Pendidikan sebagai Arena Simbolik: Telaah Konseptual Interaksionisme Simbolik George H. Mead
https://doi.org/10.69548/jigm.v3i1.6
Abstract
-
This article examines education as a meaning-laden social practice through the lens of George H. Mead’s symbolic interactionism. Responding to the dominance of technocratic approaches in education that often neglect intersubjective dimensions, this study offers a conceptual framework to understand how learning occurs not merely through instruction but also through symbolic interaction that shapes students’ consciousness, identity, and social order. Employing the core concepts of mind, self, and society, this article reveals education as a space where meaning is constructed, authority is negotiated, and social values are reproduced through everyday practices. Conducted as a reflective-conceptual library research, the study integrates classical and contemporary literature while drawing on local educational contexts such as dayah and madrasah. The findings suggest that schools function not only as instructional institutions but also as micro-societies that shape students as social subjects through symbols and interaction. In this light, symbolic interactionism provides a nuanced analytical lens to explore education as a dynamic and meaningful social process.
Abstrak
Artikel ini membahas pendidikan sebagai praktik sosial yang sarat makna melalui pendekatan interaksionisme simbolik George H. Mead. Berangkat dari kritik terhadap pendekatan teknokratis dalam pendidikan yang cenderung mengabaikan dimensi intersubjektif, artikel ini menawarkan kerangka konseptual untuk memahami bagaimana proses belajar tidak hanya berlangsung secara instruksional, tetapi juga melalui interaksi simbolik yang membentuk kesadaran, identitas, dan tatanan sosial peserta didik. Dengan menggunakan konsep kunci mind, self, dan society, artikel ini memperlihatkan bahwa pendidikan adalah ruang di mana makna dikonstruksi, otoritas dinegosiasikan, dan nilai-nilai sosial direproduksi dalam praktik sehari-hari. Kajian ini disusun dalam kerangka studi kepustakaan yang bersifat reflektif-konseptual, dengan mengintegrasikan literatur klasik dan kontemporer, serta menyertakan konteks pendidikan lokal seperti dayah dan madrasah. Temuan konseptual menunjukkan bahwa sekolah berperan bukan hanya sebagai lembaga instruksional, tetapi sebagai masyarakat mikro yang membentuk peserta didik sebagai subjek sosial melalui simbol dan interaksi. Dengan demikian, interaksionisme simbolik membuka ruang analisis baru terhadap pendidikan sebagai proses sosial yang hidup dan bermakna.
Downloads
References
Ahmadi, D. (2008). Interaksi Simbolik: Suatu Pengantar. Mediator: Jurnal Komunikasi, 9(2), 301–316. https://doi.org/10.29313/mediator.v9i2.1115
Amin, K., Ikramatoun, S., Halik, H., & Darwin, D. (2022). Relevansi Pemikiran Paulo Freire terhadap Pendidikan di Aceh. SOCIA: Jurnal Ilmu-Ilmu Sosial, 19(1), 13–21. https://doi.org/10.21831/SOCIA.V19I1.34640
Arifin, A. Z. (2007). Mengenal dan Mengaplikasikan Perspektif Interaksionisme Simbolik. Junal Sosiologi Reflektif, 1(2), 1–21.
Bahri, S., Sakdiyah, H., & Tanjung, H. B. (2024). Relasi guru dengan murid dalam perspektif pendidikan Islam. Tawazun: Jurnal Pendidikan Islam, 17(2), 473–494. https://doi.org/10.32832/TAWAZUN.V17I2.16731
Blumer, H. (1966). Sociological Implications of the Thought of George Herbert Mead. American Journal of Sociology, 71(5), 535–544. https://doi.org/10.1086/224171
Blumer, H. (2013). Society as symbolic interaction. In Human Behavior and Social Processes: An Interactionist Approach.
Carter, M. J., & Fuller, C. (2016). Symbols, meaning, and action: The past, present, and future of symbolic interactionism. Current Sociology, 64(6), 931–961. https://doi.org/10.1177/0011392116638396
Charon, J. M. (2010). Symbolic Interactionism: An Introduction, an Interpretation, an Integration. Prentice Hall.
Cingel Bodinet, J. (2016). Pedagogies of the futures: Shifting the educational paradigms. European Journal of Futures Research, 4(1), 21. https://doi.org/10.1007/s40309-016-0106-0
Crawford, W. R. (1935). MEAD, GEORGE H. Mind, Self and Society, from the Standpoint of a Social Behaviorist. Pp. xxxviii, 401, Chicago: University of Chicago Press, 1934. $5.00. The ANNALS of the American Academy of Political and Social Science, 179(1), 272–273. https://doi.org/10.1177/000271623517900175
George, R. (2014). Sosiologi Ilmu Berpengetahuan Berparadigma ganda (11th ed.). Rajawali Pers.
Goffman, E. (1956). The Presentation of Self in Everyday Life. University of Edinburg Social Sciences Research Centre.
Gunbayi, I., & Sorm, S. (2018). SOCIAL PARADIGMS IN GUIDING SOCIAL RESEARCH DESIGN: THE FUNCTIONAL, INTERPRETIVE, RADICAL HUMANIST AND RADICAL STRUCTURAL PARADIGMS. 9, 57–76.
Husin, S. S., Ab Rahman, A. A., & Mukhtar, D. (2021). THE SYMBOLIC INTERACTIONISM THEORY: A SYSTEMATIC LITERATURE REVIEW OF CURRENT RESEARCH. International Journal of Modern Trends in Social Sciences, 4(17), 113–126. https://doi.org/10.35631/IJMTSS.417010
Kartono, K. (2010). Endidikan Kritis Dan Reformasi Pendidikan Nasional. Khazanah Pendidikan, 3(1). https://doi.org/10.30595/jkp.v3i1.641
Mead, G. H. (1934). Mind, Self, and Society: From the Standpoint of a Social Behaviorist.
Ritzer, G. (2014). Teori Sosiologi. Kreasi Wacana.
Ritzer, G., & Stepnisky, J. (2019). Teori Sosiologi Edisi 10. Pustaka Pelajar.
Salima, S. (2016). Educational paradigm: Implementation of the competence-based approach to the higher school system. 11, 12699–12710.
Serpe, R. T., Stryker, R., & Powell, B. (2020). Structural Symbolic Interaction and Identity Theory: The Indiana School and Beyond. In Identity and Symbolic Interaction (pp. 1–33). Springer International Publishing. https://doi.org/10.1007/978-3-030-41231-9_1
Siregar, N. S. S. (2016). Kajian tentang Interaksionisme Simbolik. Jurnal Ilmu Sosial-Fakultas Isipol UMA, 4(2), 100–110. http://ojs.uma.ac.id/index.php/perspektif/article/view/86
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Halik Halik
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
