Reposisi Filosofi Pendidikan  Dalam Proses Pembelajaran

Sulastini, Rita

doi:10.24090/insania.v23i1.2010

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…Selain itu, implikasi falsafah pendidikan mengarah pada pengembangan kurikulum yang komprehensif di masa depan, yang meliputi prinsip keagamaan, kemanusiaan, dan sosial serta menekankan pengembangan kurikulum subject matter centered (Tolchah, 2020). Selain itu, filosofi pendidikan bukan sekadar esensi selama proses pembelajaran, tetapi juga menjadi panduan dan parameter normatif ketika berbagai situasi dan kompleksitas dalam dunia pendidikan muncul (Sulastini, 2018). Ketidakadaan landasan filsafat pendidikan menyebabkan pendidikan tidak memiliki identitas yang jelas, kebijakan pendidikan yang dirumuskan seringkali tidak dapat diterapkan secara menyeluruh di sekolah (Prasetyo et al, 2022).…”

Section: A Pendahuluanunclassified

Implementasi Falsafah Tut Wuri Handayani Pada Kurikulum Sekolah

Zainullah,

Simanjuntak,

Huda

et al. 2024

Thawalib

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Philosophy plays an important role in shaping meaningful educational systems. Many schools develop curricula without considering philosophy, resulting in meaningless learning for students. This research aims to explain the application of the philosophy of Tut Wuri Handayani in the curriculum of MTs Al-Mardliyyah Pamekasan using a qualitative case study approach. Data were collected through interviews, observations, and documentation, then processed through reduction, presentation, and drawing conclusions. The implementation of the Tut Wuri Handayani philosophy includes honesty, fairness, good moral character, and motivation for students to learn well. Challenges such as laziness, shyness, and pessimism are addressed with strategies of awareness, understanding, and changing students' mindset. The impact is that students develop into better individuals morally, caring for their peers and the environment, and forming productive and adaptive learning processes. In conclusion, the implementation of the philosophy has been successful with positive effects on schools, teachers, and students. This research contributes as a reference for schools to apply philosophical aspects in education and learning.

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Section: A Pendahuluanunclassified

Implementasi Falsafah Tut Wuri Handayani Pada Kurikulum Sekolah

Zainullah,

Simanjuntak,

Huda

et al. 2024

Thawalib

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“…Ada muatan penguasaan dalam interaksi yang membuat setiap diri pada akhirnya mengambil hikmah pembelajaran dari proses yang dilalui. Kirshner dan Whitson (1997), menguraikan bahwa ada satu kondisi yang mempengaruhi proses kemampuan pemahaman belajar yang disebutnya dengan situativity theory dimana situasi belajar yang memiliki vitalitas yang sangat berperan menciptakan 'ekologi' dalam proses belajar dan ilmu pengetahuan diberbagai hal (Sulastini, 2018). Disinilah L Dee Fink berusaha untuk mengkonstruksikan pembelajaran dinamis Berdasarkan 6 Significant Learning yait (Sulastini, 2018): (1) Dimensi Pengetahuan Dasar: yang meliputi memahami dan mengingat.…”

Section: Implementasi Adab Berdialog Menurut Muhammad Sayyid Thantunclassified

Implementasi Adab Berdialog Menurut Muhammad Sayyid Thanthawi Melalui Pembelajaran Siswa Aktif

Maulana

Nata

Husaini

et al. 2020

rais

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Dialogue is a method of learning that involves students to be active, both cognitive, affective, and psychomotoric. But in practice dialogue sometimes leads to conflicting attitudes and provoking emotions. This study is aimed to explore dialogue concept of Muhammad Sayyid Tantawi in his book Adab Hiwar fi al-Islam and the implementation of the dialogue concept into active learning at school. The finding showed that there are eleven rules of dialogue concept which according to Muhammad Sayyid Tantawi, namely: (1) Honesty, (2) Focus on the themes discussed, (3) Presenting an accurate proposition and sound logic (4) Clarify the location of differences in a concrete and correct manner according to the discussion (5) Ethics of politeness, avoiding actions that are not appropriate to do, (6) Lead to the public interest, (7) Prioritize the opinions of expert experts, (8) Do not generalize the law, (9) Reviewing the principles of benefits and their disadvantages, (10) Upgrading the understanding and accuracy of the law agreed upon by the experts (11) Being open and candid, by promoting the truth.

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“…Pendidikan merupakan hal yang mutlak dibutuhkan dalam kehidupan manusia, karena pendidikan merupakan suatu usaha untuk memberi bekal kepada peserta didik agar tidak mengalami kesulitan dalam kehidupan dan memiliki tanggung jawab terhadap dirinya sendiri, keluarga dan masyarakat (Husamah, Restian, & Widodo, 2015;Sulastini, 2018). Selain itu pendidikan juga sarana untuk mengantar peserta didik kepada tingkat kedewasaan fisik dan psikis.…”

Section: Pendahuluanunclassified

Deskripsi Proses Pemberian Ganjaran dan Hukuman oleh Instruktur Kepada Peserta Didik di Lembaga Kursus English Tutorial Centre Padang

Maharani

Setiawati

2018

spektrumpls

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This research is motivated by the high participation of learners English in the course of English Tutorial Center Padang, visible high level of attendance, liveliness and discipline of learners. Researchers suspect that the cause of the high participation of learners is due to the process of reward and punishment by the instructor in the learning activities. This study aims to describe the process of reward and punishment by instructors in English learning activities. This type of research is quantitative descriptive research. The population in this study were all students totaling 500 people. Sampling technique used is cluster sampling, samples taken at each level/study group as many as 50 people. Data collection techniques using questionnaires. While the data collection tool use a list of statements. Data analysis techniques use a percentage formula. The results show that rewards in of point, reward, and praise are categorized both given by the instructor, as well as punishments in prefentive and repressive forms categorized well given by the instructor. This is evidenced by the majority of students expressing "often" from each statement given.

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Reposisi Filosofi Pendidikan Dalam Proses Pembelajaran

Cited by 5 publications

References 1 publication

Implementasi Falsafah Tut Wuri Handayani Pada Kurikulum Sekolah

Implementasi Falsafah Tut Wuri Handayani Pada Kurikulum Sekolah

Implementasi Adab Berdialog Menurut Muhammad Sayyid Thanthawi Melalui Pembelajaran Siswa Aktif

Deskripsi Proses Pemberian Ganjaran dan Hukuman oleh Instruktur Kepada Peserta Didik di Lembaga Kursus English Tutorial Centre Padang

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