UNTUK APA PENDIDIKAN SENI? (2) #27

Summary

In this talk, Juli Djatiprambudi explores the state of art education in Indonesia, emphasizing its underappreciation and the need for reform. He argues that art education should not just focus on cognitive skills, but also integrate affective and psychomotor elements. Drawing on the ideas of influential figures like Ki Hajar Dewantara and Willem Iskandar, he advocates for an education system rooted in Indonesian culture. Djatiprambudi critiques the imitation of foreign systems and stresses the importance of empowering educators to inspire creativity and independence in students. Ultimately, he calls for a more holistic approach to art education, aligning it with national goals and values.

Takeaways

• 😀 Art education in Indonesia still struggles with being in the 'margins,' often overlooked compared to other fields of study.
• 😀 There is a pressing need to adapt the educational system to the exponential changes happening in the world, especially due to technological advancements like the internet.
• 😀 Art education should not focus solely on cognitive learning but should integrate affective and psychomotor aspects for a holistic approach.
• 😀 Educational vision for Indonesia in 2035 emphasizes values of excellence, prosperity, and moral character, alongside the promotion of Indonesian cultural values.
• 😀 The role of art education in Indonesia is vital as it helps shape the cognitive, affective, and psychomotor domains of students, offering a balanced education.
• 😀 Indonesia has great educational thinkers like Willem Iskandar and Ki Hajar Dewantara who emphasize freedom and culture as key components in education.
• 😀 Ki Hajar Dewantara’s concept of 'Among' and the focus on child-centered education highlight the importance of culture in shaping the educational experience.
• 😀 Muhammad Syafi’i from West Sumatra emphasized the importance of integrating cognitive (head), affective (heart), and psychomotor (hands) aspects in art education.
• 😀 It’s crucial for Indonesia to focus on developing art education based on its own rich cultural heritage rather than copying foreign systems.
• 😀 Art education should be seen as a tool for achieving broader educational goals like fostering moral character and creativity in students, not just as an isolated discipline.

Q & A

What is the main topic of the video transcript?

The main topic is the discussion of art education in Indonesia, focusing on its role in fostering holistic development, integrating cognitive, affective, and psychomotor domains, and its importance in the context of Indonesia's educational system.

What are the three key domains of learning mentioned in the script?

The three key domains of learning mentioned are the cognitive domain (knowledge and thinking), the affective domain (emotions and values), and the psychomotor domain (physical skills and actions).

Why is art education considered important in Indonesia's educational system?

Art education is important because it integrates all three domains of learning—cognitive, affective, and psychomotor—offering a holistic approach to education that nurtures creativity, critical thinking, and emotional development.

How does the speaker view the current state of art education in Indonesia?

The speaker believes that art education in Indonesia is often overlooked and treated as a marginal subject, not receiving the attention and resources it deserves despite its critical role in national education.

Who are some of the influential educational thinkers mentioned in the script?

The script mentions several influential educational thinkers, including Willem Iskandar, Ki Hajar Dewantara, and Muhammad Syafi'i, who have contributed to the development of educational philosophies in Indonesia.

What is Willem Iskandar's educational philosophy?

Willem Iskandar's philosophy centers around the idea that education should begin with a 'free teacher.' He believed that a teacher who is free and open-minded can effectively liberate their students, guiding them towards becoming independent, creative individuals.

How does Ki Hajar Dewantara's educational approach relate to art education?

Ki Hajar Dewantara emphasized that education is a cultural practice, and he believed that the child should be the center of the learning process. His philosophy aligns with art education by stressing the importance of fostering creativity and cultural identity in students.

What does the speaker mean by 'art as a medium for education'?

The speaker argues that art should not just be seen as a final goal or product but rather as a medium (or 'wasilah') for achieving broader educational objectives, such as fostering moral values and creating well-rounded, creative individuals.

How does the script distinguish between 'art practice' and 'art education'?

The script distinguishes 'art practice' as the broader, more complex process involving community engagement, creativity, and social interaction, while 'art education' is seen as a more focused, structured approach within schools, which cannot fully capture the complexities of real-world artistic practices.

Why does the speaker criticize the reduction of art education to a purely cognitive discipline?

The speaker criticizes this reduction because it neglects the emotional, creative, and experiential aspects of art education. He argues that art education should not only focus on knowledge (cognitive) but also involve creative expression, emotional development, and physical engagement, all of which are crucial for holistic learning.