Membaca Sintopikal sebagai Fondasi Filosofis Pembelajaran Membaca Kritis di Perguruan Tinggi: Kajian Pemikiran Bachrudin Musthafa
DOI: https://doi.org/10.30605/qk5bym98
membaca sintopikal, filsafat pendidikan, pengajaran membaca kritis, epistemologi, pendidikan tinggi
Abstract
Penelitian ini mengkaji pemikiran (Musthafa, 2025) tentang membaca sintopikal sebagai puncak hierarki membaca strategis dalam perspektif filsafat pendidikan. Penelitian ini bertolak dari kenyataan bahwa praktik membaca di perguruan tinggi Indonesia masih terbatas pada level elementer dan inspeksional, sehingga mahasiswa belum mampu menciptakan pengetahuan baru secara mandiri. Melalui pendekatan kualitatif dengan metode kajian filosofis-hermeneutis yang didukung tes membaca berjenjang secara daring kepada 19 mahasiswa Tadris Bahasa Indonesia UIN Abdul Muthalib Sangadji Ambon, artikel ini mengidentifikasi relevansi membaca sintopikal sebagai praktik epistemik yang memanusiakan sekaligus sebagai fondasi pembelajaran membaca kritis. Temuan kajian filosofis mengungkap tiga fondasi yang saling menguatkan: konstruktivisme epistemik (Dewey, 1938; Vygotsky, 1978)yang memandang pengetahuan sebagai hasil konstruksi aktif; pedagogi kritis Freire yang memposisikan membaca sintopikal sebagai antitesis banking education; dan tradisi Bildung yang menempatkan membaca sebagai proses pembentukan identitas intelektual yang transformatif. Secara empiris, 84% mahasiswa menunjukkan pemahaman konseptual tinggi pada level elementer–inspeksional, namun hanya 32% mencapai level sintopikal, mengkonfirmasi kesenjangan antara mengetahui dan mempraktikkan. Sebanyak 89% mahasiswa mengakui relevansi kondisi yang didiagnosis, 95% mengalami transformasi perspektif sebagai indikasi daya Bildung, dan 100% merekomendasikan pengajaran membaca sintopikal secara eksplisit dan terstruktur. Implikasi utama artikel ini adalah desakan untuk menggeser paradigma pembelajaran membaca di perguruan tinggi dari asumsi bahwa kemampuan membaca kritis sudah dimiliki mahasiswa menuju komitmen pedagogis yang aktif melatihkannya sebagai keterampilan yang diajarkan, dibimbing, dan dinilai.
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