Journal articles on the topic 'Education Indonesia Philosophy'
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1
Bahri, Saiful. "Multicultural Education In Islamic Education Philosophy Perspective." Istawa : Jurnal Pendidikan Islam 5, no. 2 (October 26, 2020): 239. http://dx.doi.org/10.24269/ijpi.v5i2.2891.
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Multicultural education, a very strategic approach, is developed in the life of Indonesian society which has a variety of patterns in religion, ethnicity, ethnicity, and customs, all of which aim to live together in equality, strengthen and unite in the unity of the Unitary State of the Republic of Indonesia. In the concept of Islam, it also teaches multicultural education, so on this basis, the researcher wants to examine in depth how the idea of multicultural education is in the view of the philosophy of Islamic knowledge. This research uses a type of literature study research, the data which is the centre of this study is collected through variable data that is based on the writings, thoughts and opinions of figures and experts who talk about multiculturalism and the philosophy of Islamic education. This research results in a multicultural view that refers to the level of Islamic education that respects, appreciates and embraces all forms of diversity, tolerance, deliberation, cooperation and sharing so that it can be expected that people grow inequality seeing all forms of diversity to avoid fellow conflict.Pendidikan multikultural sebuah pendekatan yang sangat strategis dikembangkan dalam kehidupan bermasyarakat Indonesia yang bercorak beragam dalam agama, etnis, suku, adat istiadat yang tujuan semuanya itu untuk hidup bersama-sama dalam kesetaraan, memperkokoh serta mempersatukan dalam kesatuan Negera Kesatuan Republik Indonesia. Dalam konsep Islam pun mengajarkan tentang pendidikan multikultural, maka atas dasar ini peneliti ingin mengkaji secara mendalam bagaimana konsep pendidikan multikultural dalam pandangan filsafat pendidikan Islam. Penelitian ini menggunakan jenis penelitian studi pustaka, data yang menjadi pusat studi ini dikumpulkan melalui data variabel yang bertumpu pada tulisan, pemikiran, dan pendapat para tokoh dan pakar yang berbicara tentang multikultural dan filsafat Pendidikan Islam. Penelitian ini menghasilkan dalam pandangan multikultural yang mengacu pada tataran pendidikan Islam yang saling menghormati, menghargai dan merangkul semua bentuk keanekaragaman, bertoleransi, bermusyawarah, gotong royong dan saling berbagi, sehingga dengan demikian dapat diharapkan bagi masyarakat tumbuh dalam kesetaraan melihat segala bentuk keberagaman agar terhindar dari konflik sesama.
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Ferary, Dorothy. "On Ki Hadjar Dewantara’s Philosophy of Education." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 2 (May 31, 2021): 65–78. http://dx.doi.org/10.7577/njcie.4156.
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This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.
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Naim, Ngainun. "MYSTICO-PHILOSOPHY." Epistemé: Jurnal Pengembangan Ilmu Keislaman 13, no. 2 (December 16, 2018): 361–79. http://dx.doi.org/10.21274/epis.2018.13.2.361-379.
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This article aims to offer an epistemological concept on scientific integration between religious and secular sciences proposed by a prominent Indonesian thinker Mulyadhi Kertanegara. The scientific integration (integrasi keilmuan) is essential concept explaining a contemporary development of Indonesian-state Islamic universities as exemplified by institutional transformation from exclusively Islamic studies learning institution of State Islamic Institute for Islamic Studies/IAIN to scientific integration of State Islamic University/UIN. As this article argues, let alone the institutional transformation, philosophical transformation of Islamic higher educational learning is a crucial element. It is the foundation of the institutional transformation and is still a major problem for contemporary Indonesian Islamic higher education. This article further argues that the philosophical transformation includes the construction of scientific and academic cultures and tradition which are applicable to contemporary Indonesian Islam higher educational system. Taking a root to the concepts of Islamic philosophy, Mulyadhi Kartanegara’s mystical-philosophical concept is indeed an innovative offer which is crucial as an alternative foundation of contemporary transformation of Islamic higher education in Indonesia and an answer to scientific debates on the relationship between religion and secular science.
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Junaedi, Rusli Akhmad. "Model Pendidikan Kepramukaan Indonesia dalam Perspektif Filsafat Pendidikan Paulo Freire." Jurnal Filsafat 28, no. 2 (August 31, 2018): 220. http://dx.doi.org/10.22146/jf.36824.
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This research examines the model of Indonesia scouting education by employing Paulo Freire’s perspective on philosophy of education. As an object of analysis, the research discusses the debated on the Regulation of Minister of Education and Culture of the Republic of Indonesia No. 63 of 2014 concerning Scouting Education as a Mandatory Extracurricular in Primary and Secondary Education. The result of this study shows that scouting education in Indonesia is a progressive self-learning process for the youth to fully develop themselves. Paulo Freire’s philosophy of education is a concept of education for liberation. It lays in the premise that the ultimate goal of human existence is the process of humanization. The paper argues that, in general, the character of Indonesian scouting education model is dialogical education which involves intersubjectivity process of education. It becomes de-humanizing education practice when the regulation of scouting education as a mandatory extracurricular activity is enacted. The mandatory regulation forces students’ participation in the scouting education, whereby damaging the volunteerism and freedom dimension of education activities. By doing so, the mandatory regulation distorts the problem-posing education strategy already existing in the Indonesian scouting practices.
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Wattimena, Reza A. A. "PENDIDIKAN FILSAFAT UNTUK ANAK? PENDASARAN, PENERAPAN DAN REFLEKSI KRITIS UNTUK KONTEKS INDONESIA." Jurnal Filsafat 26, no. 2 (August 27, 2016): 163. http://dx.doi.org/10.22146/jf.12782.
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This article argues for the importance of philosophical education for elementary school's students in Indonesia. Philosophy can be understood as value education and also life education. Both are very important for the human's personality development. Therefore, ideally, this kind of education should be provided since childhood age. But, philosophy has different teaching method in compare to other sciences. It asks the children to think for themselves and try to find answers for their questions independently. It should not be a burden for children that already have loads of subjects to learn. The program philosophy for children should also bear in mind the existing cultural context that already exists in Indonesian society.
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Roslan Mohd Nor, Mohd, and Maksum Malim. "Revisiting Islamic education: the case of Indonesia." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.
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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.
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Suparlan, Henricus. "FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DAN SUMBANGANNYA BAGI PENDIDIKAN INDONESIA." Jurnal Filsafat 25, no. 1 (August 14, 2016): 56. http://dx.doi.org/10.22146/jf.12614.
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Globalization is influenced by fundamentalist spirit of the market has resulted in education is not fully regarded as an effort to educate the nation and the liberation of man, but began to shift toward education as a commodity. To counteract this kind of educational model, the concepts of Ki Hadjar Dewantara education is offered as a solution to the distortions implementation of education in Indonesia today. According to Ki Hadjar Dewantara, the essence of education is to incorporate culture in the child, and put the child into the culture so that children become human beings. Educational philosophy Ki Hadjar Dewantara Among these so-called philosophy of education in which the convergence of the philosophy of progressivism about the child's natural ability to resolve the problems faced by giving the widest freedom of thought, but it also uses culture that has stood the test of time, according to essentialism, as the basic education of the child to achieve his goal. In this case Ki Hadjar Dewantara using native Indonesian culture while the values of the West are taken in accordance with the theory of selective adaptative Trikon (continuity, convergent and concentric). Three contributions of Ki Hadjar Dewantara’s educational philosophy for the Indonesian education are the application of a trilogy of leadership in education, three centers of education and the paguron system.
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Purbiyati, Yuliana Sri, and Eko Armada Riyanto. "THE PROBLEM OF EDUCATION FIGHTERS' SENSE OF INJUSTICE IN THE EDUCATION SYSTEM IN INDONESIA." International Journal of Economics, Business and Accounting Research (IJEBAR) 6, no. 1 (March 31, 2022): 629. http://dx.doi.org/10.29040/ijebar.v6i1.4731.
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Teachers or education fighters, especially honorary teachers in Indonesia do not yet have regulations. This causes honorary teachers to experience a sense of injustice in terms of income or income. As many as 48% of the total teacher population are non-civil servant teachers, most of whom earn below the regional minimum wage. The focus of this research is how to use existing resources to fight for the problem of a sense of injustice for honorary teachers to their income based on the philosophy of relationality. The aim is to explore or explore in more detail the opportunities and challenges of using resources to achieve a sense of justice for honorary teachers in their income. This research is a literature study, with qualitative methods and a relational philosophy approach. The result of this research is that the President is central to solving the problem of honorary teachers because the Indonesian government system is presidential so that the president becomes the head of state as well as the government. The Indonesian government should have drawn up a grand design for the field of education, specifically for human resources, by removing the status of civil servant and non-civil servant teachers and their derivatives so that there is only one term for teachers of the Republic of Indonesia who have the same regulations, welfare and guarantee of work wherever they carry out their duties. in both public and private schools.
Keywords: honorary teacher, sense of justice, welfare, resources, government
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Sulistyono, Tabah. "MUHAMMADIYAH’S PHILOSOPHY OF EDUCATION." Interdisciplinary Social Studies 1, no. 6 (March 20, 2022): 766–72. http://dx.doi.org/10.55324/iss.v1i6.154.
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Background: The basis of this research is first, the existence of a civilization of 'philosophy of life' muhammadiyah education; Second, there is a tajdid movement; third, Muhammadiyah as a pillar of religious thought in Indonesia; fourth, the concept of education that muhammadiyah has built and; Fifth, the philosophy of education that muhammadiyah began to construct is relatively young. This research builds on the question of how the construction of Islamic educational philosophy according to Muhammadiyah.
Aim: This research aims to explore aspects of educational philosophy according to Muhammadiyah.
Method: This research includes religious research with the point of view of the scope of the research. If based on the type of research including exploratory research with a philosophical approach. Researchers analyzed the data by understanding symbols, giving and digging carefully related to the meaning, essentially the life of symbols, and illuminating interpretations.
Findings: The construction of Muhammadiyah Islamic education philosophy begins with the main themes of Muhammadiyah Islamic education. The main themes are the paradigm, nature, policy, and aspects of Muhammadiyah Islamic education. The content of the instruction of Muhammadiyah Islamic education philosophy in the form of muhammadiyah Islamic educational ontology area includes the concept of God, universe, and man, and the epistemological area of Muhammadiyah Islamic education contains the nature of science, curriculum, educators, learners, methods and tools of Islamic education.
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Giri, I. Putu Agus Aryatnaya, Ni Luh Ardini, and Ni Wayan Kertiani. "Pancasila sebagai Landasan Filosofis Pendidikan Nasional." Sanjiwani: Jurnal Filsafat 12, no. 1 (March 31, 2021): 116. http://dx.doi.org/10.25078/sjf.v12i1.2082.
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<em>The foundation of philosophy in education is very important. The foundation of educational philosophy will direct humans or educators to think deeply or rooted about the nature of education. In addition, the existence of a nation is reflected in the educational philosophy adopted. Likewise, a good education reflects the foundation of a strong and solid educational philosophy. Education is said to be good, when it is able to produce ideal quality humans. The results of the analysis describe that the Indonesian nation has Pancasila as the country's philosophy. Pancasila should be the soul of the Indonesian nation, to be enthusiastic in working in all fields, especially education. The practice of Pancasila must be in the whole and integrity of the five precepts in the Pancasila, as formulated in the preamble to the 1945 Constitution, namely God Almighty, just and civilized humanity, Indonesian unity, democracy led by wisdom in deliberation / representation, and Social justice for all the people of Indonesia. For the education sector, this is very important because there will be certainty of values that will guide the implementation of education.</em>
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Gunawan, Indra, and Ayu Vinlandari Wahyudi. "FUNGSI FILSAFAT PANCASILA DALAM ILMU PENDIDIKAN DI INDONESIA." Tatar Pasundan : Jurnal Diklat Keagamaan 14, no. 2 (December 1, 2020): 209–18. http://dx.doi.org/10.38075/tp.v14i2.109.
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Pancasila has critical, fundamental, rational, systematic, comprehensive thoughts and eventually this system is a value. Pancasila provides fundamental and universal foundations for human beings in social, national, and state. Thus, through the philosophical values of Pancasila, the development of science education is expected to make it as main reference to national education system, which takes place as way to achieve goals and national objectives. The method in this paper is descriptive analytical. The data entered is the most relevant and primary related to the study of Pancasila and education science, then analysis is carried out to produce an ideas. The results demonstrate that educational philosophy of Pancasila as the spirit of national education system should actually lived as source of values and reference to planning the development of science education in Indonesia, both theoretically and practically. Keywords: Educational Philosophy; Science Education; Pancasila; Values.
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Hermawan, Agus, and Emily B. Tan. "Philosophy of education: “Tut Wuri Handayani” as the spirit of governance process in Indonesia's educational organization." International Journal of Humanities and Innovation (IJHI) 4, no. 2 (June 30, 2021): 82–85. http://dx.doi.org/10.33750/ijhi.v4i2.112.
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‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a philosophy of education that Ki Hajar Dewantara originally promoted. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through a governance organization that is instigated by educational leadership. In this regard, the paper utilizes the literature review method to get information from researchers published in refereed journals regarding process governance, model of governance organization in school and synthesizes the information to show how the school leaders can promote “Tut Wuri Handayani” in order that it can be integrated into the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of implementing the Philosophy Education: “Tut Wuri Handayani” in the governance organization of Schools in Indonesia. Indonesia's educational system has experimented with several forms of leadership. The paper discusses the necessity of promoting the Indonesian philosophy of education, ‘Tut Wuri Handayani,' to preserve its worth as a guide for all school leaders and instructors to maintain a positive attitude and behavior to achieve educational goals. School leaders and instructors are encouraged to use this Indonesian Philosophy of Education to ensure that children always receive a decent education and in all places. The authors also recommend that module and curriculum creators collaborate with learning facilitators to integrate the Philosophy of Education: ‘Tut Wuri Handayani' as one of the school governance principles and values. In addition, this research suggests that future researchers use qualitative research designs to investigate the influence of the implementation of ‘Tut Wuir Handayani' on students, school leaders, teachers, and other stakeholders in a sample of Indonesian schools.
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Marsaulina, Roce. "Radicalism in Political Perspective and Peace Education." International Journal of Science and Society 3, no. 2 (June 11, 2021): 269–75. http://dx.doi.org/10.54783/ijsoc.v3i2.338.
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The international community is facing the same global situation and conditions for crimes against humanity that have occurred in decades, namely the radicalism movement and international terrorism. Indonesia, as the largest country in Southeast Asia, has experienced toughening of the radicalism movement based on religion as its basic reference. Moreover, the international terrorism movement Al Qaeda and the ISIS Group (Islamic State in Iraq and Syria) have become the mecca for the radicalism movement in Indonesia. How can Indonesia face the radicalism movement, what should Indonesia do and what is the solution so that Indonesia can be minimized from the crimes of radicalism and the global terrorism movement? This is what is discussed in this article. In Indonesia, the radicalism movement not only begins from thoughts based on religious teachings but also the political, ideological and enthusiastic elements of certain groups with different views and directions. In this article, the discussion begins with how religion responds to views about radicalism and radicalism movements, especially those that occur in Indonesia, a pluralistic country with various ethnic groups, various languages, cultural and religious traditions. Indonesia is a country with Pancasila as its state ideology. Apart from Religious Education which teaches how to live amongst fellow Indonesian citizens, to respect each other and respect differences, Indonesia also has the Bhineka Tunggal Ika (Unity in Diversity) as its national motto which reinforces the Pancasila philosophy, with life’s view and freedom to embrace the religion one believes in.
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Fios, Frederikus. "Eco-Philosophy for Industry Practices in Indonesia." Advanced Science Letters 21, no. 4 (April 1, 2015): 907–9. http://dx.doi.org/10.1166/asl.2015.5925.
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Eco-philosophy is a critical reflective to examine the problems that arise in the relationship between human and environment. Nowadays, we can not deny the existence of a problem that is created between the human and the environment. Humans in this paper refer to the subject or industry practitioners in Indonesia. Then, the environment refers to the objective conditions of the affected Indonesian perpetrators of the industry in question. Human existence that industry and the environment can not be denied existence. These two elements create unfair conditions, because industries practices often overlook the ethical values in the context of ecophilosophy. Low labor costs, the industries concentrated in Java and Sumatra, and monopolistic practices of natural resources, forests and pollution are concrete examples of industrial practice in Indonesia, which have a negative impact on humans and the environment. Injustice on others and the environmental crisis can not be avoided. This paper provides a philosophical framework that offers alternative solutions resolve the disharmony between the world of industrial relations with our fellow human beings and the environment in Indonesia.
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Abidin, Zainal, Saiful Ahyar, and Wardah Wardah. "Modernization of Islamic education and Islamic thought in Indonesia." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2338–43. http://dx.doi.org/10.33487/edumaspul.v6i2.4611.
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An article that departs from ideas in analyzing modernization in the context of education, especially in Islamic education in Indonesia. This research was assisted by library research methods (library research). In obtaining research data, researchers collect, analyze, and organize, sources from articles. The research results show that Islamic philosophy developed until new religious concepts emerged in the Muslim world. Because of how these ideas developed, it is clear how the social, political, and cultural life of Muslims was significantly influenced by their movement patterns and world views. Religious education and beliefs influence the way people act and think. The Syafi'i school of thought dominates the religious worldview of Muslims who are developing in Indonesia. Indonesian Muslims in general still adhere to the texts of the mujtahid school of thought (the quality school), and they have not received methodological education (the school), which means they advocate law according to the mujtahid mindset, which has been produced by the school's imam.
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Rahayu, Siti Perdi. "DASAR-DASAR FILOSOFIS METODE PEMBELAJARAN BAHASA PRANCIS SEBAGAI BAHASA ASING DI INDONESIA." Diksi 27, no. 2 (December 23, 2019): 168–76. http://dx.doi.org/10.21831/diksi.v27i2.23093.
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(Title: The Philosophical Foundations of the Learning Method of French as a Foreign Language in Indonesia). The aim of the current study is to describe the philosophical foundations used in learning French as a foreign language in Indonesia, specifically the language learning which refers to the CECR (Cadre Européen Commun de Rérence) or uniformity in learning, teaching and evaluation. This study adapts the qualitative descriptive method. The data are in the form of features and characteristics of actionnelle approach, pragmatism and analytical linguistic philosophy foundations. Data are taken from sources such as documents including books on actionnelle approach, Echo 1 and Echo 2 books. Data analysis is done by making a comparative description of the characteristics of the actionnelle approach with the implementation of the philosophy of pragmatism education and the philosophy of analytical linguistic education. The findings of this study indicate that: 1) Pragmatism philosophy implies that education at every level must have criteria to be utilized and applied in social life, because students are indeed social actors, 2) Analytical linguistic philosophy has the principle that word meanings are in sentences, meaning of sentences in language , and the meaning of language exists in various life contexts, 3) Actionnelle approach is characterized by action, assimilating students as language users and as social actors who have tasks to do. The existence of the mentioned similarities can lead us to conclude that that the actionnelle approach gained influence from the philosophy of pragmatism and analytical linguistic. Keywords: actionnelle approach; pragmatism philosophy; analytical linguistic philosophy.
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Simanjuntak, Jonathan. "Perkembangan Matematika dan Pendidikan Matematika Di Indonesia." Sepren 2, no. 2 (May 26, 2021): 32–39. http://dx.doi.org/10.36655/sepren.v2i2.512.
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This study aims to determine the development of mathematics education in Indonesia. The research method used is descriptive method, by presenting a description, clarification of a phenomenon and facts in mathematics. As well as library research (library research). By collecting several books, articles and opinions from experts regarding the development of mathematics and mathematics education which are then developed with various existing findings. The results showed that the development of mathematics was based on philosophy, because philosophy is the root of all human knowledge, both scientific knowledge and non-scientific knowledge. The historical development of mathematics, Babiliona mathematics refers to all mathematics developed by the Mesopotamians since the beginning of Hellenism. At that time the development of mathematics expanded to several countries such as Egypt, Greece, Arabia and India. The development of Mathematics Education in Indonesia is never separated from the history of the curriculum. The importance of mathematics in life is not surprising if mathematics learning has developed and adapted to the needs of the times. The development of mathematics learning in Indonesia is as traditional mathematics, modern mathematics, and modern mathematics.
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Sukamdani, M. "URGENSI FILSAFAT ISLAM DALAM KURIKULUM PTAI." Didaktika Religia 3, no. 2 (July 24, 2015): 113–32. http://dx.doi.org/10.30762/didaktika.v3i2.165.
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This paper discusses the urgency of Islamic philosophy in the curriculum ofIslamic colleges in Indonesia. The critical description of this paper is the positivistparadigm. This then makes humans eliminate bases of theological philosophicalthought (especially Islam). Islamic education in Indonesia, in this case PTAI,instead of using the philosophy of Islam, chose to use western philosophy asa center of excellence. Islamic philosophy itself arises from the translationof philosophical works on a large scale during the Abbasid Caliphate. In itsdevelopment, Islamic philosophy has gone up and down. The most phenomenal intidal Islamic philosophy is the attack of al-Ghazali and Ibn Rushd counterattack.The philosophy of Islam in Indonesia is still quite young. However, the reasonsare not necessarily used as an argument that Islamic philosophy is not goodenough to be the basis of scientific colleges. Research, development, publication ofIslamic philosophy are continuously done to enrich the discourse. In the contextof higher education, there is now an offer to integrate and connect “common”secular philosophy (Islam) and al-Qur’an traditions. Thus, the dichotomy ofwestern-Islam, secularity knowledge and neglect of religion and philosophy canbe resolved.Kata kunci: Islamic philosophy, curriculum, PTAI
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Maemonah, Maemonah, and Siti Anisatun Nafi'ah. "CONTEXTUAL LEARNING FOR BASIC EDUCATION: THE HISTORY AND PHILOSOPHY." Sunan Kalijaga International Journal on Islamic Educational Research 1, no. 1 (September 21, 2018): 51–64. http://dx.doi.org/10.14421/skijier.2017.2017.11-04.
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Discourse models or contextual approaches as part of the learning concept, which is still dwelling on the dimension of implementation either in the context of certain subjects or in the context of a particular class or school. Such in current conditions the assumption from educators’ scopes that contextual learning as something perfect, independent and in accordance with the present reality. The limitation of understanding gives impact to a closed mind. By those reasons, this paper seeks to explore the idea of contextual learning or which is often called as Contextual Teaching and Learning (CTL) both in terms of historical and philosophical dimensions. Based on the historical approach, contextual learning as a solution as well as a criticism of the stagnation of the constructivism flow in the face of global competition in the third era nowadays. However, the root of pragmatism is very strong in contextual learning. Therefore, in terms of philosophy, the discourse of contextual learning has been focused on the issue of education substance rather than the education values so that in the realm of its application in Indonesia, contextual learning should be given a critical note to be truly in accordance with the culture and behavior of Indonesian society.
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MULYATNO, Carolus Borromeus. "Pancasila as a Philosophical Basis of Religious Education in the Context of Indonesian Religious Diversity." WISDOM 4, no. 3 (October 27, 2022): 101–11. http://dx.doi.org/10.24234/wisdom.v4i3.806.
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For many years, the Indonesian people have lived in a harmonious diversity of religions and beliefs. In the last decade, the harmony of living together has been torn apart by various issues of horizontal conflict, which are often triggered by religious sentiments. In the context of a multi-religious Indonesia, this qualitative research using Bhinneka Tunggal Ika (unity in diversity) method and the interpretative phenomenological analysis focusing on exploring Pancasila as the foundation for constructing religious education. The purpose of this research is to emphasize that Pancasila is an articulation of religious values that unites various groups of people in the midst of problems and threats of disharmony in a multireligious Indonesia. There are three important ideas generated from this research. First, religious education in schools, families, and communities applies the values of Pancasila as moral imperatives that bind each person with a different religious background to work in developing a harmonious and brotherly social life. Second, religious experience and belief are the main content of religious learning in schools that unites individuals from different religious backgrounds. Third, religious learning in schools in the context of multicultural-religious Indonesia is oriented towards developing solidarity and compassion with others in a harmonious living together.
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Mujiburrahman, Mujiburrahman. "ISLAM, PEREMPUAN DAN PENDIDIKAN." Marwah: Jurnal Perempuan, Agama dan Jender 13, no. 1 (February 5, 2014): 21. http://dx.doi.org/10.24014/marwah.v13i1.880.
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The article will discuss various viewpoints on the issues affecting women in Islam, and how they influence the views regarding women education. Their views generally can be divided into conservative, progressive and philosophical. All these views, in general, regard that like men, women are obliged to search for knowledge. In Indonesia, since the 19th century, women have already been involved in learning religion. However, for some cultural reasons, in this period, the access for women to modern education was still limited. On the other hand, from the 20th century up to now, like male Muslims, Indonesian female Muslim have more opportunies in education. Moreover, the symbolic-philosophy of complementary relations between male and female can also become an alternative to conservative or liberal philosophy of education
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Yulanda, Atika. "MENELAAH PEMIKIRAN HUMANISME IBNU MISKAWAIH DAN IMPLEMENTASINYA TERHADAP PENDIDIKAN DI INDONESIA." JURNAL AL-AQIDAH 13, no. 2 (December 31, 2021): 186–99. http://dx.doi.org/10.15548/ja.v13i2.3393.
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AbstractHumanism as a thought in the field of philosophy assesses humans as having a high position compared to other God's creatures. Humans are social creatures who need and adapt to each other. This study describes the Humanism thought of Ibn Miskawaih (330 H/941 AD). He is one of the leading Islamic philosophers whose thoughts are very influential on the thoughts of later figures, especially moral philosophy, so he is often referred to as the father of moral philosophy. This research is a qualitative research using descriptive analysis method. Humanism of Ibn Miskawaih views humans as intelligent beings or creatures who have been awarded by God the potential of reason so that they have the freedom to determine which choices are good and bad. Man lives together and he refuses to live alone or ascetic. Humanism in Ibn Miskawaih's thought is in line with education in Indonesia. To become a perfect human being must be accompanied by good training and education. Education is very important to train the potential that exists in the human person.
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Setiawan, Beni, and Edi Suwandi. "The Development of Indonesia National Curriculum and Its Changes: The Integrated Science Curriculum Development in Indonesia." Journal of Innovation in Educational and Cultural Research 3, no. 4 (July 4, 2022): 528–35. http://dx.doi.org/10.46843/jiecr.v3i4.211.
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The national curriculum of Indonesia has changed several times, more than ten times precisely. Those alterations logically result from science learning political issues, government systems, social culture, economics, and science technology in the community. This study aims to develop integrated science in the science classroom. Qualitative research and document analysis are used in this study. The result of this qualitative research is a deeper analysis of the history of science, science textbook development, and an integrated curriculum for science learning. The history of science depicts that the curriculum change impacted how science integrates with other knowledge in the curriculum. In the last curriculum, junior high school taught integrative science, which differed from integrated science. There are two primary methods used by the Indonesian government to provide textbooks to aid in the implementation of the curriculum: the government development and a non-government publishing company developing textbooks with national standards. The last finding is the integrated curriculum for science learning. There is a relationship between the philosophy of science, integrated science, and science education. This research contributes to science, especially science education, with a term of integrated science model called Biology-Physics-Chemistry and other disciplines-Philosophy (BPCO_P)
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Muhammad, Giantomi, Harkit Rahmawati, R. Rofiani, Aan Hasanah, and Bambang Samsul Arifin. "Character Building Based on The State Philosophy in The Context of Islamic Education." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 7, 2022): 7131–38. http://dx.doi.org/10.35445/alishlah.v14i4.2439.
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Character education is an important issue that is of concern to various groups, especially in the field of Islamic education. This is because character education is often understood the same as moral education as a very important material in Islamic education. As for character education in Indonesia, besides making religion a source of values (Core ethical values), it also has a state philosophy (Pancasila) as the basis for character education. Therefore, it is necessary to have a clear concept of character education based on state philosophy in the context of Islamic education so that it can be implemented synergistically. The current trend shows a shift in the philosophical values of the Indonesian State (Pancasila), which can be seen in the decline in the quality of the character of the Indonesian people. On the other hand, Islamic education also has a responsibility to maintain and improve the moral quality of students. Therefore, it is important to strive for an understanding of the philosophical values of the state in the context of Islamic education, especially among the younger generation. On the basis of these objectives, through a study of various relevant literatures with analytical descriptive techniques, this study was conducted to analyze how character education is based on state philosophy in the context of Islamic education. The results of the study prove that there is no Pancasila ideology that is contrary to Islamic values. All Pancasila ideologies form a perfect Islam, especially in socializing.
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Munastiwi, Erni, and Marfuah Marfuah. "Islamic Education in Indonesia and Malaysia: Comparison of Islamic Education Learning Management Implementation." Jurnal Pendidikan Islam 8, no. 1 (August 28, 2019): 1–26. http://dx.doi.org/10.14421/jpi.2019.81.1-26.
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This study aims to reveal the comparative management of Islamic Education (Islamic Education) learning in Indonesia and Malaysia. The research method was a case study. The aspect of the study includes planning, implementation, and evaluation. Data collecting techniques were documents, archive records, interviews, and observations. The informant selection technique was a purposive sampling procedure from Madrasah Ibtidaiyah (MI) Bego, Sembego, Maguwoharjo, Depok, Sleman, Yogyakarta, Indonesia and Sekolah Rendah Malaysia (Malaysian Primary School) or Sekolah Kebangsaan (Malay-medium National Schools) Jelotong, Paritraja, Batu Pahat, Johor, Malaysia. The results of the study show that both Indonesia and Malaysia produce similarities in terms of the stages of the planning, implementation, and evaluation processes. The uniqueness of other similarities can be found in choosing the topic of Islamic religious subjects in the learning process. In addition to the similarities, there are differences in the underlying philosophy of making an Islamic Education curriculum.
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Lubis, Dahlia, and Syarifah Rahmah. "EDUCATION MOVEMENT OF SHIA GROUP IN CONTEMPORARY INDONESIA." Journal of Contemporary Islam and Muslim Societies 5, no. 2 (January 14, 2022): 224. http://dx.doi.org/10.30821/jcims.v5i2.9654.
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<p><strong>Abstract:</strong> The aim of this research is to look at the Shia educational movement in Indonesia as it develops its philosophy. Document study activities, observation, and interviews were used to gather data. Two findings were offered in this study. The first is marriage, which is a technique for expanding the number of Shiites in Indonesia by allowing a husband and wife to establish an Islamic family structure based on Shia beliefs. In this setting, the family serves as the primary educational institution in Indonesia for the young Shia generation. The second, internalization of information, attitudes, and abilities, takes place in activities created by Islamic organizations and foundations founded by Shia groups in Indonesia. The many organizations and foundations involved in education and religion have formed a venue for Shia community education in introducing and propagating their schools of thought.</p><p><strong>Keywords:</strong> educational institutions, shia, minority groups</p>
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Wahyudin, Dinn, Ahman -, Yulia Rahmawati, and Arnidah -. "Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia." Applied Science and Innovative Research 5, no. 1 (January 21, 2021): p1. http://dx.doi.org/10.22158/asir.v5n1p1.
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The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.
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Othman, Ikhsan. "Education System in Malaysia and Indonesia for Human Resource Development." European Journal of Social Sciences Education and Research 7, no. 1 (December 1, 2016): 117. http://dx.doi.org/10.26417/ejser.v7i1.p117-124.
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Malaysia and Indonesia are implementing their own education system in developing their human resources for nation development. This paper discusses the systems in the countries limited to the main framework of education namely the philosophy of education; curriculum and its implementation; and assessment of students learning. From the philosophy of education point of view, divinity is the underlying aspect of education in Malaysia as well as in Indonesia, with students as the subject of education. Students of today are future human capital for the nation. Therefore education is necessary to develop students' natural potential to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious in line with the purpose of the human existence as inheritors of the earth. From the curriculum point of view, both countries are implementing a standard curriculum which is integrated and dynamic parallel with current needs and global challenges. The content of the curriculum includes knowledges, skills and values with innovations from time to time dynamically. From the aspect of students' learning, the quality of process and the quality of learning outcomes are based on competencies. The assessment of learning does not just focus to final examination results but also ensures the quality of students’ learning process. Generally, it is undeniable that there are some similarities between the two countries in developing their human resources through education. On a positive note, the similarities should be viewed in terms of the benefit to both countries. As the global challenges keep on changing, one day it might become ideas to have mutual collaborations between the two countries in generating higher quality of human resources through education.
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Dali, Zulkarnaen. "Pancasila: Local Indigenous Islamic Character Education In Indonesia." MADANIA: JURNAL KAJIAN KEISLAMAN 22, no. 2 (December 30, 2018): 185. http://dx.doi.org/10.29300/madania.v22i2.1400.
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The diversity of values in Pancasila is the basic capital for character education as the basis of the strength of the character of the Indonesian. The paper seeks to set up an Islamic character education based on the Pancasila-digging theological values of Islam with the values of local traditions, cultures and customs of the archipelago. This study is very important given the fact that so far the character, structure, and methods of character education are too oriented to the West by forgetting even ignoring the ideology and values of the Nusantara character. The approach in this study is descriptive literature review. By transmitting Pancasila’s values in family life to children, it will make the children make Pancasila’s views as a teaching doctrine, dogma or philosophy that must be practiced in the life of society. Pancasila’s revitalization and re-actualization as a philosophical and ideological foundation of the implementation of the character education system in Indonesia, including the implementation of national character education, cannot be negotiable. This is so that Pancasila can be actualized in everyday life within the family, school, community and in the life of nation and state as an educational process.
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Mohamad Noor, Mohamad Muzammil. "Pengaruh dan Pemikiran Muhammad Natsir (1908-1993) Dalam Pendidikan Islam Zaman Kolonial Belanda di Indonesia." Jurnal Akidah & Pemikiran Islam 23, no. 2 (December 30, 2021): 75–120. http://dx.doi.org/10.22452/afkar.vol23no2.3.
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The article discusses Muhammad Natsir’s thoughts on Islamic education which influenced his involvement in the struggles of nationalism and politics in Indonesia. Natsir was the leader of the largest Islamic political organisation in the Southeast Asian region of the Masyumi Party. This writing will perceive how the foundations of his education have influenced his thoughts and struggle to uphold modern religious knowledge and education to the Muslim community. The findings showed that his thoughts had influenced the Indonesian Muslim community on Islamic knowledge that was always challenged by the Dutch colonialists. In addition, Natsir’s thoughts and struggles were expressed through his writings, his speeches, and the impact of what he had moulded by the establishment of his own religious school in Bandung, PENDIS. Through his writings, he emphasized the importance of modern education and Islamic knowledge to his colonised society. As a result of this writing, tracing the understanding of his thoughts and struggles in developing Indonesian society through Islamic education is feasible but inevitable from religious-nationalism aspects of independence from the grasp of colonialists. This writing utilized a qualitative approach by conducting analysis through sources written by Natsir and several religious writers from Indonesia and Malaysia.
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Setiawan, Usep, Ujang Nurjaman, Faiz Karim Fatkhulloh, and Arman Paramansyah. "Implementasi 4 Pilar Visi Pendidikan di Indonesia: Visi Pendidikan Berbasis Agama, Filsafat, Psikologi dan Sosiologi." Jurnal Dirosah Islamiyah 4, no. 3 (July 27, 2022): 432–41. http://dx.doi.org/10.47467/jdi.v4i3.1768.
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Education is the main basis in the life of every human being, with a good education a good society will grow as well. In education, of course, it has a vision of various forms for the main goals to be achieved. The concept of the vision of education based on religion, philosophy, psychology and sociology is used as a model for the implementation of education in Indonesia in order to achieve the goals of education as a whole within the framework of the intellectual life of the nation. The purpose of this study was to find out how the implementation of the four pillars of the vision of education in terms of religion, philosophy, psychology and sociology. Theoretically, the application of the four pillars of the vision of religion-based education provides spiritual reinforcement to always be submissive and obedient to the Shari'a and hold fast to self-confidence in carrying out life. Philosophically it teaches humans to be mature in acting and wise in behavior, psychologically teaches about gentleness in educating so that they can adjust between a person's condition according to their respective maturity, and sociologically it is taught to how humans are good at socializing well with the wider community through values. - educational values applied by educated beings. This study uses a descriptive qualitative approach with analytical methods based on a literature review in accordance with the discussion. With the implementation of the vision of education in terms of religion, philosophy, psychology and sociology, it is hoped that it will be able to realize quality and highly competitive education and be able to realize the noble ideals of the Indonesian nation.
Keywords: Educational Vision, Religion, Philosophy, Psychology and Sociology
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Djono, Djono, Hermanu Joebagio, and Nur Fatah Abidin. "Gerak Sejarah Integratif-Multidimensional: Warisan Sartono Kartodirdjo Bagi Filosofi Pendidikan Sejarah Menuju Society 5.0." Criksetra: Jurnal Pendidikan Sejarah 9, no. 1 (February 24, 2020): 32–46. http://dx.doi.org/10.36706/jc.v9i1.10258.
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Tulisan ini berupaya mengumandangkan kembali warisan pemikiran Sartono Kartodirdjo sebagai kerangka filosofi pendidikan sejarah (philosophical framework of history education) dan historigrafi sekolah (school historiography). Metode peninjauan dilakukan dengan pembacaan terhadap tulisan dan karya Sartono Kartodirdjo untuk mengungkap logika narasi (narrative logic) yang dikembangkannya untuk menarasikan sejarah Indonesia. Berdasarkan pembacaan karya Sartono Kartodirdjo, peneliti menggaris bawahi pendekatan gerak sejarah integratif berperspektif multidimensional sebagai jalan tengah bagi kontestasi filosofi Pendidikan sejarah di Indonesia. Melalui pendekatan ini setidaknya dua arah landasan filosofis Pendidikan sejarah yaitu penguatan kebangsaan dan tuntutan pengembangan pengetahuan kesejarahan bagi masyarakat Indonesia dapat disejajarkan secara proporsional dalam ruang Pendidikan Sejarah. Dalam konteks pendidikan sejarah di era Society 5.0, gagasan gerak sejarah integratif dan perspektif multidimensional tersebut dapat menjadi landasan filosofis dan arah pembelajaran sejarah yang memberikan ruang seimbang bagi penguatan identitas nasional dan kemampuan berfikir ilmiah peserta didik.Kata kunci: Pendidikan Sejarah, Sartono Kartodirdjo, filosofi pendidikanThis paper seeks to reiterate the legacy of Sartono Kartodirdjo's thought as a philosophical framework of historical education (philosophical framework of history education) and school history (school historiography). The review method was carried out by reading the writings and works of Sartono Kartodirdjo to reveal the narrative logic he developed to narrate the history of Indonesia. Based on the reading of Sartono Kartodirdjo's work, the researcher underlined the multidimensional perspective of integrative historical motion approaches as a middle ground for the contestation of the philosophy of historical education in Indonesia. Through this approach, at least two directions of the philosophical foundation of historical education, namely the strengthening of nationality and the demand for thedevelopment of historical knowledge for the Indonesian people, can be aligned proportionally in the Historical Education space. In the context of history education for Society 5.0, the concept of integrative historical movement can be a philosophical foundation that lead future direction of history learning to give an equal opportunity to strengten the national identity as well as the scientific thinking skills of the students.Keywords: Historical Education, Sartono Kartodirdjo, Philosophy of Education
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Noviyanti, Ika Nurma. "Curriculum 2013 Based on The Philosophy Perspective of Progressivism." Journal of Mathematics and Mathematics Education 9, no. 1 (June 24, 2019): 35. http://dx.doi.org/10.20961/jmme.v9i1.48287.
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It should be understood that curriculum is the heart of education. The education curriculum in Indonesia has undergone various changes which are based on refining the previous curriculum as well as the 2013 Curriculum which synchronizes the previous curriculum. The philosophical foundation used in designing the curriculum is very important in determining educational goals. The results of the research show that the 2013 Curriculum can increase changes in knowledge, attitudes, and skills towards students for the realization of better character education. The 2013 curriculum has a goal of giving birth to an active, innovative and creative generation that aims to reduce ignorance, poverty and underdevelopment in life. The 2013 curriculum has a philosophical basis that adopts a foreign philosophy or is called an inclusive eclectic which is then synchronized with the Indonesian national education system. Progressivism is an educational philosophy that focuses on a process, where the 2013 Curriculum in theory focuses more on students. The 2013 curriculum illustrates if students must get learning that is in accordance with the development of the times in order to give birth to a generation of reformers and every competency in students is assessed as a whole both knowledge, attitudes, and skills.
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Et. al., Wahidah Zein Br Siregar,. "Zhong Yong and moderation of Chinese Muslims in Indonesia." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 646–56. http://dx.doi.org/10.17762/turcomat.v12i2.918.
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Chinese Muslims are a minority among Indonesian Muslims and are categorized as moderate Muslims. This research aims to identify the factors which contribute to moderation in this community. Using qualitative analysis, this research found that the classic Chinese philosophy, Confucianism, plays a big role. The concept of Zhong Yong in Confucianism is used by Chinese Muslims in Indonesia as their life philosophy even though many do not really know what it is. Research informants admit that even though they are Muslims, Confucianism is practiced and is well developed in their everyday lives. This is a concept of balance in life and they practice a moderate life in the Indonesian community in three ways: first, by balancing culture and religion through building mosques that are unique to Indonesia. These mosques, which are called Muhammad Cheng Hoo, use Chinese ornamentation. Second, trying to be innovative in the way they present Islam, so that Islamic teaching will be easily understood. Third, taking the middle ground to overcome any conflicts that may happen. Other aspects that are also important in order to understand Indonesian Chinese Muslims are family tradition and their interactions with Indonesians.
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Habsy, Bakhrudin All. "Filosofi Ilmu Bimbingan Dan Konseling Indonesia." Jurnal Pendidikan (Teori dan Praktik) 2, no. 1 (May 26, 2017): 1. http://dx.doi.org/10.26740/jp.v2n1.p1-11.
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AbstrakIlmu Bimbingan dan Konseling adalah ilmu pengetahuan yang mandiri berakar pada filsafat dan agama. Perkembangan Ilmu Bimbingan dan Konseling dari filsafat Bimbingan dan Konseling yang didukung oleh ilmu pendidikan, psikologi, sosiologi, antropologi, budaya yang berintegrasi dan saling menguatkan antara filsafat dan disiplin ilmu dasar serta melahirkan filsafat bimbingan dan konseling yang melandasi disiplin ilmu Bimbingan dan Konseling. Dukungan IPTEK, budaya, dan suasana lingkungan menjadi dasar untuk pengembangan teori dan praksis bimbingan dan konseling. Perkembangan Bimbingan dan konseling tidak lagi terbatas pada setting sekolah, melainkan menjangkau bidang-bidang di luar pendidikan yang memberikan nuansa dan corak pada penyelenggaraan upaya pengembangan individu yang lebih sensitif, antisipatif, proaktif, dan responsif terhadap kebutuhan dan tuntutan perkembangan individu dan masyarakat. AbstractGuidance and Counseling Science is an independent science which is rooted in philosophy and religion. The development of Guidance and Counselling Studies of philosophy Counseling is supported by educational science, psychology, sociology, anthropology, cultural integration and mutually reinforcing between philosophy and basic scientific disciplines and delivers philosophy that underlies Guidance and Counseling disciplines. The support of science and technology, culture, and the atmosphere becomes the basis for the development of the theory and praxis of guidance and counseling. The development of guidance and counseling is no longer confined to the school setting, but to reach areas outside of education that give situation and shades on the efforts on the implementation of the development of the more sensitive, anticipatory, proactive, and responsive individuals to the needs and demands of the development of individuals and society.
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Alesyanti. "Education Philosophy and Media Model Based on Heterogeneity Culture in North Sumatera Indonesia." Advanced Science Letters 24, no. 4 (April 1, 2018): 2823–26. http://dx.doi.org/10.1166/asl.2018.11069.
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Rahayu, Mella Ismelina Farma, Anthon F. Susanto, and Liya Sukma Muliya. "KEARIFAN LOKAL DALAM PENDIDIKAN HUKUM LINGKUNGAN DI INDONESIA." LITIGASI 23, no. 2 (October 31, 2022): 291–303. http://dx.doi.org/10.23969/litigasi.v23i2.6321.
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This paper will describe and examine local wisdom values that are implemented in environmental law education in Indonesia. Environmental law education is now more oriented towards liberal environmental law education so that it ignores the values of local wisdom. Based on this, the problem that arises is how about local wisdom can be the basis for environmental law education by internalizing local wisdom in environmental law teaching materials. The study in this paper uses m The research approach method is normative juridical. Secondary data were gathered through literature searches and analyzed using qualitative legal analysis to reach conclusions using a deductive syllogism.From the results of the study, it was concluded that klocal wisdom is full of spiritual meaning and ethical values. This local wisdom rests on the philosophy of values, ethics, and ways of behaving and behaving that are traditionally institutionalized. This is an important basis for environmental law education, which is a guide for humans when dealing with their environment. Keyword : Wisdom, Values, Education, Environmental Law.
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Wicaksono, Juniaris Agung. "Kebijakan Pendidikan Nasional Dalam Perkembangan Kurikulum Di Indonesia." Ngabari: Jurnal Studi Islam dan Sosial 14, no. 1 (June 28, 2021): 77. http://dx.doi.org/10.51772/njsis.v14i1.65.
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Education is a part of human life which has an important position. The intended interest in this matter is how humans carry out their lives and improve the quality of life. Indirectly if seen based on the philosophy of education which will direct people to think deeply or rooted in the reality of education. The development of national education must also develop in line with global developments by still taking into account the character's cultural values, and also an assessment of conditional factors. The implementation and development of education as intended and expected are in accordance with Law of the Republic of Indonesia Number 20 of 2003. Educational policies and roles that are oriented towards future progress will give birth to quality Indonesians. Qualified humans are humans who have high morale and are intellectual sufficient to know or master science and technology. The new paradigm of education is a new pattern or concept of education to achieve the goals of national education. The purpose of education is to produce human resources capable of facing various future challenges. In essence, the Education Policy that has been made is to improve the quality of education and the welfare of the nation.
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Kurnia, Fabiola D., and Winda Sulistyoningsih. "Role of Philosophy Education for Children in Grade 3 of MINU Pucang Sidoarjo." JournEEL (Journal of English Education and Literature) 1, no. 1 (June 28, 2019): 52–64. http://dx.doi.org/10.51836/journeel.v1i1.41.
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Philosophical education is needed for children's education. Philosophy as a value education, as well as life education that is very important for the development of human personality. Therefore, philosophical education should be given since elementary school age. The pattern of teaching philosophy applied is different from the teaching patterns of other sciences. Because in philosophy, humans are invited to think critically. In this case what is meant is that they think for themselves and find their own answers to the questions asked. However, philosophy for children should not burden the learning process. Because it must consider the local cultural context that has existed in Indonesia before. The philosophy of early childhood education seeks to uncover and examine the reality of the child's education process. The implementation of early childhood education must be based on philosophy and educational theory that are suitable for child development. Thus, the practice of education has a clear direction, goals that are relevant to the nature, needs and development of children. Children will be treated according to their situation and living conditions.
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Hermawan, Agus, and Emily B. Tan. "Philosophy education: “tut wuri handayani” as the spirit of process governance in Indonesia educational organization." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 7, no. 2 (November 10, 2021): 100. http://dx.doi.org/10.29210/120212867.
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<p>‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a Philosophy of Education which was originally promoted by Ki Hajar Dewantara. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through Organization Governance that is instigated by educational leadership. In this regard, the paper utilizes literature review method to get information from researchers published in refereed journals regarding process governance, model of organization governance in school and synthesizes the information to show how “Tut Wuri Handayani” can be promoted by the school leaders in order that it can be integrated in the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of the implementation the Philosophy Education: “Tut Wuri Handayani” in Organization Governance of Schools in Indonesia.</p>
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Fatimah, Ana Cahayani. "HUBUNGAN PENDIDIKAN AGAMA ISLAM DAN POLITIK KEKUASAAN DI INDONESIA." Fitrah: Jurnal Studi Pendidikan 13, no. 1 (June 29, 2022): 58–72. http://dx.doi.org/10.47625/fitrah.v13i1.373.
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Implementation of an effective, efficient and targeted Islamic education process requires the linkage of several elements such as: adequate educational resources, institutions that play an active role in accommodating, direct and indirect support from government institutions and policies because achieving educational goals requires optimal support from the community. various aspects so that the education process can be carried out in accordance with the objectives of the National Education System Law No. 20 of 2003 article 12 paragraph (1) letter a. Although the emergence of Islamic education actually did not come from power, but from religious teachings which were then judged to be good so that they were applied and became the philosophy of the state. Still, Islamic education is in the grip of power. As in establishing a boarding school or institution, it is required to ask permission from the power. Thus, Islamic education and power cannot be separated because there is an interaction that requires and depends on each other.
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Hufron, Muhammad, and Mahfud Juanedi. "Reflection of Ki Hajar Dewantara’s Character Education Philosophy on Independent Learning." Edukasia Islamika 6, no. 2 (October 9, 2021): 226–43. http://dx.doi.org/10.28918/jei.v6i2.2625.
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The character education carried by Ki Hajar Dewantara plays a role in preparing the nation's children to build and preserve the nation's identity that is characterized and cultured. The purpose of this study was to reflect on the thinking of Ki Hajar Dewantara's character education in the global era. The method used was qualitative with a philosophical approach. The research type was through an intellectual biographical. The analytical technique used was philosophical interpretative. Reflections on Ki Hajar Dewantara's philosophy of character education are relevant to be applied in the education curriculum in Indonesia, especially on the independent learning perspective in the digital literacy era. Ki Hajar Dewantara's character education emphasizes humanist values, based on reconstruction and nationalist spirit. Reflections on Ki Hajar Dewantara's character education have five basic aspects of character namely: smart, excellence, soft-skill, perfect, and global character education. Ki Hajar Dewantara's character education is relevant in the context of education in post-reformation Indonesia seen from the relevance of religiosity, ethical, social, cultural, and universality. Ki Hajar Dewantara's character education also helps to minimize various national multidimensional crises, namely: religious, moral, model, orientation, and social crisis solutions.
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Munifah, Munifah, Iskandar Tsani, Muhamad Yasin, Hasan Said Tortop, Endah Kinarya Palupi, and Rofiqul Umam. "Management System of Education: Conceptual Similarity (Integration) between Japanese Learning System and Islamic Learning System in Indonesia." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 4, no. 2 (December 26, 2019): 159–70. http://dx.doi.org/10.24042/tadris.v4i2.4893.
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The changing times that followed the development of technology made the education system management must be updated to suit the needs and conditions of the environment. In this article, we look for information about the education system in two different countries, namely Japan and Indonesia. The purpose of this research is to find out the integration between the two countries that have different education management systems. The research method used is a descriptive qualitative method. In this research also, the research method is based on the philosophy of postpositivism, using natural conditions or objects. The instrument used to find out information on the education system in each school uses 10 questions and looks for curriculum information data in general in each country. The findings in this study found that, although the management of the education systems of the two countries was slightly different, Indonesian students could compete to continue their tertiary education to developed countries. Besides, the education system in Japan does not make students from Indonesia experience difficulties.
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Putranto, Anggoro. "Peran IPS dalam Pendidikan Multikultural di Indonesia." JUSIE (Jurnal Sosial dan Ilmu Ekonomi) 1, no. 02 (April 15, 2017): 112–20. http://dx.doi.org/10.36665/jusie.v1i02.141.
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The problem in this country would have an impact on social life. Most of a person likely to take care of somebody else's problem than the problem itself. Differences in beliefs and fellow beliefs often form groups or class, so it tends to far from each other. Education social sciences play a role in promoting a peaceful life, to encourage a person to improve adaptation to each other, can improve better communication and improve one's relationship. Education social sciences to integrate various disciplines such as geography, history, sociology, economics and anthropology community. IPS implementation of learning emphasis is on the field of education, thus gaining additional knowledge on the attitudes and behaviors, values, and of good character and can play a role in people's lives and can inculcate a scientific attitude in order to solve the problems faced around. The integration of learning social studies from various disciplines social imu can be done based on a specific topic that is still associated with other disciplines.
Multicultural education as a strategy to take advantage of the various cultures of different communities of students is unique or typical of students to form a multicultural attitude of mutual understanding and mutual respect so as to create a tolerant education sector. IPS study integration of education in multicultural education can contribute realize strong society in the development of globalization and uphold the basic philosophy states that diversity, make education more increased quality and more advanced.
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Azman, Zainal. "PENDIDIKAN ISLAM HOLISTIK DAN KOMPREHENSIF." Edification Journal 1, no. 1 (July 1, 2019): 81–95. http://dx.doi.org/10.37092/ej.v1i1.85.
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Holistical comprehensive education can be built on a religious norm, psychology, culture, philosophy, management and Tasawwuf. Islam as a universal and true religion contains human aspect, philosophy,that has a deep, systematical, radical, universal, comprehensive and holistical thought, which suits on religious values, has a strategical position, provides huge portion of teaching in building an educational and holistical comprehensive education.In Indonesia, holistical comprehensive education is not studied deeply, whereas, there are still many problems on education that need to be solved. Therefore, this study is more focused on the religion, and philosophy, related with holistical educational design that should be done sustainably.
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Pongoh, Damianus, Harol R. Lumapow, Jeffry S. J. Lengkong, Viktory N. J. Rotty, and Ignatius J. C. Tuerah. "Sumbangan Pemikiran Filsafat Pendidikan Paulo Freire Bagi Sistem Pendidikan Tinggi Indonesia." Media (Jurnal Filsafat dan Teologi) 3, no. 1 (March 7, 2022): 103–15. http://dx.doi.org/10.53396/media.v3i1.57.
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This essay discusses the philosophy of education according to Paulo Freire, specifically methodology in the education process. The main question deals with the contribution of Freire's thought to the education system in Indonesia. Through literature review, the author underlines the concept of education as a process of liberation. Education is no longer regarded as a transfer of knowledge, but a process of change to create social structures that are more just and humane. Freire criticizes the bank-style education model which makes the teacher the subject, while the student as an object like an empty box to be filled. According to Freire, education should be developed as problem-posing education, namely education that aims at posing and discussing actual problems. It can be the main inspiration for the education system in Indonesia. This approach allows students to freely and creatively recognize their abilities and the reality of the problem objectively-contextually and respond appropriately to problems by creating productive and changing-oriented works.
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Rasna, I. Wayan, and Dewa Komang Tantra. "Reconstruction of Local Wisdom for Character Education through the Indonesia Language Learning: An Ethno-pedagogical Methodology." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1229. http://dx.doi.org/10.17507/tpls.0712.09.
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Developing good characters may take quite a process of enculturation early at the primary schools. Character education may include local wisdom or local knowledge learnt through the Indonesia language curriculum. Bali’s local wisdom, which adheres in the Hindu philosophy, is potentially rich for the development of character education’s themes and sub-themes. The central themes and sub-themes fleshed out from the Hindu philosophy are coherently tied into a system of meaningful moral entity. Children may learn the moral characters contextually and meaningfully through the national language of Indonesia at schools. However, caution should be taken as the themes and the sub-themes are critically beyond the first and second graders’ cognitive and moral development stages.
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Zamroni, Edris. "Konseling Berbasis Kerafian Lokal Indonesia sebagai Upaya Penguatan Karakter Kebangsaan." Jurnal Bimbingan dan Konseling Terapan 3, no. 2 (July 1, 2019): 95. http://dx.doi.org/10.30598/jbkt.v3i2.388.
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At 2045 Indonesia will have a bonus demography of human resources that will contribute greatly in the progress of NKRI. Is a big challenge for all parties, especially since starting January 2016 also enacted ASEAN Economic Community (ASEAN Economic Community) that allows the entry of various cultures from the ASEAN community. Needed human resources characterized so that along with the progress of civilization, the community retains its cultural character. The formation of karatker should start from education from an early age. Counseling and Counseling as an integral part of education has an important role in shaping the character of learners. For that it is necessary various strategies of guidance and counseling services, especially counseling specifically characterized the Indonesia-an taken from local wisdom and cultural values of Indonesia. Some examples of local wisdom that can be raised as the basic values of counseling are religious-spiritual values, kejawen values, sunda values, tri hita karana (bali), and are generally represented by the Indonesian education motto Ing Ngarso sung Tulodho, Ing Madyo Mangun Karso, Tut Wuri Handayani. The core value infusion of the philosophy of each local wisdom must be done so that the national character of Indonesia still exist in the midst of globalization and the progress of civilization. The main values of each culture will provide alternative references to problem solving, alteration and strengthening behavior that affirm the national identity of Indonesian society.
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Hakim, Raafi Fauzia, and Cepi Triatna. "PEDAGOGIC IN POST-TRUTH DEMOCRACY IN INDONESIA." Jurnal Pertahanan: Media Informasi ttg Kajian & Strategi Pertahanan yang Mengedepankan Identity, Nasionalism & Integrity 8, no. 2 (August 31, 2022): 329. http://dx.doi.org/10.33172/jp.v8i2.1735.
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<div><p class="Els-history-head">Indonesia is a country with Pancasila ideology which becomes fundamentally philosophical. Advances in the field of information technology in the era of industry 4.0 and society 5.0 seem to drown out the existence and essence of philosophy and pedagogy. This era is dominated by the role of technology where computers are increasingly intelligent. In the Ancient Greece era pedagogic was a slave who supervised and monitored the academic development of the children who attend school. Human tendencies in the post-truth age are characterized by the difficulty of distinguishing where scientific facts see flash flood conditions in the digital world, lies feel like facts that threaten electoral democracy. Education Administration is a science with a core science in the form of leadership, administration, policy analysis, supervision, and pedagogy. In the context of the post-truth problem, namely by formulating strategies in the form of influence on human reality because post-truth lives in virtual reality, replying to flood the digital world full of post-truth with educational content. Post-truth is a phenomenon that occurs when personal beliefs and emotions take precedence over facts. This study aims to suggest alternative solutions using philosophy and pedagogy to resolve the post-truth problem from the study literature. The conclusion of this research provides a suggestion to overcome and protect society in the post-truth era using philosophy and pedagogy perspective and increase trust in the Indonesian Armed Forces (TNI), Indonesian Police (Polri) Teachers, and lecturers as the shield of Indonesia. </p></div>
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Sopacua, Jems, and Muhammad Rijal Fadli. "Konsep Pendidikan Merdeka Belajar Perspektif Filsafat Progresivisme (The Emancipated Learning Concept of Education in Progressivism Philosophy Perspective)." Potret Pemikiran 26, no. 1 (July 1, 2022): 1. http://dx.doi.org/10.30984/pp.v26i1.1413.
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This article aims to examine the concept of freedom of learning from the point of view of the progressivism philosophy of education. The method used is literature study with a hermeneutic approach to explaining the reality that occurs with elements of interpretation and description. The concept of freedom of learning education is under the modern progressivism educational philosophy and wants a fundamental change in the implementation of education to be better, better quality, and provide real benefits to students. Progressivism has emphasized the importance of the fundamentals of independence and freedom to students, by giving them the freedom to develop the competencies, interests, and talents they already have, without the obstacles of formal regulations which sometimes shackle their creativity and thinking power to be better. The concept of freedom of learning education in Indonesia which has become a new policy is considered to be able to change the existing education system. The harmony of independent learning with the philosophy of progressivism provides a new perspective on the orientation of education in Indonesia, in practice, it presents a natural learning space and allows children to grow and develop according to their interests and talents so that the goal of forming individuals with character can be realized.