ABSTRAK

Pendidikan konvensional sering mengabaikan pengalaman konkret murid dan guru sehingga gagal menumbuhkan kesadaran kritis yang diperlukan untuk terlibat dalam transformasi sosial. Penelitian kualitatif dengan metode studi kepustakaan ini mengkaji konsep pendidikan berbasis pengalaman menurut Paulo Freire dalam mengembangkan kesadaran kritis responsif. Kajian difokuskan pada lima aspek: keterkaitan pengalaman hidup dengan pembentukan kesadaran kritis yang membebaskan, karakteristik pendidikan berbasis pengalaman yang membedakannya dari pendekatan konvensional, konsep “responsif” melalui reading the world dalam merespons realitas sosial, proses transisi dari kesadaran naif menuju kesadaran kritis responsif dalam praksis pendidikan serta implementasinya bagi guru dan siswa. Hasil penelitian menunjukkan bahwa pendidikan berbasis pengalaman Freire menekankan dialog kritis antara pengalaman hidup dan refleksi teoritis serta menciptakan pembelajaran yang demokratis dan emansipatoris. Kesadaran kritis responsif terwujud ketika peserta didik mampu menganalisis realitas sosial secara mendalam dan mengambil tindakan transformatif melalui praksis pendidikan berkelanjutan.

Kata kunci: pendidikan kritis, pendidikan berbasis pengalaman, kesadaran kritis responsif,  praksis pedagogi, transformasi sosial

ABSTRACT

Conventional education often neglects the concrete life experiences of students and teachers, thereby failing to cultivate the critical consciousness required for active social transformation. This qualitative library research examines Paulo Freire’s concept of experience-based education to develop responsive critical consciousness. The study highlights five interrelated aspects: the link between lived experience and the formation of liberating critical awareness; distinctive characteristics of Freire’s experiential approach compared to conventional education; the notion of “responsiveness” through reading the world in transformative engagement with social reality; the transition from naïve to responsive critical consciousness within educational praxis; and the implementation of experience-based pedagogy to shape responsive critical dispositions in teachers and students. Findings reveal that Freire’s model emphasizes critical dialogue between lived experience and theoretical reflection, fostering democratic and emancipatory learning. Responsive critical consciousness emerges when learners can analyze social reality deeply and engage in transformative action, thus enabling sustainable praxis for social change.

Keywords: critical education, experiential education, responsive critical consciousness, pedagogical praxis, social transformation