Aksiologi Pendidikan Dasar dalam Menakar Validitas Ekologis Antara Kurikulum Terstandar dan Respon Adaptif Guru
DOI:
https://doi.org/10.59945/jpnm.v4i2.1252Abstract
Penelitian ini membahas dasar-dasar aksiologi dalam pendidikan dasar dengan menitikberatkan pada nilai kegunaan ilmu dalam praktik pendidikan. Tujuan penulisan ini adalah untuk menganalisis peran ilmu pendidikan, hakikat kegiatan mendidik sebagai ilmu, seni, dan praksis, serta relevansi ilmu pendidikan dalam praktik pembelajaran di sekolah dasar. Metode yang digunakan adalah kajian literatur dengan mengkaji berbagai teori dan hasil penelitian yang relevan. Hasil pembahasan menunjukkan bahwa ilmu pendidikan memiliki nilai praktis yang penting dalam membantu guru merancang, melaksanakan, dan mengevaluasi pembelajaran secara sistematis dan bermakna. Kegiatan mendidik tidak dapat dipahami hanya sebagai ilmu atau seni semata, melainkan merupakan perpaduan keduanya yang diwujudkan dalam praktik nyata (praksis). Selain itu, ilmu pendidikan dasar terbukti memiliki kegunaan nyata dalam membantu guru memahami karakteristik peserta didik, menentukan strategi pembelajaran yang tepat, serta mengambil keputusan pedagogis secara profesional. Analisis kasus menunjukkan adanya dilema antara pembelajaran terstandar dan improvisasi guru. Pembelajaran berbasis standar menjamin keteraturan dan akuntabilitas, namun cenderung kurang fleksibel, sedangkan improvisasi guru mampu meningkatkan keterlibatan siswa meskipun hasilnya lebih beragam. Oleh karena itu, diperlukan keseimbangan antara kepatuhan terhadap standar dan kebebasan profesional guru. Dengan demikian, pendidikan yang efektif memerlukan integrasi antara teori, pengalaman praktis, dan nilai-nilai kemanusiaan agar mampu mengembangkan potensi peserta didik secara optimal.
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