Krisis Kebermaknaan Belajar Pada Generasi Z : Solusi Filosofis Melalui Eksistensialisme Sarte
DOI:
https://doi.org/10.56916/ejip.v4i4.2734Keywords:
Kebermaknaan belajar, Generasi Z, Eksistensialisme, Jean Paul SartreAbstract
Generasi Z mengalami krisis kebermaknaan belajar yang ditandai dengan keterputusan emosional dan orientasi instrumental terhadap pendidikan. Penelitian ini menganalisis krisis kebermaknaan belajar pada Generasi Z melalui perspektif eksistensialisme Jean-Paul Sartre dan merumuskan strategi pedagogis berbasis otentisitas. Studi pustaka filosofis-hermeneutik dengan analisis 33 literatur yang terdiri dari karya primer Sartre, artikel jurnal terakreditasi, dan laporan institusional dari OECD, UNESCO, dan Pew Research Center (2017-2025). Data dianalisis melalui empat tahap: reduksi data, analisis deskriptif, analisis hermeneutik-filosofis, dan sintesis reflektif. Analisis mengidentifikasi lima dimensi krisis: keterputusan emosional (63% pelajar Indonesia merasa pembelajaran kurang bermakna), hilangnya sense of purpose (78% menilai pendidikan untuk mendapat pekerjaan), ketergantungan validasi eksternal (52% merasa tidak memiliki kendali), fragmentasi atensi (rentang fokus 8 detik), dan pasivitas eksistensial. Konsep Sartrean tentang bad faith, kebebasan eksistensial, dan "tatapan yang lain" menjelaskan akar filosofis krisis ini. Penelitian merumuskan lima strategi pedagogis: dialog reflektif terstruktur, pembelajaran berbasis pengalaman, proyek autentik dengan pilihan personal, evaluasi reflektif, dan fleksibilitas kurikulum dengan otonomi terbimbing. Strategi ini menawarkan kerangka praktis untuk membangun pembelajaran bermakna yang menempatkan peserta didik sebagai subjek bebas dan bertanggung jawab.
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