Reorientation of Character Education Towards a Holistic-Humanistic Approach in the Context of Higher Education

Muhammad Asriadi, Dadang Sundawa, Masni Masni

Abstract


Pendidikan karakter di perguruan tinggi masih banyak dijalankan melalui pendekatan normatif-instruksional yang menekankan kepatuhan pada aturan dan transmisi daftar nilai, padahal mahasiswa berada pada fase dewasa awal yang menuntut ruang refleksi, dialog, dan otonomi moral. Penelitian non-empiris ini bertujuan merumuskan kerangka konseptual pendidikan karakter berbasis penalaran karakter (character reasoning) sebagai reorientasi menuju pendekatan holistik-humanistik. Kajian menggunakan desain tinjauan teoretis integratif terhadap 52 sumber yang terdiri atas 29 artikel jurnal internasional bereputasi, 7 artikel jurnal nasional terakreditasi, dan 16 buku atau bab buku. Analisis dilakukan melalui pemetaan deskriptif, analisis isi kualitatif terarah, dan sintesis teori. Hasil kajian menunjukkan bahwa teori perkembangan moral, pendidikan karakter berbasis pengalaman, dan pedagogi humanistik-relasional saling melengkapi dalam menjembatani kesenjangan antara pengetahuan moral dan tindakan moral, tetapi selama ini dikaji secara terpisah. Kajian ini menghasilkan Model Character Reasoning yang memadukan ketiga fondasi tersebut melalui siklus perjumpaan, penimbangan, dialog, dan tindakan reflektif, disertai empat proposisi yang dapat diuji secara empiris. Model ini menawarkan dasar konseptual bagi desain mata kuliah wajib kurikulum, khususnya Pendidikan Pancasila dan Kewarganegaraan, serta budaya kampus yang menempatkan mahasiswa sebagai subjek moral.


Character education in higher education often remains dominated by a normative approach that emphasizes rule compliance, limiting students' personal reflection space. This study aims to formulate a conceptual framework for character education based on character reasoning, which places moral reasoning at the heart of character formation. Using a qualitative literature study method, this research analyzes and integrates three main theoretical foundations: (1) moral development theory (Kohlberg, Rest), (2) experience-based character education (Dewey, Lickona, Kolb), and (3) a humanistic approach (Rogers, Noddings). The results produce an integrative model that emphasizes how student character develops dynamically through the interaction of ethical reasoning capacity, authentic learning experiences, and empathetic pedagogical relationships. This Character Reasoning model offers a reorientation from a normative paradigm towards a holistic-humanistic approach, where the campus serves as a living space for students to explore values through reflection, dialogue, and socio-contextual experiences. This framework is expected to be a foundation for developing more relevant character education practices and curricula in higher education, aligned with the dynamics of student identity development.


Keywords


Education, Character, Moral, Reasoning, Humanistic.

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DOI: https://doi.org/10.31764/civicus.v14i2.36798

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