Education has long been linked to character building. It appears that\ncharacter education and the fundamental purpose of schooling are\ninseparable and are considered the true \u2018essence\u2019 of education.<\/p>\n
Many believe that good education is that which produces students with\ncharacter, enabling them to survive and succeed amidst the harsh\ncompetition and uncertainty of the future. While this is not incorrect,\na system that focuses solely on meeting the character demands of current\nand future society feels shallow and inadequate.<\/p>\n
Education should aim to liberate our souls through an understanding\nof the world\u2014why natural and social phenomena occur as they do\u2014and, most\nimportantly, regarding our existence and our role within society.<\/p>\n
Instead of liberating us from injustice and arbitrariness, education\noften perpetuates these conditions. Students are taught using a mindset\nfrom the Industrial Revolution era, where the goal is to produce\ngraduates ready to operate factory machinery and generate mass-produced\ngoods for rapid consumption.<\/p>\n
Students are arranged in neat rows, facing and listening to teacher\nlectures, memorising facts, and subsequently taking exams. Unbeknownst\nto us, this pattern teaches students merely to reprocess facts or social\nconditions around them without deep understanding, empathy, or the\nability to offer solutions.<\/p>\n
In other words, students are taught to simply adapt to their\nenvironment, work within existing patterns, and maintain the status quo\nso they can become winners amidst existing injustice and inequality.\nMeaningful education goes far beyond this.<\/p>\n
Education aims to create opportunities for citizens, not just to\nclimb the ladder of social mobility, but to develop individuals capable\nof fighting injustice, ignorance, and inequality to ultimately create a\nmore peaceful and better world.<\/p>\n
Education should empower them to turn challenges into opportunities,\ntransform uncertainty into measurable risks, and play an active role in\nsocial change. It should also foster moments of unexpected serendipity\nthat can be captured by those who truly learn and strive.<\/p>\n
SMA Kemala Taruna Bhayangkara (KTB) was founded with the spirit of\nstruggling against ignorance and injustice by creating a highly\nintellectual community capable of being agents of change wherever they\nare. The educational pattern applied at SMA KTB is considered\nunconventional. Students are instilled with character education that is\nnot only necessary for competing at national and global levels.<\/p>\n
The boarding school programme at SMA KTB, known as the\n\u2018Kebhayangkaran Programme\u2019, is inspired by Bhayangkara values, teaching\nstudents to be protectors, defenders, and fighters for themselves and\nothers. The pastoral care, a primary component of this programme, is\nconducted by carefully selected police officers from various ranks.<\/p>\n
This programme provides students with a nurturing experience that\nthey may not necessarily receive from their families or society.\nCharacter education at SMA KTB is implemented with firmness yet full of\ncompassion, accompanied by logic and learning. There is no physical\npunishment for rule violations; instead, students are given space for\nreflection, thought, and the restitution of their actions.<\/p>\n
Discipline and firmness, as part of character development, enable\nstudents to become self-aware individuals possessing the confidence,\nhumility, and empathy required of future leaders.<\/p>\n
The boarding programme at SMA KTB aligns with an academic programme\nthat integrates the national curriculum with the International\nBaccalaureate Diploma Programme (IBDP). The national curriculum, which\nin previous eras was often referred to as an \u2018emancipatory curriculum\u2019\nand later clarified through \u2018Deep Learning\u2019, aligns with the IBDP\nemphasis on critical thinking, creativity, and anti-status quo\napproaches.<\/p>\n
Students are not only facilitated to understand natural and social\nphenomena to be poured into exam papers, but are also challenged to\nthink critically and creatively, offering solutions through\nacademic-based research projects. Students are also taught not to view\nscience merely as a static object that cannot be questioned or\ncritiqued.<\/p>\n
Science is viewed as a social construct, where the understanding of\nabsolute truth must be separated from the social context of how that\nknowledge is produced, disseminated, and applied. Social concern, in the\nform of advocacy and service, is an inseparable part of the school\ncurriculum.<\/p>\n
Social service is not merely a graduation requirement but is taught\nas a means to develop 21st-century skills, including self-management,\ncommunication, and collaboration. Social service is taught with passion,\nviewing the wider community as a partner with shared capabilities to\ncreate a more peaceful and better world.<\/p>\n
The education model implemented at SMA KTB serves as a potential\nbenchmark that could be implemented more widely in this country. It is\nan education that does not rely solely on the luxurious facilities of\nmodern, prestigious international schools, but rather an education that\nhumanises its students and helps them become better individuals day by\nday.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/education-for-freedom-the-struggle-against-ignorance-1790165117", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }