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CRITICAL JURNAL REVIEW

JURNAL EDUCATIONAL PHILOSOPHY AND


THEORY
untuk memenuhi tugas matakuliah filsafat pendidikan

Disusun Oleh :

MARNI ATIKA NASUTION


5183343013

BUSANA B 18

JURUSAN PENDIDIKAN KESEJAHTERAAN KEMASYARAKATAN


PRODI TATA BUSANA

FAKULTAS TEKNIK – UNIMED


2018

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KATA PENGANTAR
Puji syukur kita panjatkan kehadiratan Allah SWT karena dengan rahmat, karunia, serta
taufik dan hidayah-Nya penulis dapat menyelesaikan critical jurnal review dengan judul
jurnal “Introduction for Special Issue of Submissions from European Liberal Education
Student Conference” dengan baik meskipun banyak kekurangan didalamnya. Dan juga saya
berterimakasih kepada :
1. Ibu selaku dosen yang telah memberikan tugas, petunjuk, kepada penulis sehingga
penulis termotivasi dan menyelesaikan Jurnal Review.
2. Orang tua yang telah turut membantu, membimbing, dan mengatasi berbagai
kesulitan sehingga makalah ini selesai.
3. Teman-teman yang memberikan kritik serta saran yang membangun sehingga
makalah ini dapat selesai.
Penulis sangat berharap kiranya critical book ini dapat bermanfaat bagi pembaca untuk
mengetahui isi jurnal beserta kelebihan dan kekurangan dari jurnal tersebut . Penulis juga
menyadari sepenuhnya bahwa di dalam critical jurnal ini terdapat kekurangan dan jauh dari
kata sempurna. Oleh sebab itu, penulis berharap adanya kritik, saran dan usulan demi
perbaikan critical jurnal yang telah penulis buat di masa yang akan datang, mengingat tidak
ada sesuatu yang sempurna tanpa saran yang membangun.

Medan,27 September 2018

Penulis

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DAFTAR ISI

Kata pengantar
Daftar isi
BAB I
 Pendahuluan
- Latar belakangTujuan penulisan
BAB II Intisari Jurnal
- Identitas jurnal
- Lampiran jurnal utama
BAB III
 Pembahasan
- Jurnal kritik
- Jurnal pembanding
BAB IV
 Kesimpulan
 Saran
Daftar pustaka

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BAB I
PENDAHULUAN

A. Latar Belakang
Mengkritik Jurnal (Critical (Critical Journal Review) Review) merupakan kegiatan
mengulas suatu jurnal agar dapat mengetahui dan memahami apa yang disajikan dalam suatu
jurnal.Pada dasarnya review jurnal menitikberatkan pada evaluasi (penjelasan, interpretasi
dan analisis) mengenai keunggulan dan kelemahan, apa yang menarik, dan bagaimana jurnal
tersebut bisa merubah persepsi dan cara berfikir serta menjadi pertimbangan apakah dari
pengetahuan yang didapat mampu menambah pemahaman terhadap suatu bidang kajian
tertentu. Selain itu mengkritik jurnal juga dapat melatih kemampuan kita dalam menganalisis
dan mengevaluasi pembahasan yang disajikan penulis. Sehingga menjadi masukan berharga
bagi proses kreatif kepenulisan lainnya. Mengkritik jurnal tidak dapat dilakukan apabila
pengkritik tidak membaca keseluruhan jurnal tersebut. Dengan melakukan review review
tersebut pembaca dapat mengetahui kualitas jurnal dengan membandingkan terhadap karya
dari penulis yang sama atau penulis lainnya serta dapat memberikan masukan kepada penulis
jurnal berupa kritik dan saran terhadap sistematika penulisan, isi, dan substansi jurnal. Selain
itu untuk para pembaca, Critical Journal Review ini Review ini mempunyai tujuan agar
pembaca mendapat bimbingan dalam memilih buku. Setelah membaca hasil review jurnal
review jurnal ini diharapkan timbulnya minat untuk membaca atau mencocokkan seperti apa
yang ditulis dalam hasil review Dan apabila tidak memiliki waktu untuk membaca isi jurnal,
maka ia dapat mengandalkan hasil review sebagai review sebagai sumber informasi.

B. Tujuan Penulisan
Mengkritik jurnal bertujuan untuk memberikan gambaran kepada pembaca mengenai
identitas jurnal, ringakasan jurnal, kelebihan dan kekurangan jurnal baik dari segi sistematika
penulisan, EBI, maupun kepaduan keseluruhan isi jurnal serta implikasinya dari berbagai
aspek. Mengkritik jurnal dapat menambah wawasan para pengkritik karena di dalam jurnal
tersbut disajikan masalah yang akan menambah ilmu pengetahuan kita. Hasil kritik jurnal
juga akan memudahkan masyarakat dalam memahami isi jurnal dan mahasiswa khususnya
sehingga secara tidak langsung akan mengurangi kebiasaan malas dalam membaca akibat
narasi yang terlalu panjang. Selain itu pada dasarnya tugas Critical Journal Review ini
bertujuan untuk menyelesaikan salah satu dari tugas wajib mahasiswa yang merupakan point
penting dalam penilaian mata kuliah Filsafat Pendidikan.

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BAB II
INTISARI JURNAL
A. Identitas Jurnal
Jurnal Kritik
Judul Jurnal : Introduction for Special Issue of Submissions from European Liberal
Education Student Conference
Jurnal : Jurnal ilmiah educational philosophy and theory
Penulis : Nigel Tubbs dan Jakob Tonda Dirksen
Tahun : 2017
Jurnal Pembanding
Judul Jurnal : Pendidikan dan Faham Liberalisme
Penulis : Moh. Tolchah
Tahun : 2013

B. Lampiran Jurnal Utama

Introduction for Special Issue of Submissions from European Liberal Education


Student Conference

This issue of Educational Philosophy and Theory is a special issue hosting voices from the
first European Liberal Education Student Conference (LESC). The Conference was jointly
organised by undergraduates of the Studium Individuale programme at Leuphana University,
Lüneburg and the Liberal Arts & Sciences programme at University College, Freiburg. It was
held between 12–15 May 2016, at Leuphana University and the Museum of Lüneburg. The
Conference, and therefore, also this special edition of Educational Theory and Practice,
would not have been possible without budgetary assistance from the consortium of European
Colleges of Liberal Arts and Sciences (ECOLAS), Frankfurter Allgemeine Zeitung and
Leuphana University, which kindly hosted the conference on its main Campus and provided
it with further personal and logistical support. In May 2017, the second European Liberal
Education Student Conference took place, this time hosted at the University of Freiburg. The
third and fourth Conferences will, in all likelihood, be jointly hosted by students from the
University of Utrecht and Smolny College, University of St Petersburg, respectively.

In Europe, Liberal Arts Education is a recently (re-)emerging model of higher education,


mostly offered at undergraduate level. An emerging group of colleges and programmes
across Europe share with each other the commitment to educational ideals and cultures dating
back to the artes liberales of the Greeks and the Romans, uniting civic and humanistic values
in a model of broad and philosophically grounded education. Most often this Liberal Arts
Education is structured around a relatively open curriculum, often determined by a mix of
Faculty core content and student choice. Liberal educators place a strong emphasis on
learning environments and educational outcomes rather than on mere certificates of
qualification. This emphasis includes not only small cohort sizes, low student–teacher ratios
and interactive and participatory classes, but also extracurricular elements, for example,
through international student bodies, residential colleges and communal activities on- or off-
campus.

Having said this, the shared tradition of and commitment to fostering general human and
civic qualities—such as critical thinking and analytical skills, as well as reflective judgement
and moral virtue—have inspired a variety of different reinterpretations and revivals of the

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Liberal Arts, embracing a range of various educational foci and teleologies. This stretches
from the know thyself of the Oracle at Delphi through good citizenship to addressing the
complexity of future global challenges (telos), and from core canonical texts or ‘Great Books’
and problem-based learning to inter-, trans-, or multidisciplinarity (modus). European Liberal
Arts holds within it not one, but many philosophies and cultures.

Both the LESC and the pieces published here bring together and give voice to this plurality of
educational perspectives. Specifically, both the Conference and this special issue of
Educational Philosophy and Theory emerged from the idea of creating a fruitful space and a
platform for the unheard voices of those who are at the heart of, and are most existentially
engaged in, the revival of the Liberal Arts in European higher education: its students.

Over the course of four days, the LESC became home to academic and personal endeavours
and encounters, intellectual exchange and discussion for around 100 students and faculty
members from 18 Liberal Arts programmes across the European Higher Education Area.
Being the first meeting of its kind and size for the young European family of Liberal Artists
and Artisans, the conversations and enquiries of the Conference were guided by the
overarching questions What is Liberal Education - and what could it be?

Papers were invited around key themes such as Liberal Education, Politics and Society;
Interdisciplinarity, Educational and Academic Approaches to the Liberal Arts; Limits and
Potentials of Liberal Education; and What are the (European) Liberal Arts? (in contrast to
their US American models and counterparts). But the structure was open and fluid, and
encouraged intellectual exchange between all participants and across panels. The keynote
addresses were given by Teun J. Dekker (University College Maastricht), Daniel Kontowski
(University of Winchester) and Nigel Tubbs (University of Winchester) whose lecture is
included in this special edition. In addition, a public panel discussion featured guests such as
Jürgen Kaube, publisher-editor of the Frankfurter Allgemeine Zeitung and Hans
Andriaansens, ‘founding father’ of the Oxbridge inspired model of University Colleges in the
Netherlands.

All seven student contributions to this special issue were initially prepared for the Conference
and have undergone several rounds of reviewing and revising since then. They all address
one or both of two main philosophical and political concerns within the Liberal Arts
community, concerns that are not unfamiliar in any scholarly or political discourse on
education in recent times. The first topos is the economisation of education, and how the
‘neoliberal’ has altered the way we approach and value education, the way it is being
managed, and the way an economised education unfolds its effects back on us. The second
topos, no less grounded in current educational policy and practice, though somewhat more
philosophical and fundamental, concerns the questions what, if anything, is good about an
education and what, if anything, an education is or should be good for. What makes an
education a good education, and when do we have reason to say that it’s good? The
contributions published here offer manifold conversations, interrelated strands of argument,
analysis, critical moments and recurring motifs around these two main points of concern.
Tensions between, and many-layered arguments around these concerns weave a common
theoretical thread throughout the pieces.

It should be mentioned that, due to unfortunate circumstances, some of our contributors,


including several students from Liberal Arts Colleges in post-Soviet educational settings, had
to discontinue the work on their papers. Their voices would have balanced the gender bias of

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our mainly male contributors, and would also have significantly enriched the picture being
drawn of the Liberal Arts. Specifically they would have added concise analysis and appraisal
of the economic value and cultural capital that the Liberal Arts can offer students by
equipping them with skills and competences for flexible employability in many professional
environments, including those not yet existing. What can be learned from positive
affirmations of the ‘usefulness’ of Liberal Arts’ and their instrumental value for the
individual who aims to be of service to society, is an understanding of the economisation of
education as a two-sided, reciprocal, and by no means necessarily centralised process. We
mean here that, on the one hand, students wish to have an education relevant to many social
agendas, while on the other hand, universities wish to prove that they are the appropriate
place for such an education.

The piece by Jakob Claus, Thomas Meckel and Farina Pätz engages with this very motif, and
takes up the nexus between education, cultural and human capital for a self-critical reflection
of the attitudes with which Liberal Arts students approach their education. Through the works
of Michel Foucault and Gilles Deleuze, respectively, the authors ask for the economic
subjectivities and prospects that motivate prospective students to choose a Liberal Arts
curriculum, and find it congruent with what Boltanski and Chiapello coined the ‘New Spirit
of Capitalism’. Focusing on educational institutions, Lucas Lundbye Cone’s contribution
offers a conceptual framework on why the neoliberal imperatives that have recently entered
European higher education standards in the form of quality and measurement standards must
ultimately impede the Humboldtian ideal of Bildung. In fact, Lundbye Cone argues
phenomenologically that neoliberal university governance antagonises a truly Liberal
Education and instead results in what Theodor W. Adorno has coined to be Halbbildung.
Taking the economic permeation of higher education to the level of New Public Management
in universities, Brita Bergland’s contribution points out a structural bias to favour sealed-off
disciplinary research and scholarship rather than interdisciplinarity or cross-departmental
research groups in the allocation of research funds within UK universities. In response,
Bergland offers a feminist slow scholarship critique that defends interdisciplinarity and
collaborative research through an ethics-of-care approach to higher education. In his piece,
Adam Smith develops the economic dimension of education into a deeply personal and
empathic reflection upon life realities for the humanities students who, after graduating from
marketised universities, live and work in states of precarity and absurdity. A strong
philosophically grounded Liberal Arts Education, he proposes, could prevent this by
cultivating resilience among its graduates, and by preparing them to better cope with the
various crises of postgraduate life. Reminding us of the call to know thyself that has been vital
to a Liberal Arts Education since Delphi and beyond, Iain Tidbury’s contribution argues that
Liberal Education should be understood as education in-and-for-itself. Drawing on the
Aristotelian idea of first principles and on elements from the philosophies of Kant and Hegel
to lay the ground for what we can call the intrinsic value of education, Tidbury unfolds a
critical perspective on all those contemporary Liberal Arts programmes that teleologically
emphasise leadership or the open curriculum instead of an und für sich education. Clara
Haberberger returns to the origins of the Liberal Arts tradition in search of the distinctive
quality of a Liberal Education. Rather than putting emphasis on buzzwords such as critical
thinking, problem-solving and analytic skills, and adapting itself to semi-vocational trainings,
the Liberal Arts should build on their capacity to educate wise citizens by fostering
understanding and self-reflection. By doing so, and by returning to their potential of being
what she calls an ‘education of the soul’, Haberberger argues the Liberal Arts could prove
distinctive again, and re-establish themselves as immensely valuable to current democracies.
It is this civic ideal of a Liberal Education, and its questionable reconcilability with the

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demands and imperatives of labour markets that Nathan Cooper engages with in his
contribution. Contrasting the Dutch university colleges with their earlier and purely civically-
oriented counterparts in the US, personal and civic educational aspects that form the
traditional parts of a Liberal Arts Education are found to coincide with the intellectual
requirements and capability demands that the global knowledge and network economy has on
university graduates.

The insiders’ perspectives that we gain from within the growing community of Liberal Arts
students here by no means lay claim to being representative. What they do offer are insights
to some central concerns that its students have around Liberal Education—their own and that
of others; most notably what meaning and what function does and should education have in a
person’s life and for societies; and how does and how should a Liberal Education relate itself
to economic pressures, both from without and from within?

Finally, we wish to express our deep-felt thanks to Michael Peters for agreeing to the
publication of a selection of undergraduate papers in Educational Philosophy and Theory,
and to Susanne Brighouse for her very kind and efficient assistance to the editors. We fully
understand that this is an extremely generous offer of space in an International Journal, and
we are aware of just how unusual it is for undergraduate work to be featured. In editing the
papers for publication, we have been concerned not to erase the raw energy of the papers by
demanding too many changes in the move from presentation to paper. We felt it was
important to try to retain the excitement of the event, and of the authors’ original energies and
commitments, but aware all the time of the need to balance this with the demands for rigour
required of a highly respected professional academic Journal. We expect some readers might
have wished for greater tightness in the pieces; however, we hope that many readers will
enjoy the exuberance of these inexperienced voices learning to present their ideas to a public
forum for the first time.

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BAB III
PEMBAHASAN

1. Jurnal Kritik
A. Kelebihan Jurnal Kritik
Pada jurnal ini penulisan yang digunakan tidak terlalu rumit.
Masalah yang diutarakan di dalam jurnal cukup jelas yaitu mengenai masalah filsafat
pendidikan dan teori mengenai Konferensi Mahasiswa Pendidikan Liberal Eropa (LESC)

B. Kelemahan Jurnal Kritik

Disamping kelebihan-kelebihan jurnal yang sudah ada di atas, jurnal ini juga memiliki
kelemahan yaitu sulitnya memahami isi jurnal bagi mahasiswa indonesia karena jurnal ini
merupakan jurnal internasional berbahasa ingris
Jurnal ini hanya membahas tentang konferensi mahasiswa pendidikan liberal eropa tanpa ada
penjelasan tentang pendidikan liberal
Sistematika penulisan jurnal tidak tersusun dengan baik mulai dari judul penelitian, nama
penulis, abstrak, pendahuluan, metode, hasil, pembahasan, dan kesimpulan.

C. Kesimpulan Jurnal Kritik


Jurnal ini membahas masalah filsafat pendidikan dan teori mengenai Konferensi Mahasiswa
Pendidikan Liberal Eropa (LESC) yang diselenggarakan bersama oleh para mahasiswa
program Studium Individuale di Leuphana University, Lüneburg dan program Seni & Ilmu
Pengetahuan Liberal di University College, Freiburg

Di Eropa, Pendidikan Seni Liberal adalah model pendidikan tinggi yang baru-baru ini muncul
kembali, kebanyakan ditawarkan di tingkat sarjana. Sebuah kelompok perguruan tinggi dan
program yang baru muncul di seluruh Eropa saling berbagi komitmen untuk cita-cita dan
budaya pendidikan yang berpusat pada liberalisme orang-orang Yunani dan Romawi,
menyatukan nilai-nilai sipil dan kemanusiaan dalam model pendidikan yang luas dan
filosofis. Paling sering ini Pendidikan Seni Liberal terstruktur sekitar kurikulum yang relatif
terbuka, sering ditentukan oleh campuran konten inti Fakultas dan pilihan siswa. Pendidik
liberal menempatkan penekanan yang kuat pada lingkungan belajar dan hasil pendidikan
daripada hanya pada sertifikat kualifikasi. Penekanan ini tidak hanya mencakup ukuran kohor
kecil, rasio siswa-guru yang rendah dan kelas interaktif dan partisipatif, tetapi juga elemen-
elemen ekstrakurikuler, misalnya, melalui badan mahasiswa internasional, perguruan tinggi
tempat tinggal dan kegiatan komunal di dalam atau di luar kampus.

Pada konferensi itu membahas seputar tema-tema utama seperti Pendidikan Liberal, Politik
dan Masyarakat; Pendekatan Interdisipliner, Pendidikan, dan Akademis untuk Seni Liberal;
Batasan dan Potensi Pendidikan Liberal; dan Apa itu Seni Liberal (Eropa)?, dan mendorong
pertukaran intelektual antara semua peserta dan lintas panel.

Mereka semua membahas satu atau kedua dari dua masalah filosofis dan politik utama dalam
Liberal Arts cKomunitas, kekhawatiran yang tidak asing dalam wacana ilmiah atau politik
tentang pendidikan di masa sekarang. Apa yang bisa dipelajari dari afirmasi positif dari
'kegunaan' Seni Liberal 'dan nilai instrumental mereka untuk individu yang bertujuan untuk
melayani masyarakat, adalah pemahaman tentang ekonomi pendidikan sebagai dua sisi,
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timbal balik, dan tidak berarti prosesnya harus terpusat. Maksud kami di sini bahwa, di satu
sisi, siswa ingin memiliki pendidikan yang relevan dengan banyak agenda sosial, sementara
di sisi lain, universitas ingin membuktikan bahwa mereka adalah tempat yang tepat untuk
pendidikan.

2. Jurnal Pembanding

A. Kelebihan Jurnal Pembanding


Jurnal ini mengupas tuntas denagn luas dan rinci tentang pendidikan liberal dengan susunan
yang rapi sehingga mempermudah mengetahui segala yang dijelaskan di dalamnya . dengan
tanda baca dan pengaturan yang bagus

B. Kelemahan Jurnal Pembanding


jurnal ini menggunakan bahasa indonesia tetapi banyak menggunakan sisipan bahasa inggris
yang agak susah dipahami

C. Kesimpulan jurnal Pembanding


Pendidikan dan faham liberalisme
Lahirnya liberalisme tidak terlepas dari perkembangan mutakhir barat sejak era reinaissance
dan auflklaerung , yang secara massive mendasari berbagai perubahan besar dalam kultur dan
peradapan barat , sehingga dunia pendidikan yang memiliki posisi strategis dalam struktur
kebudayaan setiap bangsa dengan sendirinya juga tidak luput dari keharusan menyesuaikan
diri dengan tuntutan liberalisasi.
Padahal,liberalisme yang nota bene menjadi penopang kemajuan barat dengan
berkembangnya sains, teknologisasi dan indutrilisasinya juga menyisakan penderitaan dan
krisis kemanusiaan, hingga menimbulkan respon keras dengan lahirnya sosialisme-
komunisme.
Tulisan ini mencoba menelusuri sejauh mana implikasi liberalisme terhadap
pendidikan .selain itu tulisan ini juga diarahkan dalam rangka penelusuran terhadap berbagai
dampak positif negatifnya, sehingga tulisan ini diharapkan dapat membangun sikap kritis
terhadapnya.

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BAB IV
PENUTUP

1. KESIMPULAN

Dari hasil analisis di dapatkan bahwa kedua jurnal bisa saling melengkapi satu sama lain dan
bisa dijadikan referensi untuk pembelajaran, namun jurnal utama lebih baik dibandingkan
dengan jurnal pembanding. Namun, bukan berarti jurnal pembanding tidak baik untuk
digunakan untuk sumber referens.

2. SARAN

alam melakukan critical jurnal , menggunakan dua jurnal atau lebih sebagai sumber referensi
agar ilmu dan wawasan yang di dapat lebih banyak.

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DAFTAR PUSTAKA

http://www.tandfonline.com/loi/rept20
Cholid, Nur. 2013. 4. MAGISTRA. Volume 4 (Nomor 01) : 51-66. Hadi, Sumasno. 2014.
Ujian Nasional Dalam Tinjauan Kritis Filsafat Pendidikan Pragmatisme. AL-ADZKA.
Volume IV (Nomor 01): 283-294.

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