Integrasi Teori Fungsionalisme Struktural Talcott Parsons Dan Problem Based Learning Dalam Mengatasi Masalah Pendidikan
DOI:
https://doi.org/10.69693/ijmst.v4i2.9298Keywords:
Fungsionalisme Struktural, Talcott Parsons, AGIL, Problem Based Learning, Sosiologi PendidikanAbstract
Pendidikan memiliki peran penting dalam membentuk keteraturan sosial, mengembangkan kemampuan individu, serta menanamkan nilai-nilai yang dibutuhkan masyarakat. Namun, dalam praktiknya masih terdapat berbagai permasalahan pendidikan seperti ketimpangan akses belajar, rendahnya internalisasi nilai sosial, lemahnya kolaborasi antara sekolah, keluarga, dan masyarakat, serta kurang relevannya pembelajaran dengan kehidupan nyata peserta didik. Artikel ini bertujuan untuk menganalisis permasalahan pendidikan melalui perspektif fungsionalisme struktural Talcott Parsons dan menawarkan Problem Based Learning (PBL) sebagai pendekatan pembelajaran yang sesuai dengan fungsi sistem sosial pendidikan. Penelitian ini menggunakan metode studi pustaka dengan menelaah teori AGIL Talcott Parsons yang meliputi adaptation, goal attainment, integration, dan latency, serta berbagai hasil penelitian terkait penerapan PBL dalam pembelajaran. Hasil kajian menunjukkan bahwa berbagai persoalan pendidikan dapat dipahami sebagai bentuk disfungsi sistem sosial pendidikan. Dalam hal ini, PBL dinilai mampu memperkuat fungsi adaptasi melalui pembelajaran berbasis masalah nyata, mendukung pencapaian tujuan pembelajaran yang relevan, meningkatkan integrasi sosial melalui kerja sama kelompok, serta memperkuat pemeliharaan pola melalui internalisasi nilai dan karakter peserta didik. Dengan demikian, integrasi teori fungsionalisme struktural Parsons dan pendekatan PBL dapat menjadi kerangka konseptual dalam membangun sistem pendidikan yang lebih adaptif, kolaboratif, relevan, dan berorientasi pada penguatan karakter sesuai tuntutan perkembangan masyarakat modern.
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