Empati sebagai Tujuan Pendidikan: Kajian Filosofis dan Psikologis
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Empati merupakan kemampuan fundamental yang berperan penting dalam membentuk kualitas hubungan sosial, perilaku prososial, serta karakter moral individu. Namun, dalam praktik pendidikan formal, empati masih sering diposisikan sebagai bagian implisit dari pendidikan karakter dan belum dirumuskan secara eksplisit sebagai tujuan pendidikan itu sendiri. Penelitian ini bertujuan untuk mengkaji empati sebagai tujuan pendidikan melalui perspektif filosofis dan psikologis. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research), dengan menganalisis berbagai literatur akademik berupa buku dan artikel jurnal ilmiah yang relevan. Hasil kajian menunjukkan bahwa secara filosofis, empati memiliki landasan kuat dalam paradigma pendidikan humanistik yang menekankan proses humanisasi dan pembentukan manusia bermoral. Sementara itu, dari perspektif psikologis, empati berperan penting dalam perkembangan emosi, regulasi diri, kesehatan mental, serta kemampuan interaksi sosial peserta didik. Integrasi kedua perspektif tersebut menegaskan bahwa empati tidak hanya berfungsi sebagai keterampilan sosial, tetapi juga sebagai tujuan esensial pendidikan yang sejajar dengan pengembangan aspek kognitif. Penelitian ini menyimpulkan bahwa menjadikan empati sebagai tujuan pendidikan dapat berkontribusi pada terciptanya lingkungan belajar yang inklusif, harmonis, dan berkeadaban, serta relevan dengan tantangan pendidikan kontemporer.
Empathy as an Educational Goal: A Philosophical and Psychological Study
Abstract
Empathy is a fundamental ability that plays an important role in shaping the quality of social relationships, prosocial behavior, and individual moral character. However, in formal education, empathy is still often positioned as an implicit part of character education and has not been explicitly formulated as an educational goal in itself. This study aims to examine empathy as an educational goal through philosophical and psychological perspectives. This study uses a qualitative approach with a library research method, analyzing various academic literature in the form of relevant books and scientific journal articles. The results of the study show that philosophically, empathy has a strong foundation in the humanistic education paradigm that emphasizes the process of humanization and the formation of moral human beings. Meanwhile, from a psychological perspective, empathy plays an important role in the emotional development, self-regulation, mental health, and social interaction skills of students. The integration of these two perspectives confirms that empathy not only functions as a social skill but also as an essential goal of education that is on par with cognitive development. This study concludes that making empathy an educational goal can contribute to the creation of an inclusive, harmonious, and civilized learning environment that is relevant to contemporary educational challenges.
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