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Mewujudkan Merdeka Belajar Melalui Experiental Literacy

Oleh: Ki D. Andana

Pengalaman Keseharian

Tujuan awal adanya sekolah adalah agar pengalaman keseharian yang diperoleh anak  dapat membuat mereka mampu tumbuh dan berkembang dalam situasi masyarakat tempat mereka tinggal. Namun, dengan semakin kompleksnya perkembangan masyarakat, tujuan itu semakin menyimpang. Penyimpangan yang kasat mata dan dapat dirasakan adalah anak bukan lagi menjadi pusat dan tujuan dari pendidikan. Pengalaman anak-anak digantikan oleh pelajaran-pelajaran yang diberikan. Menurut John Dewey, hal ini sangat berbahaya, mengapa? Karena pelajaran-pelajaran yang diberikan berdasarkan pada satu prinsip pengetahuan yang dirumuskan dan diinterpretasikan lepas dari pengalaman anak. John Dewey berpandangan bahwa realitas ini tidak pernah tetap, selalu mengalir. Akal budi manusialah yang dapat menangkap perubahan itu. Padahal dalam pendidikan kasus utamanya adalah anak. Apa yang dipahami anak adalah apa yang dijalani dalam kehidupan keseharian hidupnya. Ia belajar dan berkomunikasi dari apa yang menjadi pengalamannya. Ia berkembang dari apa yang ia pelajari itu. Karena itu, mengajari sesuatu yang tidak pernah mencakup pengalamannya akan menjadi bahaya dan kesulitan untuk hidup lebih baik di masyarakatnya.

Dari pendekatan intensif John Dewey yang menekankan pada psikologi anak dalam pendidikan, kita menggarisbawahi pemikirannya mengenai pendidikan bahwa pendidikan merupakan suatu proses, hubungan, serta rangkaian perjalanan seseorang manusia untuk dapat mengembangkan dirinya. Pendidikan tersebut bertujuan agar manusia mampu menyesuaikan diri (adaptacy quotion) dengan pergolakan dunia sekitarnya yang terus berubah. Gagasan pendidikan John Dewey menekankan pendidikan berbasis pengalaman (experiental education) tatkala seorang anak manusia mempertanyakan segala sesuatu yang dialaminya, dipikirkannya, dan dicari solusinya. Pendidikan bukan tentang usia, tetapi seberapa dalam manusia mampu mengenali diri dan kemampuannya untuk kemudian dapat bermanfaat bagi diri sendiri dan orang lain.

Pendidikan Memanusiakan Manusia

Pendidikan bertujuan  untuk memanusiakan manusia (Driyarkara). Maksudnya, hal yang harus diangkat dalam pemanusiaan manusia adalah seluruh manusia. Manusia harus mengangkat derajat dirinya sendiri untuk hidup dan berada sesuai dengan kodratnya. Jadi manusia harus memanusiakan dirinya baik melalui proses hominisasi maupun humanisasi.

Hominisasi merupakan proses pemanusiaan secara umum, yakni memasukan manusia ke dalam lingkup kehidupan manusiawi secara minimal. Berbeda dengan binatang, manusia tidak dengan sendirinya memiliki sifat kemanusiaan setelah dirinya dilahirkan. Di sinilah peran pendidikan hadir untuk memenuhi qodrat manusia (sebagai hamba dan Khalifah) melalui proses humanisasi yang menunjukkan bahwa perbuatan mendidik bertujuan untuk keluar dari suatu sikap fundamental tertentu (cinta murni). Karena menurut Driyarkara, tujuan dari perbuatan mendidik bukanlah kepentingan diri sendiri, melainkan kepentingan yang dicintai, kepentingan yang lebih luas secara kuantitas maupun kualitas. Cinta yang melahirkan kesatuan hidup, berusaha menyejajarkan diri dengan subjek. Lalu cinta mengalir, mengambil, menerima, dan memasukkan yang dicintainya ke dalam diri hingga mandiri dan paripurna.

Pada posisi inilah peran humanisasi terniscayakan. Humanisasi merupakan perkembangan kebudayaan seperti tampak dalam segala kemajuan budaya dan ilmu pengetahuan. Manusia turun tangan (Khalifah) dalam mengangkat alam menjadi alam manusia. Tidak ada hominisasi tanpa humanisasi sedikit pun. Bagi Driyarkara, pendidikan  merupakan kesatuan cinta kasih yang selain biologis juga  merupakan kesatuan jasmani dan rohani. Anak manusia tidak hanya lahir dari badan, tetapi juga dari jiwa.

Merdeka Belajar

Merdeka Belajar menjadi salah satu program inisiatif Menteri Pendidikan dan Kebudayaan Mas Nadiem Makarim yang ingin menciptakan suasana belajar yang bahagia. dan suasana yang happy. Tujuan merdeka belajar adalah agar para guru, peserta didik, serta orang tua bisa mendapat suasana yang bahagia. “Merdeka belajar itu bahwa proses pendidikan  harus menciptakan suasana-suasana yang membahagiakan. Bahagia buat siapa? Bahagia buat guru, bahagia buat peserta didik, bahagia buat orang tua, dan bahagia untuk semua orang”

Program merdeka belajar ini dilahirkan dari banyaknya keluhan di sistem pendidikan. Salah satunya keluhan soal banyaknya peserta didik yang dipatok oleh nilai-nilai tertentu.  “Merdeka belajar adalah kemerdekaan berpikir, terutama esensi kemerdekaan berpikir ini harus ada di guru dahulu. Tanpa terjadi di guru, tidak mungkin bisa terjadi di peserta didik.”

Saat kita bicara bahwa kita percaya kemerdekaan guru dan kemerdekaan belajar, maka akan bersinggungan dengan banyak hal. Salah satunya kemerdekaan dalam proses belajar.  Proses belajar butuh kemerdekaan, sudah tentu. Sebab, kemerdekaan harus melekat pada subyek yang melakukan proses belajar: anak ataupun orang dewasa. Termasuk melibatkan dan dukungan banyak pihak.

Perspektif kemerdekaan itu sendiri, bukan sekadar kepatuhan atau perlawanan. Kemerdekaan adalah sesuatu yang diperjuangkan, bukan diberikan.  Makanya, kenyataan yang paling menyedihkan dari pengembangan guru, dewasa ini adalah titik di mana seringkali membuat guru merasa disalahkan. Bukan didengarkan.  Sebenarnya, dalam hampir semua situasi, guru dikatakan kunci dalam pendidikan. Namun, kalimat ini sebenarnya bukan kalimat lengkap. Kunci sering diartikan sebagai solusi segala masalah yang bisa ditinggal sendirian. **da)

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