Wuryandani, 2010).

Law of the Republic of Indonesia Number 20 of 2003 concerning the

National Education System in Chapter II article 3 explains that national

education's purpose is to develop students' potential to become human beings who

believe and fear God Almighty, have a noble character, are healthy,

knowledgeable, capable, creative, independent, and a democratic and responsible

citizen (Goldstein & Filipe, 2018). Educational development is an effort to

educate the nation's life and improve Indonesian people's quality in realizing an

advanced, equitable, and prosperous society. In addition, it is also to develop

oneself as a whole human being in accordance with the goals and education

system.

Efforts to build elementary school students' character through the

education world are very important to shape students' mindsets so that they can

develop their potential which will be used as provisions for a better future. This

means that human education will improve its quality. In this opinion, Sarkar in the

book Neo-Humanist Education (McCrary, 1999) states that neo-humanist

education is a new and stimulating experience on the boundaries of the learning

process that puts students' spiritual worldview. The neo-humanist curriculum's

application provides a clear understanding related to physical development,

intellect (intelligence), emotions (heart feelings), imagination (imagination),

intuition (feelings of the heart), and spiritual (spirituality) (Komalasari, Saripudin,

& Masyitoh, 2014).

Neo Humanistic Education seeks to advance the growth of moral values

(inner strength, character), mind (intellect) and grow students who are interrelated

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with each other to advance life perfection, that is lives and subsistence of students

that are aligned in terms of morals and students mindset can develop and

interconnected to avoid negative things that can affect the behavior, attitudes,

behavior, and thoughts of students (Masitoh, Ardianingsih, & Roesminingsih,

2020).

According to the objectives of Neo Humanistic Education, the 2013

curriculum also states to create productive, creative, innovative, and affective

students through integrated attitudes, skills, and knowledge. To realize these

objectives, education unit learning process is carried out interactively,

inspirational, fun, challenging, and motivates students to actively participate in

learning activities and processes, as well as provide sufficient space for initiative,

creativity, and independence according to talent, interests, and physical and

psychological development of students (Alawiyah, 2012).

Competence, material, and learning of Hindu Religious Education and

Budi Pekerti are a subjects taught in stages in accordance with class levels in the

2013 curriculum. Hindu Religious Education and Budi Pekerti lessons are

developed through consideration of living together peacefully and harmoniously

(to live together in peace and harmony) (Alawiyah, 2012) (Elias, Parker, & Kash,

2008). Learning is carried out based on activities on intra-curricular, co-curricular,

and extracurricular activities (Sugiyo & Purwastuti, 2017). The growth and

development of attitudes are carried out throughout the learning process,

habituation, exemplary, and acculturation to develop learner's character further.

Schools as a pleasant park for the growth of knowledge, skills, and attitudes of

students who place knowledge as behavior (behavior), not only in the form of

memorization (verbal).

The substance lesson of Hindu religious education and Budi Pekerti in

elementary schools if it is observed seems very clear that more emphasis is on

character education (attitude) (Kohlberg, 1964). There is a very sad phenomenon

happening among elementary school students today, characters that should have

started to develop and obtainable is not maximized by a teacher through the

learning process of Hindu religious education and character in accordance with

the 2013 curriculum, and there were several cases related to the many immoral

acts committed by students such as cheating, brawling, barking, ditching, playing

when learning process, making physical contact such as playing too hard by

hitting a friend, mocking and or insulting his friend and other actions indicate that

formal education fails to shape the character of students. (Al-Adwan, Al-Adwan,

& Smedley, 2013), (Park, 2009), (Trevino, 1992), (Thornberg, Pozzoli, Gini, &

Jungert, 2015), states that immoral behavior and actions are caused by low

morality. Low morality is partly due to moral education in schools that are less

effective.

This is supported by the results of Research (Lu, Jia, Gong, & Clark,

2007), (Chang & Wei, 2016), (Davis, 2003), (Özdöl, Pınar, Dayanç, & Çetin,

2014) that found character education understanding between principals and

teachers is essentially the same. The principal understands character education to

educate and shape children to have good personalities and the teacher understands

character education as a guide in shaping children's personalities so that they have

Ni Wayan Karmini

Humanism Education Model At Rama Park School, Denpasar

1704

good behavior and good character. Character values developed in Kraton

Elementary School include religious values, honesty, discipline, national spirit,

love for the motherland, achievement values, care for the environment, and

responsibility (Park, 2009).

Primary school age (around the age of 6-12 years) is important for

character education implementation, even fundamental things for the successful

development of learners' character. Elementary school children experience

physical and motor development including the development of personality,

emotional character, intellectual, language, character, and morals that grow

rapidly. Therefore, if character education is to be successful, its implementation

must begin in childhood and elementary school age (Özdöl et al., 2014), (Formen

& Nuttall, 2014).

This research was conducted at Taman Rama Elementary School,

Denpasar City. Taman Rama Elementary School is managed by the Taman

Mahatma Gandhi Foundation. The mentors were the same as those who pioneered

the Gandhi Education Movement with the National Plus and international schools

in Jakarta from 1957 to 1993. Taman Rama School, Denpasar - The Taman

Mahatma Gandhi Foundation was founded in Denpasar in 1999 by many parents'

requests from Jakarta who arrived in Bali after ethnic riots in Jakarta. This

primary school is the first national plus private school in Bali to offer subjects

taught in English as part of the national curriculum (Wahyudi, 2018).

Taman Rama Denpasar Elementary School applies the concept of

humanism education in Denpasar City. The humanism education model is actually

an effort to create and make human beings who truly have human nature. This

means living with love and mutual care, compassion, nurture, which are the

characteristics of the realization of the goal of the neohumanistic education

pattern. The neo-humanistic education model can be applied in shaping the

character of elementary school (SD) students. In this scientific paper, two things

are discussed. First, what is the humanism education model in shaping the

character of students at SD Taman Rama Denpasar? Second, how is the

implementation of the Taman Rama Denpasar Elementary School program in

shaping the character of these students?

RESEARCH METHOD

This publication is the result of this qualitative study carried out at the Bali Public

School, Denpasar. The determination of this research location is based on the reasons: (1)

elementary Bali Public School, Denpasar is a school that has implemented a humanist

education model (Neo Humanistic Education) in building the character of its students; (2)

elementary Bali Public School has adequate teaching staff and educational facilities; (3)

The application of humanist education is able to realize the character of students who are

active, creative, humanist and responsible. The research data was collected through

literature study, observation, and interviews with 15 informants, namely education

observers, student parents, and managers of Bali Public School, Denpasar. The data that

has been collected is then analyzed descriptively by applying the theory of learning

theories of humanism.

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RESULT AND DISCUSSION

A. Neo-Humanistic Education Approach Model in Student Character Shaping

The humanism education application in elementary Bali Public School does not only

want the results of the development of attitudes but is expected to have skills that must be

mastered by students. In line with important skills in the 21st century that include

learning to know, learning to do, learning to be, and learning to live together. In

accordance with the learning system in the Indonesian curriculum 2013, it is expected

that 21st-century learning can be implemented. This is to address the demands of an

increasingly competitive era. The 21st-century learning reflects several things namely;

(1). The ability of critical thinking and problem solving (Critical-Thinking and Problem-

Solving Skills) is able to think critically, laterally, and systemically, especially in the

context of problem-solving. (2). The ability to communicate and collaborate

(Communication and Collaboration Skills) is able to communicate and collaborate

effectively with various parties. (3). The ability to create and renew (Creativity and

Innovation Skills) is able to develop its creativity to produce various innovative

breakthroughs. (4). Information and communication technology literacy (Information and

Communication Technology Literacy) is able to utilize information and communication

technology to improve performance and daily activities (5). Contextual learning skills

(Contextual Learning Skills) - able to undergo contextual independent learning activities

as part of personal development. (6). The ability of information and media literacy

(Information and Media Literacy Skills) is able to understand and use various

communication media to convey various ideas and carry out collaborative activities and

interactions with various parties (Samani, Warsono, & Supardjo, n.d.).

This humanism education is an education that emphasizes the importance of

learning process and not just the result (Dvivedī, 1990). Humanism education is

implemented by all teachers in elementary Bali Public School in teaching and learning

process aimed at shaping student's ability to recognize their own potential. In the process

that occurs at the elementary Bali Public School, the teacher places her position as a

facilitator where the teachers provide learning motivation for their students. Learning

using this humanism approach aims to shape personality, conscience, change attitudes,

and analyze social phenomena (Interview with Ms. Widya, Monday, January 22, 2020).

Neo Humanistic Education has a very important role to develop the abilities and

potential of students in learning. At elementary Bali Public School between teachers and

students must establish good communication to increase mutual concern between the two

parties to avoid misunderstanding. Students have the right to know things that are

considered new in order to increase their knowledge, develop their positive potential, and

minimize negative potential (Ms. Dayu Ika Interview, 2019).

Teachers at the Denpasar Bali Public School in Denpasar believe that it is

important for students to be motivated and involved in the lesson they are learning, and

this happens when the topic/lesson is something that students need and want to know

about. As it is known that there are five basic values of humanism education namely; (1)

Students must be able to know what they are learning. The teacher believes that students

are motivated to learn the subject if it is something they need and want to know. (2) The

purpose of education must be to foster students' desire to learn and teach them how to

learn. Students must have self-motivation in learning and the desire to learn on their own.

(3) Sense of belonging, meaning that the educator/teacher believes that values are

irrelevant and only self-evaluation which means only as a benchmark encourages students

Ni Wayan Karmini

Humanism Education Model At Rama Park School, Denpasar

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to work for values and not for personal satisfaction. In addition, teachers are involved in

objective tests because they test the ability of students for their knowledge and provide

sufficient educational feedback to students (sense of value). (4) Knowing, feeling, and

actions, that is educators/teachers believe that feelings and knowledge are important for

the learning process. Unlike traditional educators, teachers with a pattern of humanism do

not separate the domain affective (spiritual attitude and social attitude) and cognitive

(knowledge), even psychomotor (skills). (5) Environmental learning, that schools need to

provide school facilities with a comfortable and pleasant environment so that they will

feel safe to learn. After students feel safe, comfortable, and enjoyable, learning becomes

easier and more meaningful (Sutiadiningsih, Sonhadji, Sutadji, & Nurlaela, 2016). All

activities at elementary Bali Public School Denpasar support the success of students'

academic and non-academic knowledge, both those done indirectly by students and

through mentoring by teachers actually cover three main things namely physical, mental,

and spiritual.

Figure 1

Neo-Humanistic Education Approach Model in elementary Bali Public

School

Generally, the neo-humanistic education approach in Taman Rama

Elementary School includes three things. First, Neo-humanistic education to

optimize students' physical development. This is done through physical training,

in addition to sports studies such as; games, sports, and dances, which aim to

develop physical strength, coordination, and physical balance. To achieve optimal

resilience, development and physical growth of elementary school students in Bali

Public School, various extracurricular activities such as; Swimming, Football,

Basketball, Badminton, Karate, Taekwondo, Vocal, and Dance as well (Rukmana,

2018), (Juniantari, Mahayukti, Gita, & Suryawan, 2020).

Second, Neo-Humanistic Education to optimize students' mental

development. According to the Hindu religious education teacher, that the mental

development of students is fostered through the teachings of compassion, which is

a form of behavior that describes the teachings of Tri Kaya Parisudha (three good

behaviors), namely in the form of thoughts, words, and actions. All students,

teachers, and parents are invited to jointly maintain and oversee the process of

mental development efforts, so that more mutual respect, mutual respect, and

mutual love for one another without seeing differences which exist. The

characteristics of learners are characterized by; (1) trustworthiness; (2) mutual

spiritual

development

mental

development

physical

development

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respect for one another; (3) maintaining fairness, caring; students who maintain

justice will prioritize the interests of many people over personal interests and or

group interests; (4) responsibility (responsibility). Students are called responsible

if they can control themselves from something that is harmful as Shadana

teachings such as: considering the benefits and risks of words and deeds, planning

everything before implementing it, not giving up easily and continuing to strive

for success, doing the best at all times, maintaining words and actions, loyal in

obeying orders according to duties and obligations.

Third, Neo-Humanistic Education to optimize spiritual development. To

practice spiritual development, students are taught together without regard to

differences on the basis of religion, gender, and others, which are in accordance

with the Mission of the elementary Bali Public School itself.

The Humanism Education Model at elementary Bali Public School is a balance

both horizontally and vertically, which starts from physical health to mental

intelligence, then social intelligence to mind intelligence which is vertically the

process of achieving mature spiritual intelligence from an early age through a

humanist education system with applying a school program that is implemented in

the process during education so that a humanist student's character will also be

realized.

B. Neo-Humanistic Education Implementation at Taman Rama Elementary

School, Denpasar

Taman Rama Regular Elementary School offers a national plus primary

school program for children aged 6-12 years. In accordance with the 2013

curriculum, Taman Rama Elementary School emphasizes the importance of

English in the global economy. Therefore, Taman Rama Elementary School offers

a national local content curriculum with an additional focus on developing

English competency. Through the learning process that is being developed,

Taman Rama Elementary School seeks to build the character of students into

superior personalities in accordance with the current 4.0 era. In accordance with

the challenges of the times, Taman Rama Elementary School Denpasar is

developing humanism education supported by a curriculum that seeks to produce

holistic intelligence, namely intelligence that has physical, intellectual (logical),

social, mental, and spiritual dimensions (See Table 1).

Table 1.

Humanism Education Dimensions at Taman Rama Elementary School,

Denpasar

Dimensions

Subject

Orientation / Purpose

Kinetic

intelligence

(Physical)

Sports

1) Encourage physical

fitness (kinetic) by

fostering student interest

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Humanism Education Model At Rama Park School, Denpasar

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Intellectual

Intelligence

(reason, logic)

Math, science

in sports

2) Develop excellence in

academic achievement

3) Develop excellence in

literacy and numeracy

4) Develop personal values,

beliefs and morals

5) Improve students' skills in

communicating English

6) Develop competencies in

the arts and culture

7) Provides contemporary

skills

8) Encouraging the spirit of

nationalism

9) Promote respect and

tolerance of all religions

Social

intelligence

Language

(Indonesian,

English)

Social Sciences

Art and culture

Religion

Mental

intelligence

Spiritual

intelligence

Table 1 shows the construction of subjects that lead Taman Rama

Elementary School students to become individuals with advantages. All subjects

are based on Indonesian national standards by incorporating local content (arts

and culture). Most subjects are taught in Indonesian with English-based learning

opportunities. To build students' reasoning power, mathematics and natural

sciences are taught. This learning process is supported by a periodic evaluation

process using competencies and standards based on benchmarks for children's

academic development.Di samping melalui proses mata pelajaran intrakurikuler,

pendidikan humanisme pada SD Taman Rama Denpasar juga dilakukan dengan

beragam kegiatan ekstrakurikuler, seperti pramuka, sepak bola, bola basket, bulu

tangkis, renang, tari Bali, dan atau paduan suara. Prinsip kegiatan ekstrakurikuler

meliputi (a) individual sesuai dengan potensi, bakat, dan minat peserta didik

masing-masing, (b) sukarela, (c) keterlibatan aktif peserta didik, (d)

menyenangkan, (e) membangun semangat peserta didik untuk bekerja dengan

baik dan berhasil, dan (f) untuk kepentingan masyarakat. Siswa SD Taman Rama

juga diberikan pilihan untuk memperluas basis pengetahuan dengan mengikuti

kegiatan khusus sekolah yang meliputi kompetisi ejaan, kompetisi pengetahuan

umum, kompetisi sains umum, debat bahasa Inggris, dan “Minggu Kesadaran

Bahasa Inggris”.

The Taman Rama Regular Elementary School curriculum is holistic and

designed to foster the development of the whole child. In general, the curriculum

for Regular Elementary School Nasional Plus Taman Rama is aimed at creating a

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physically healthy generation by fostering student interest in sports. In addition,

the curriculum orientation of Taman Rama Elementary School also seeks to

produce a generation who master science and technology, for example having

competitive abilities in accordance with IT developments such as the testimony of

one of an art teacher and scout extracurricular activities at Taman Rama

Elementary School as follows.

Children who are in elementary school are the next generation of a nation

that needs digital literacy (4.0) which is currently developing. They must be

trained and accompanied to use gadgets to support their learning process. The

learning curriculum at the elementary level needs to be developed in a way that is

in line with the development of this digital technology. Character education for

children of elementary school age needs to be supported by a curriculum package

that is able to motivate and direct them to be critical, creative, innovative

according to the challenges of today's digital era. But it must be remembered that

children - as the next generation - are not only capable of mastering technology,

but they must remain the young generation of Bali, become proud sons and

daughters of the Indonesian nation, who have and understand traditions, cultural

arts, religions, and history.

In addition to intra-curricular material that builds students 'intelligence and

intellectuality, cultural arts activities and fostering moral awareness (religion) are

important as a fundamental part of efforts to build students' humanistic character

and attitudes. No less important is the effort to build students' awareness so that

from an early age they have a spirit of nationalism, respect, and tolerance for all

religions. In this regard, Taman Rama Elementary School Denpasar strives to

uphold the teachings of caring for others, the principle of ahimsa (non-violence)

which is shown in good deeds, ways of speaking, and purity of mind as part of the

religious culture in the school environment.

The implementation of religious culture in elementary school students is

behavior and activities that have become habits that contain religious values.

Forms of religious culture that exist in elementary schools, among others, are in

the form of religious activities and daily behavior. Routine religious activities,

namely from an early age when students start to enter the school, have been taught

and guided to behave and speak well and are always associated with religion.

Thus, the strength of faith will be increasingly felt by students themselves.

Image 1

Religious Activities In Elementary School

Ni Wayan Karmini

Humanism Education Model At Rama Park School, Denpasar

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CONCLUSION

The Character shaping of elementary school students in Bali Public School

is carried out by applying the New-Humanistic Education model, which is a

horizontal balance between physical development and mental development, and

vertically the process of achieving spiritual development. The process of

humanism education in the Taman Rama Denpasar Elementary School

environment is pursued by implementing the 2013 curriculum which leads

students to have a humanistic personality. In addition, students also have several

intelligences, namely kinetic intelligence, intellectual intelligence, social

intelligence, emotional intelligence, and spiritual intelligence by upholding the

principle of non-violence (ahimsa). On the other hand, students are expected to

have noble human traits and attitudes, namely simplicity, care for others and the

environment, and encourage students to be active, creative, disciplined, and

responsible. The character shaping of elementary Bali Public School Denpasar

students through the humanism education model that wants to create a superior

future generation needs to be supported by relevant stakeholders.

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