Critical pedagogy and egalitarian school culture were two concepts that cannot be separated. The concept of critical pedagogy was still difficult to accept by Indonesian education philosopher, let alone implemented in schools.This research's purposes were to explore empirically the background of the egalitarian culture of SMA 3 Yogyakarta, reflecting it and conceptualizing the democratization of education. A qualitative approach was used in this study, a type of phenomenological research. Interviews, observations, and documentation were used as data collection techniques. Data analysis techniques used Miles and Huberman with the steps of data condensation, data presentation, verification, and conclusion. Data validity used to source and technique triangulation. Research shows that the background of an egalitarian culture is students, teachers, learning, alumni, and the environment. The ideology of education is three concentric, which is a combination of three conservative, liberal and critical ideologies. Educational ideology is in precritical education, while the educational democracy conceptualization is an educational process that has an egalitarian culture embryo built with a critical paradigm that fulfills democratic requirements (openness, kinship, partnership). The conclusion that can be drawn from this research is critical pedagogy and egalitarian culture is a process that must occur in schools to actualize the educational democratization. The critical pedagogy praxis in Yogyakarta 3 State Senior High School can be used as a model to actualize democratic citizens and educational praxis that humanize humans.
Egalitarian/democratic school culture supported the actualization of national education goals. The National Education System in 2003 article 3 stated that the national education aim was that National Education functions to develop the competence and shape a dignified nation character in the framework toenrich the life of the nation, aiming at developing the potential of students to become faithful and devoted to God Almighty, noble, healthy, knowledgeable, capable, creative, independent, and democratic as well as responsible citizen. The national education purpose included the whole Indonesian people development (including social literacy) according to the 1945 Constitution mandate, namely to educate the nation's life which included the basic quality development (power of thought, heart power, physical power), instruments quality (mastery of science, technology, art, and sports to meet the Indonesia’s interests), the quality of Indonesian related (Pancasila, UUD'45, NKRI, and Bhinneka Tunggal Ika), and global quality.
Intolerance was a problem that was directly related to egalitarian culture [
involving various countries in it.
This egalitarian/democratic school culture occurred in communication, interaction processes, daily behavior between school residents and existing artifacts in both academic and non-academic aspects. The egalitarian culture was impossible established in a short period of time and was the result of an individual's views or values.However, this culture manifested itself from various values / ideological systems that interact with one another between school residents, both principals, teachers, employees, students, alumni for a long time. This meant that the manifested culture was adialectical process accumulation and the dynamics of various ideologies or views/thought concepts of its citizens.
Egalitarian culture could not be separated from the critical educational ideology. In egalitarian culture/democracy freedom to be different in all contexts including opinions as the culture was a way to live together and unite [
Kiraz, E. & Ozdemir, D [
Chantarath Hongboontri and Natheeporn Keawkhong [
Lori T. Meier [
This studywas a qualitative research approach. This research’stype was phenomenology. Research subjects were principals, teachers, students, and alumni. The research objectwas the background of egalitarian culture in Yogyakarta 3 State High School, educational ideology, and conceptualization of education democratization. Data collection techniques were used in interviews, observation, and documentation. Interview data analysis techniques using interpretive with the following steps: This research used the data analysis process of Interpretative Phenomenological Analysis by Smith [
After the researchers conducted an analysis of the all informants’ interviews transcripts, furthermore the researchers conducted an analysis to find patterns. Analysis to find patterns/descriptions or views configurations/ concepts/education ideologies owned by school citizens to actualize egalitarian culture. While the observation and documentation data were analyzed using the Miles and Huberman theory [
These study results indicate that there are five components underlying the egalitarian culture, namely: teachers, students, learning, alumni, and the environment. These five components contributed greatly to egalitarian culture in Yogyakarta State Senior High School 3. High school students come from junior high school students who are smart but have artistic, sports and expressive talents. Input from Yogyakarta State Senior High School 3 comes from children who have a high NEM (Indonesia’s Graduation Assessment Test scores) of their favorite junior high school in Yogyakarta. Teachers have contributed to an egalitarian culture. High school teacher 3 has a perspective on the educators’ concept. Education is a process of humanizing humans. The teaching and learning process is carried out in the classroom, school environment, community. Learning is meant to learn together. The natural and physical (spatial) environment, as well as the socio-cultural environment both in school and outside the school, are learning resources. School is a living space that is always turned on and lived by the school. Alumni contribute greatly to egalitarian culture in schools. Many Padmanaba alumni become successful citizens. They have leadership positions in both the private and government sectors. These five components synergize with each other and have a relationship in school welfare, as can be seen in the following figure,
The reflection results on egalitarian cultural components consisting of students, teachers, learning processes, alumni and the environment show that the educational ideology of Yogyakarta State 3 Senior High School is a tri-centric (three concentric) between conservative ideology, liberal ideology, and critical ideology. The educational ideology of SMA Negeri 3 Yogyakarta is in the pre-education stage of criticism. This school has opened school barriers, explored and studied real-life issues through the event..
The background of the egalitarian culture of SMA Negeri 3 Yogyakarta can be classified into aspects, namely students, teachers, teaching and learning process, alumni, and environment. These five components contributed greatly to egalitarian culture in Yogyakarta State Senior High School 3. These high school students come from junior high school students who are smart but have artistic, sports and expressive talents. Input from Yogyakarta State Senior High School 3 came from children who have a high NEM (Indonesia’s Graduation Assessment Test scores) of their favorite junior high school in Yogyakarta. Therefore, the talent or natural nature that is owned becomes the main capital or material to actualize its egalitarian culture. In addition, a large number of parents’ background is a lecturer profession, so they provide a lot of support for learning facilities such as IT and books available at the home library. Various studies in various countries have proven that parents' background in terms of work and education, positively adhere to parenting, patterns of learning, aspirations, and parental participation in children's education [
Teachers have contributed to an egalitarian culture. Teachers at SMA Negeri 3 Yogyakarta have a perspective on the educating concept. Education for them is a process of humanizing humans [
Learning does not need to occur only in school buildings, the environment outside the school has great potential in creating a learning environment that is rich in learning resources [
This event is intended so that students have a responsible leadership spirit and can organize or manage the organization. Arent et al. [
Alumni contribute greatly to egalitarian culture in schools. Various studies have also proven the alumni’s rolemagnitude in building and improving the schools’quality in various forms such as marketing, donations, and also mentoring for students [
The natural and physical (spatial) environment, as well as the socio-cultural environment both in school and outside the school, are learning resources. School is a living space that is always turned on and lived by the school. School residents and alumni develop schools by utilizing the environment in a quality school with various academic and non-academic achievements. School residents live from a variety of meaningful experiences in school both curricular, extracurricular and intracuricular. The environment including the atmosphere (school climate) becomes a vehicle for learning their lives.
The reflection results against the egalitarian cultural components consisting of students, teachers, learning processes, alumni and the environment show that the ideological education of SMA Negeri 3 Yogyakarta is a three concentric between conservative ideology, liberal ideology, and critical ideology. Ideological education of SMA Negeri 3 Yogyakarta is at the critical education pre-existentstage. The indicator of conservative ideological education, namely discipline [
Ideological education of SMA Negeri 3 Yogyakarta is still at a pre-critical level [
Based on the analysis of the themes that exist in the study, it was found conceptualization of education democratization. The education democratization is a process of actualizing democratic education. Democratization of education can be actualized by creating an egalitarian culture in schools that use the critical education ideology paradigm to achieve critical awareness of school citizens (as an educational goal) with the communication conditions that is full of openness, kinship, service and compassion among school citizens, in addition there are no barriers in school . The physical and socio-cultural environment becomes a living space that is turned on and sustained by school residents. The physical and social environment is a learning resource for school residents. School residents care about the injustices that occur in the community and the wider community.
Democratization is one of the ideals of reform. Openness and accepting differences are characteristics of democratization. Although the democratization shown in the school environment is still at the beginning of democracy. Schools have not fully had the freedom to interpret Pancasila. Pancasila is more interpreted for each schoolbenefit. This is understandable because schools are often sterilized from the nation and society life problems. Whereas schools as communities and institutions have an interest in interpreting Pancasila as an open ideology (education) because schools are a subjective place for implementing Pancasila for the young generation or young citizens
There are five components of the egalitarian culturebackground: students, teachers, learning, alumni, and the environment. All components become the student learningsources. Alumni are a unique factor in realizing the egalitarian culture. An educational ideology of SMA Negeri 3 Yogyakarta is a tri-centric (three concentric) between conservative ideology, liberal ideology and critical ideology, which is at the critical pre-education stage: opening school barriers, engaging in community life, engaging in community activities: through school events. Democratization of education can be actualized by creating an egalitarian culture in schools that use the critical education ideologyparadigm to achieve critical awareness of school citizens (as an educational goal) with the conditions of communication that is full of openness, kinship, service and compassion among school citizensas well asthere is no border in school. This study is expected to give an overview to other schools in actualizing an egalitarian culture to realize one of the goals of education, namely democratic citizens, and also the input for education stakeholders in developing egalitarian/democratic education in high schools.
Researchers would like to thank all parties who helped and supported the research and writing of this article.