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Egalitarian Education: The Practice of Independent Learning at PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta
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Abstract
Education at early childhood education (PAUD) Sanggar Anak Alam (SALAM) in Yogyakarta focuses on liberating and holistic development, nurturing students' faith, character, health, knowledge, independence, creativity, and responsibility through a research-based approach centered on nature and individual talents. Unlike traditional schools, SALAM, often called a 'school of life' or 'life laboratory,’ emphasizes experiential learning in a natural setting, aligning education with each student's unique interests and abilities. This study aims to analyze how the concept and practice of independent education are applied at PAUD Sanggar Anak Alam Yogyakarta. Employing a descriptive-qualitative approach, the research investigates how this educational philosophy translates into practice, emphasizing critical thinking, autonomy, and humanization. Through participatory observation, in-depth interviews, and document analysis, the study captures the perspectives of educators, administrators, and other stakeholders. Key findings include the integration of Freire's concepts into pedagogical practices, such as fostering egalitarian educator-student relationships, prioritizing dialogue, and embedding ethics in the curriculum. The study also examines the practical implications of this approach, highlighting the roles of educators as facilitators and the importance of nurturing environmental awareness and critical thinking from an early age. While the study's findings affirm the potential of Freire's model in early childhood settings, its context-specific nature and focus on a single institution necessitate caution in generalizing the results. Consequently, the research underscores the need for further exploration in diverse educational contexts. The study's implications extend to educational policy and practice, advocating a shift towards more participatory, student-centered, and dialogue-driven learning environments. This research contributes to the discourse on global educational reform by demonstrating the transformative power of liberatory education in fostering egalitarian and humanizing educational experiences.
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Introduction
The pursuit of humanizing education systems globally, particularly in early childhood education (PAUD), is a matter of significant importance. The influence of PAUD on subsequent developmental stages is profound, shaping individuals' academic, social, and moral perspectives (Abdul Latif et al., 2021; Adhani et al., 2023). Traditional educational models often regard students as products of a rigid system, neglecting the nurturing of essential humanistic values and critical thinking skills. This prevalent issue in education, exemplified in institutions like PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta, calls for a paradigm shift towards more egalitarian and independent learning frameworks. Such a shift is critical for fostering holistic development in early childhood, as highlighted by studies demonstrating the foundational impact of quality PAUD on later life stages.
Munir Mulkhan's critique of the education system highlights a profound issue: the stifling of critical thinking and creativity in classrooms, which he links to broader societal and moral problems(Mulkhan, 2002). This critique is echoed in studies showing that traditional educational practices often value conformity over individuality, leading to an oppression of will in children and a lack of encouragement for genuine understanding and inquiry (Fatmawati Latif, 2019; Latif et al., 2020). Such observations have sparked a debate on the need for a paradigm shift in education, moving away from rote learning and towards an approach that values creativity, critical thinking, and the holistic development of students.
The "banking model" of education, as described by Paulo Freire, serves as a critique of traditional educational dynamics characterized by a top-down, teacher-centered approach(Freire, 2000). This model treats students as passive recipients of knowledge rather than active participants in their learning process. The implications of this model extend beyond the classroom, contributing to a broader oppression within the educational realm. Studies have supported Freire's critique, indicating that such an approach can hinder the development of independent thinking and creativity in students (Fikri Haikal et al., 2023;M. Husni, 2020).
In contrast to the traditional model, alternative educational settings like Sanggar Anak Alam (SALAM) in Nitiprayan Kasihan Bantul Yogyakarta represent a paradigm shift. SALAM's approach provides a more egalitarian and humanistic educational environment. Here, students are encouraged to learn from diverse sources, and the teacher-student relationship is based on mutual respect and informality(Nidyawati, 2017)(Prasetia et al., 2021). This method challenges the conventional hierarchical education model and highlights the potential benefits of fostering egalitarian relationships in the educational process.
However, this perception of teachers does not seem to be the case at the non-formal educational institution Sanggar Anak Alam (SALAM) Nitiprayan Kasihan Bantul Yogyakarta. This alternative school attempts to provide ample space for children to learn from various sources(Nidyawati, 2017). A notable feature is the absence of mandatory school uniforms for children and teachers, who all wear casual and non-formal attire. The teacher-student relationship established here is very egalitarian, as evidenced by the use of "mas and mbak" (brother and sister) for teachers instead of ”Mr./Mrs. Teacher," etc. This approach aims to foster a more egalitarian and humanistic relationship between teachers and students.
The approach adopted by SALAM aligns with emerging research in egalitarian education and independent learning. For example, home-based family engagement in early learning activities has been linked to significant developmental benefits in children, particularly in emergent numeracy and literacy(Rey-Guerra et al., 2022). Similarly, the COEDU-IN Project demonstrated the effectiveness of educational robotics in teaching computational thinking and digital skills inclusively, catering to diverse groups of children, including those with Down syndrome and hospitalized minors(González et al., 2023). These studies reinforce the potential of alternative educational approaches that prioritize egalitarian values and independent learning, offering a promising direction for educational reform.
Despite advancements, significant gaps and controversies remain in early childhood education. Studies like those by ( 2019) and Simpson et al. identify limitations in current teaching methods, particularly in fostering independent thinking and critical analysis among young learners. These gaps underscore the need for further research into more effective educational models, especially those promoting egalitarian and independent learning environments. For instance, research suggests that early childhood STEM education, emphasizing play-based learning, can foster young children's independent learning and responsiveness to their natural environment, contributing to sustainable development(Campbell & Speldewinde, 2022)(Campbell & Speldewinde, 2022). Furthermore, implementing research-based learning models has been shown to improve critical thinking skills in students, especially those with fielddependent cognitive styles(Budayawati et al., 2019), indicating the potential for such methods in early education settings.
This study aims to delve into the role of liberation education in shaping educators' perspectives and practices at PAUD Sanggar Anak Alam (SALAM) Nitiprayan Kasihan Bantul Yogyakarta. It examines the implementation of independent learning and its impact on the school's public space. The research aligns with global educational trends emphasizing the importance of fostering independent learning skills from an early age. For instance, the study of UK higher education students highlighted the evolution of independent learning skills, showing how peer support plays a crucial role in their development(Hockings et al., 2018). Additionally, the effectiveness of the independent learning approach in fostering autonomy and practical application of knowledge at the Cikoneng Islamic Boarding School (YPI) provides insights into its potential benefits(Firdaus & Al Husaeni, 2023). These examples underscore the importance of the current study's focus on independent learning in early childhood education.
The research aims to comprehensively analyze the egalitarian and
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