Trauma, Algoritma, dan Ruang Belajar: Reorientasi Psikologi Pendidikan dalam Era Disrupsi Sosial Global
DOI:
https://doi.org/10.52436/1.jpti.1995Keywords:
afektif digital, agensi belajar, algoritma, ruang belajar, trauma pendidikanAbstract
Ketegangan antara tekanan psikososial global dan dominasi algoritmik dalam ruang belajar telah menciptakan tantangan serius bagi perkembangan psikologi pendidikan abad ke-21. Dalam konteks pascapandemi, krisis iklim, ketimpangan sosial, serta penetrasi teknologi digital yang masif, ruang belajar kini tidak lagi netral, melainkan menjadi arena interaksi kompleks antara trauma kolektif, pengendalian emosi oleh sistem algoritma, dan krisis agensi belajar peserta didik. Penelitian ini bertujuan untuk merumuskan model reorientasi psikologi pendidikan yang responsif terhadap disrupsi sosial dan digital global, dengan memperhatikan dimensi afektif, kognitif, dan struktural dalam proses belajar. Metode yang digunakan adalah kualitatif deskriptif berbasis studi pustaka terhadap literatur primer dan sekunder yang terbit pada rentang 2020–2025. Subjek kajian meliputi teori-teori psikologi trauma, afektivitas digital, serta wacana kritis tentang algoritmisasi pendidikan dalam berbagai konteks global dan lokal. Teknik pengumpulan data dilakukan melalui dokumentasi akademik dan analisis wacana kritis terhadap narasi pedagogis dan psikologis dalam era digital. Analisis data menggunakan pendekatan interdisipliner yang menggabungkan perspektif psikologi pendidikan, sosiologi afeksi, dan kajian media. Hasil penelitian menunjukkan bahwa pendekatan psikologi pendidikan yang transformatif dan berbasis kesadaran afektif mampu membuka jalan baru untuk mengatasi trauma sistemik, merekonstruksi agensi belajar, dan menciptakan ruang belajar yang lebih empatik, adil, serta kritis terhadap logika teknorasionalisme. Secara praktis, temuan ini dapat diimplementasikan melalui pengembangan pembelajaran berbasis trauma (trauma-informed learning), penguatan literasi digital kritis, serta penciptaan lingkungan belajar yang mendukung kesejahteraan psikologis dan partisipasi reflektif peserta didik. Model ini menawarkan kontribusi strategis bagi pengembangan kebijakan pendidikan dan praktik pedagogis yang lebih humanistik dan resilien dalam menghadapi era disrupsi sosial global.
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