ICMEd will be held in conjunction with ICSIE.
Registration to ICMEd allows free access to the ICSIE (as a non-speaker).

 
Background


Conceptualistic meaningful education is a combination of critical pedagogy and participatory education. Critical pedagogy means the education has a critical character, in the sense that the educational process must be emancipatory, that is to free from the oppressive human-made structures both at the level of knowledge production and at its practice. This means education must have a major project of building critical awareness that is sensitive to injustice. Meanwhile, participatory education is an educational process that puts learners as active subjects in producing knowledge and solving the actual daily problems. Therefore, the education process here is an active involvement of learners oriented to problem solving.
However, meaningful education that comes from those two big concepts is not enough. A new educational process can be called meaningful education only when it is historical and in accordance with the socio-cultural conditions of Indonesia and has a visionary anticipatory power. Historical education means that the education must depart, process, and anticipate dialectically from the struggle of this nation since from when they identify with civilization, until the present, and the future. Meanwhile, “in accordance with the socio-cultural conditions” implies that every process of education must depart from the socio-culture of this nation dynamically and dialectically. If this nation is agrarian-maritime culturally, for example, then the meaningful education process must be a part of the effort to develop the competence that is formed and at the same time shaping the culture of agriculture-maritime intelligently and creatively. Therefore, the main character of meaningful education is to teach thinking, not imitating—imitative; teaching creating—productive, not merely consuming; chewing, not swallowing the strands. In short, meaningful education results in a critical, liberating, and autonomous-proficient outcome. Hence, an education that puts the learners as active subjects who think and are inventive, not passive objects that imitate and merely consume. Meaningful education is the main pillar of a sovereign nation building called Indonesia.
There is a basic question that can be asked, whether the education process in Indonesia has been the application of a meaningful education? History informs that, in fact, from the time of the kingdom, colonial, until the era of independence, the education process is still the design and construction of the owner of power, not a process of education from, by, and for citizens as a nation. In the era of the kingdom, education is not to empower the subjects but merely to be part of serving the king. That is why there is no awareness of the importance of patents, all creation only dedicated to the king and then claimed as the property of the king, or other aristocratic aristocrats.
Education so far is only implemented to collect knowledge and there was less attention to the achievement level of understanding, namely the ability to capture the implicit meaning contained in the knowledge. As a result, the children are satisfied with the meaningless knowledge. Meaningful education not only talks about how education can nurture a noble moral, but meaningful education also aims to make people who have good character, are knowledgeable, and skilled. Meaningful education is aimed at something thorough towards the abilities that children will need in life, both as individuals and as members of society, nation and state. Meaningful education is expected to improve the livelihood in the society, state, and religion. Therefore, FIP UNY hold an International Conference on Meaningful Education towards Equitable and Righteous Societies as an alternative bid effort overcoming various educational issues that tend to place students as passive objects.