Pendidikan Humanis sebagai Kritik Kekerasan dalam Relasi Pendidikan: Studi Komparatif Pemikiran Maria Montessori dan Muhammad Iqbal

Kekerasan dalam pendidikan di Indonesia menunjukkan tren yang terus meningkat dan selama ini cenderung dipahami sebagai persoalan satu arah, yakni guru sebagai pelaku dan peserta didik sebagai korban, padahal data memperlihatkan bahwa guru juga rentan menjadi korban kekerasan dan kriminalisasi. Penelitian ini bertujuan merumuskan konsep pendidikan humanis anti-kekerasan yang menjaga martabat peserta didik sekaligus guru, melalui studi kepustakaan komparatif atas pemikiran Maria Montessori dari tradisi Barat dan Muhammad Iqbal dari tradisi Islam. Penelitian ini menggunakan metode kepustakaan (library research) dengan pendekatan kualitatif deskriptif-komparatif, bersumber primer pada The Montessori Method (1912) dan The Reconstruction of Religious Thought in Islam (1930/1934), yang dianalisis melalui analisis isi, analisis komparatif, dan sintesis. Hasil penelitian menunjukkan bahwa Montessori menawarkan basis pedagogis-empiris melalui konsep kebebasan terarah, penghapusan sistem hadiah-hukuman, dan redefinisi peran guru sebagai pembimbing-pengamat, sedangkan Iqbal menawarkan basis filosofis-teologis melalui konsep khudi (ego kreatif), kritik terhadap taklid, ijtihad, dan martabat manusia sebagai khalifah. Kedua pemikiran menunjukkan dua belas persamaan mendasar, terutama penolakan terhadap kekerasan sebagai instrumen pendidikan, di samping sepuluh perbedaan pada basis epistemologisnya; keduanya saling melengkapi, dengan Montessori menjelaskan bagaimana pendidikan anti-kekerasan bekerja secara praktis dan Iqbal menjelaskan mengapa manusia layak diperlakukan secara manusiawi. Sintesis keduanya menghasilkan sembilan prinsip dasar pendidikan humanis anti-kekerasan yang diterjemahkan ke dalam implikasi konkret bagi peserta didik dan bagi guru, serta relevan bagi pembenahan kebijakan pendidikan Indonesia. Kebaruan penelitian ini terletak pada perluasan cakupan korban kekerasan pendidikan, dari yang selama ini berpusat pada peserta didik semata, menuju pembacaan pendidikan sebagai ekosistem relasi kemanusiaan yang turut menyertakan martabat guru.

======================================================================================================

Violence in education in Indonesia shows a continuously increasing trend. It has so far been understood as a one-way issue, with teachers as perpetrators and students as victims. In contrast, data show that teachers are also vulnerable to becoming victims of violence and criminalization. This research aims to formulate a concept of anti-violent humanistic education that preserves the dignity of both students and teachers through a comparative literature study of the thoughts of Maria Montessori from the Western tradition and Muhammad Iqbal from the Islamic tradition. This research uses the library research method with a descriptive-comparative qualitative approach, primarily sourced from The Montessori Method (1912) and The Reconstruction of Religious Thot in Islam (1930/1934), which are analyzed through content analysis, comparative analysis, and synthesis. The research results show that Montessori offers a pedagogical-empirical basis through the concept of directed freedom, the elimination of the reward-punishment system, and the redefinition of the teacher’s role as a guide-observer. In contrast, Iqbal offers a philosophical- theological basis through the concept of khudi (creative ego), the criticism of taqlid and ijtihad, and the affirmation of human dignity as a caliph. Both thoughts share 12 fundamental similarities, especially the rejection of violence as an instrument of education, alongside 10 differences in their epistemological basis; they complement each other, with Montessori explaining how anti-violence education works practically and Iqbal explaining why humans deserve to be treated humanely. The synthesis of the two results in nine fundamental principles of anti-violent humanistic education, which are translated into concrete implications for students and teachers and are relevant for the reform of Indonesian education policy. The novelty of this research lies in expanding the scope of victims of educational violence from solely students to an ecosystem of human relations that also includes the dignity of teachers.