Ki Hajar Dewantara’s Educational Philosophy for Human Capital Development in Society 5.0

Muhamad Miftah Farid; Jawad Z. Salic

doi:10.70512/tatho.v3i4.202

Authors

Muhamad Miftah Farid Pascasarjana Universitas Islam Negeri Sunan Kudus, Indonesia Author
Jawad Z. Salic Mindanao State University, Philippines Author

DOI:

https://doi.org/10.70512/tatho.v3i4.202

Keywords:

Ki Hajar Dewantara, Human Capital, Society 5.0

Abstract

This study examines the relevance of Ki Hajar Dewantara’s educational philosophy to human capital development in Society 5.0. Amid rapid technological transformation, education must prepare individuals not only with technological competencies but also with ethical awareness, creativity, independence, and adaptability. This study aims to develop a conceptual understanding of how Ki Hajar Dewantara’s educational principles can inform human capital development in an increasingly digital and human-centered society. Using a qualitative literature review and conceptual analysis, this study examines relevant scholarly literature on Ki Hajar Dewantara’s educational philosophy, human capital development, and the challenges of Society 5.0. The analysis focuses on three fundamental principles: Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani. The findings suggest that these principles offer a philosophical foundation for integrating technological competencies with character formation, collaborative learning, learner autonomy, and lifelong learning. Furthermore, they emphasize the importance of educational practices that balance technological advancement with human values and social responsibility. This study contributes a conceptual interpretation of Indonesian educational philosophy as a potential framework for developing human capital in Society 5.0. However, further empirical research is needed to investigate how these principles can be implemented effectively in educational settings and how they influence learners’ competencies, character, and readiness for technological and social change.

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