An ideology known as radicalism is growing in society, advocating for change through violence. This is why many people opt for simple ways and make everything legal to meet all demands and desires. To better understand radicalism in philosophy, this article explores it in relation to religious, economic, political, and educational understandings. Article reviews are used in the writing process. Additionally, the findings indicate that religious radicalism stems from the mindset of its followers, who use violence to persuade those with different views to adopt their interpretation of the economic and spiritual stance, inspiring actions intended to weaken and change the status quo. Meanwhile, political radicalism refers to a mindset that seeks comprehensive and revolutionary transformation by forcefully overturning existing norms. Furthermore, educators can become radicalized teachers, school administrators can become radicalized teachers, and the community or parents of students can become radicalized teachers and schools through various forms of intimidation.
{"title":"Study of the Philosophy of Radicalism","authors":"Hasinah Hasinah","doi":"10.52690/jitim.v4i1.733","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.733","url":null,"abstract":"An ideology known as radicalism is growing in society, advocating for change through violence. This is why many people opt for simple ways and make everything legal to meet all demands and desires. To better understand radicalism in philosophy, this article explores it in relation to religious, economic, political, and educational understandings. Article reviews are used in the writing process. Additionally, the findings indicate that religious radicalism stems from the mindset of its followers, who use violence to persuade those with different views to adopt their interpretation of the economic and spiritual stance, inspiring actions intended to weaken and change the status quo. Meanwhile, political radicalism refers to a mindset that seeks comprehensive and revolutionary transformation by forcefully overturning existing norms. Furthermore, educators can become radicalized teachers, school administrators can become radicalized teachers, and the community or parents of students can become radicalized teachers and schools through various forms of intimidation.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Progressivism is a modern educational philosophy that calls for changes in the administration of education in order to progress. This flow of progressivism prioritizes the implementation of child-centered education in schools and limits teachers' activities only as mentors, supervisors and mentors for students. Progressivism advocates changes for the better that prioritize students and develop various student skills to realize learning. The educational curriculum prioritizes what students do, not what educators do. The goal of progressivism in education is to make educational practices that have previously seemed authoritarian become democratic and more respectful of children's potential and abilities, as well as encouraging more inclusive learning for students.
{"title":"Kajian Filsafat Progesivisme dalam Pendidikan","authors":"Dewi Sulistyaningsih","doi":"10.52690/jitim.v4i1.731","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.731","url":null,"abstract":"Progressivism is a modern educational philosophy that calls for changes in the administration of education in order to progress. This flow of progressivism prioritizes the implementation of child-centered education in schools and limits teachers' activities only as mentors, supervisors and mentors for students. Progressivism advocates changes for the better that prioritize students and develop various student skills to realize learning. The educational curriculum prioritizes what students do, not what educators do. The goal of progressivism in education is to make educational practices that have previously seemed authoritarian become democratic and more respectful of children's potential and abilities, as well as encouraging more inclusive learning for students.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"127 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Realism is a philosophical teaching which considers that a truth is a real picture or a real copy of the world of reality from an idea that exists in someone’s mind. The goal of the philosophy of realism is to understand and recognize the existence of an external world that is objective and independent of the human mind. The philosophy of realism believes that the external world has a real existence and can be accessed through human observation and experience. Another goal of the philosophy of realism is to develop a better understanding of the world and avoid errors in the interpretation and understanding of reality. In the educational context, the philosophy of realism aims to develop education that is based on experience and objective observation, so that students can understand the world better and more accurately.
{"title":"The Philosophy of Realism in Education","authors":"Erikawati Erikawati","doi":"10.52690/jitim.v4i1.732","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.732","url":null,"abstract":"Realism is a philosophical teaching which considers that a truth is a real picture or a real copy of the world of reality from an idea that exists in someone’s mind. The goal of the philosophy of realism is to understand and recognize the existence of an external world that is objective and independent of the human mind. The philosophy of realism believes that the external world has a real existence and can be accessed through human observation and experience. Another goal of the philosophy of realism is to develop a better understanding of the world and avoid errors in the interpretation and understanding of reality. In the educational context, the philosophy of realism aims to develop education that is based on experience and objective observation, so that students can understand the world better and more accurately.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses rationalism which is reviewed from various scopes starting from Rationalism Figures such as, Rece Descartes (1596-1650), Baruch De Spinoza (1632-1677), Leibniz (1646-1716), Icholas Malerbranche (1638-1775), Harun Nasution, and the philosophical views of racialism towards humas, science, education, and towards curriculum (implementation in the field). Rationalism is a philosophical teaching that holds that reason, or reason, is the most important tool for acquiring and testing knowledge. Rationalism, reason is the main source of knowledge. Theoretically, he contradicts empiricism by refusing to consider the five senses as a source of knowledge. Belief that reasons has the power and authority to reveal knowledge and truth. According to rationalism, humans’ ability to seek and respond to truth is based on their natural intellectual abilities.
{"title":"Rationalism in Philosophical Studies","authors":"Umi Afifah","doi":"10.52690/jitim.v4i1.730","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.730","url":null,"abstract":"This article discusses rationalism which is reviewed from various scopes starting from Rationalism Figures such as, Rece Descartes (1596-1650), Baruch De Spinoza (1632-1677), Leibniz (1646-1716), Icholas Malerbranche (1638-1775), Harun Nasution, and the philosophical views of racialism towards humas, science, education, and towards curriculum (implementation in the field). Rationalism is a philosophical teaching that holds that reason, or reason, is the most important tool for acquiring and testing knowledge. Rationalism, reason is the main source of knowledge. Theoretically, he contradicts empiricism by refusing to consider the five senses as a source of knowledge. Belief that reasons has the power and authority to reveal knowledge and truth. According to rationalism, humans’ ability to seek and respond to truth is based on their natural intellectual abilities.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the educational context, the term dualism and dichotomy have the same meaning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and general educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentalization in science, and inequality of budgeting between Islamic and general education institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education.
{"title":"Dualism in Philosophical Studies","authors":"Retno Anggrayni","doi":"10.52690/jitim.v4i1.723","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.723","url":null,"abstract":"In the educational context, the term dualism and dichotomy have the same meaning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and general educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentalization in science, and inequality of budgeting between Islamic and general education institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Materialism is a philosophical view or framework of thought which emphasizes that physical substance or matter is the basis of all reality, including thoughts, feelings and natural phenomena. This view rejects or minimizes the role of non-material or spiritual elements in explaining the world. This article provides information in the form of views on the Materialist Philosophical View of Knowledge, Knowledge and Education, using a literature-based research approach and literature study. The research method uses library research analysis to explore and synthesize materialist views from various literary sources. Education in the context of materialism is seen as a means of developing a deeper understanding of material. The focus includes the introduction and mastery of practical skills relevant to natural resource management. The literature study method is used to explore the relevance and applicability of materialist concepts in the framework of contemporary education, explaining the concept of material determinism and its impact on individual freedom.
{"title":"Mengeksplorasi Filsafat Materialisme","authors":"Dellyana Dellyana","doi":"10.52690/jitim.v4i1.719","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.719","url":null,"abstract":"Materialism is a philosophical view or framework of thought which emphasizes that physical substance or matter is the basis of all reality, including thoughts, feelings and natural phenomena. This view rejects or minimizes the role of non-material or spiritual elements in explaining the world. This article provides information in the form of views on the Materialist Philosophical View of Knowledge, Knowledge and Education, using a literature-based research approach and literature study. The research method uses library research analysis to explore and synthesize materialist views from various literary sources. Education in the context of materialism is seen as a means of developing a deeper understanding of material. The focus includes the introduction and mastery of practical skills relevant to natural resource management. The literature study method is used to explore the relevance and applicability of materialist concepts in the framework of contemporary education, explaining the concept of material determinism and its impact on individual freedom.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
John Dewey created a philosophical approach to education known as progressivism. Progressivism is an educational philosophy that wants student freedom and independence in the learning process. This philosophical also emphasizes a process of change which is marked by progress of teacher and student creativity. In Indonesia today, the application of the concept of independent learning has led to the development of students according to their interests and talents through differentiated learning, which of course is in accordance with the philosophy of progressivism. Progressivism requires student-centered learning to support progress, providing opportunities for students to become skilled and have the knowledge needed to be equipped to face educational progress according to the times.
{"title":"Filsafat Progresivisme Dalam Kurikulum Merdeka","authors":"N. Khairani","doi":"10.52690/jitim.v4i1.720","DOIUrl":"https://doi.org/10.52690/jitim.v4i1.720","url":null,"abstract":"John Dewey created a philosophical approach to education known as progressivism. Progressivism is an educational philosophy that wants student freedom and independence in the learning process. This philosophical also emphasizes a process of change which is marked by progress of teacher and student creativity. In Indonesia today, the application of the concept of independent learning has led to the development of students according to their interests and talents through differentiated learning, which of course is in accordance with the philosophy of progressivism. Progressivism requires student-centered learning to support progress, providing opportunities for students to become skilled and have the knowledge needed to be equipped to face educational progress according to the times.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk mendeskripsikan manajemen, kendala dan solusi kepemimpinan kepala sekolah dalam pembinaan profesionalisme guru di Sekolah Dasar Negeri 12 Betung. Penelitian ini menggunakan metode kualitatif deskriptif. Alat pengumpul data menggunakan dokumentasi, wawancara, observasi dan kajian pustaka. Data dianalisis menggunakan teknik analisis kualitatif deskriptif yang terdiri dari pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) manajemen kepemimpinan kepala sekolah dalam pembinaan profesionalisme guru SD Negeri 12 Betung sudah baik ini dapat dilihat dari sisi perencanaan, pengorganisasian, pelaksanaan, evaluasi dan tindak lanjut; (2) kendala yang dihadapi adalah kurangnya informasi, mengandalkan guru tertentu saja, keterbatasan finansial dan kurangnya pengetahuan dalam pembinaan profesionalisme guru; (3) Solusi dari kendala yang dihadapi adalah melaksanakan pembinaan, mensupervisi, memberikan penugasan dan melaksanakan kegiatan pengembangan diri.
{"title":"Manajemen Kepemimpinan Kepala Sekolah dalam Pembinaan Profesionalisme Guru","authors":"Rivayanti Rivayanti, Yasir Arafat, Yenny Puspita","doi":"10.52690/JITIM.V1I1.25","DOIUrl":"https://doi.org/10.52690/JITIM.V1I1.25","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan manajemen, kendala dan solusi kepemimpinan kepala sekolah dalam pembinaan profesionalisme guru di Sekolah Dasar Negeri 12 Betung. Penelitian ini menggunakan metode kualitatif deskriptif. Alat pengumpul data menggunakan dokumentasi, wawancara, observasi dan kajian pustaka. Data dianalisis menggunakan teknik analisis kualitatif deskriptif yang terdiri dari pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) manajemen kepemimpinan kepala sekolah dalam pembinaan profesionalisme guru SD Negeri 12 Betung sudah baik ini dapat dilihat dari sisi perencanaan, pengorganisasian, pelaksanaan, evaluasi dan tindak lanjut; (2) kendala yang dihadapi adalah kurangnya informasi, mengandalkan guru tertentu saja, keterbatasan finansial dan kurangnya pengetahuan dalam pembinaan profesionalisme guru; (3) Solusi dari kendala yang dihadapi adalah melaksanakan pembinaan, mensupervisi, memberikan penugasan dan melaksanakan kegiatan pengembangan diri.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120982506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pembelajaran berbasis reciprocal teaching dapat diterapkan sebagai salah satu alternatif untuk meningkatkan kemampuan berpikir kritis dan antusiasme belajar karena memberikan peluang kepada peserta didik untuk mengeksplorasi secara bebas namun terarah terhadap ide-ide melalui strategi-strategi kognitif meliputi: klarifikasi, prediksi, membuat pertanyaan, dan merangkum. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis dan antusiasme belajar matematika peserta didik melalui penerapan pembelajaran berbasis reciprocal teaching. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan di kelas VIII B SMP Negeri 24 Kota Bengkulu tahun pelajaran 2017/2018 sebanyak 29 orang. Instrumen yang digunakan yaitu: (1) Lembar observasi keterlaksanaan pembelajaran; (2) Tes kemampuan berpikir kritis; (3) Angket antusiasme belajar peserta didik. Hasil penelitian menunjukkan bahwa: (1) Terjadi peningkatan persentase keterlaksanaan pembelajaran pada siklus 1 sebesar 28,7% pada pertemuan 1 dan 100% pada pertemuan 2 ke siklus 2 sebesar 100%; (2) Terjadi peningkatan kemampuan berpikir kritis peserta didik dari pra tindakan ketuntasan klasikal 0%, ke siklus 1 ketuntasan klasikal 72, 41%, dan pada akhir siklus 2 ketuntasan klasikal 79,31%; (3) Terjadi peningkatan antusiasme belajar peserta didik yang mulanya 48% pada kriteria tinggi dan 52% kriteria sedang menjadi 20,69% peserta didik kriteria sangat tinggi 62, 07% kriteria tinggi, dan 17, 24 kriteria sedang di akhir siklus 2.
{"title":"Penerapan Pembelajaran Matematika Berbasis Reciprocal Teaching untuk Meningkatkan Kemampuan Berpikir Kritis dan Antusiasme Belajar","authors":"M. Afdhal","doi":"10.52690/JITIM.V1I1.22","DOIUrl":"https://doi.org/10.52690/JITIM.V1I1.22","url":null,"abstract":"Pembelajaran berbasis reciprocal teaching dapat diterapkan sebagai salah satu alternatif untuk meningkatkan kemampuan berpikir kritis dan antusiasme belajar karena memberikan peluang kepada peserta didik untuk mengeksplorasi secara bebas namun terarah terhadap ide-ide melalui strategi-strategi kognitif meliputi: klarifikasi, prediksi, membuat pertanyaan, dan merangkum. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis dan antusiasme belajar matematika peserta didik melalui penerapan pembelajaran berbasis reciprocal teaching. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan di kelas VIII B SMP Negeri 24 Kota Bengkulu tahun pelajaran 2017/2018 sebanyak 29 orang. Instrumen yang digunakan yaitu: (1) Lembar observasi keterlaksanaan pembelajaran; (2) Tes kemampuan berpikir kritis; (3) Angket antusiasme belajar peserta didik. Hasil penelitian menunjukkan bahwa: (1) Terjadi peningkatan persentase keterlaksanaan pembelajaran pada siklus 1 sebesar 28,7% pada pertemuan 1 dan 100% pada pertemuan 2 ke siklus 2 sebesar 100%; (2) Terjadi peningkatan kemampuan berpikir kritis peserta didik dari pra tindakan ketuntasan klasikal 0%, ke siklus 1 ketuntasan klasikal 72, 41%, dan pada akhir siklus 2 ketuntasan klasikal 79,31%; (3) Terjadi peningkatan antusiasme belajar peserta didik yang mulanya 48% pada kriteria tinggi dan 52% kriteria sedang menjadi 20,69% peserta didik kriteria sangat tinggi 62, 07% kriteria tinggi, dan 17, 24 kriteria sedang di akhir siklus 2.","PeriodicalId":422918,"journal":{"name":"Journal of Innovation in Teaching and Instructional Media","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130775489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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