Reposisi Filosofi Pendidikan Dalam Proses Pembelajaran
DOI:
https://doi.org/10.24090/insania.v23i1.2010Kata Kunci:
Educational philosophy, Educational space, interaction processAbstrak
Abstrak : Proses pembelajaran sedianya dapat mempertemukan antara tujuan dan hakikat belajar, karena dalam proses terjadi begitu banyak interaksi muatan. Filosofi pendidikan menjadi esensi sepanjang proses belajar berlangsung, juga menjadi arah sekaligus ‘batasan normatif’ ketika berbagai kondisi dan kerumitan pendidikan timbul. Dalam hal ini, filosofi pendidikan sejatinya berperan sebagai katalis konkrit yang bukan sekedar mengaitkan keilmuwan kognitif, namun mampu mengaitkan dan memperkaya berbagai ranah belajar. Dimana dalam setiap interaksi belajar dibutuhkan ‘ruang’ untuk memahami muatan yang akan membentuk lingkungan ekologis yang dapat memberi akses pada hak-hak belajar. Pada akhirnya, dalam segala situasi, substansi filosofi pendidikan inilah yang harus mampu mengembalikan dan memetakan apa sesungguhnya yang menjadi tujuan belajar. Kata kunci: Educational philosophy, Educational space, interaction processUnduhan
Data unduhan belum tersedia.
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Mangunwijaya, Y.B. 1995, Wastu Citra; Pengantar ke Ilmu Budaya Bentuk dan Sendi-Sendi Filsafatnya. Jakarta: Gramedia Pustaka Utama.
Morrison, K. R. B. 2001. Randomised Controlled Trials for Evidence-Based Education: Some problems in judging ‘what works’, Evaluation and Research in Education
Olsen R.W. 1980. The Art of Creative Thinking. New York: Harper Collins Publishers, Inc
Ramsden, P. 1992. Learning to Teaching in Higher Education. London: Routledge.
Rhode, D. L. 2006. Moral Leadership. San Fransisco. Published by Jossey-Bass.
Sanusi, A. 2015. Sistem Nilai. Alternatif Wajah-Wajah Pendidikan. Bandung: Nuansa Cendekia.
Turvey, M. T. and Shaw, R. E. 1995. Toward An Ecological Physics and APhysical Psychology. In The Science of the Mind: 2001 and Beyond. New York: Oxford.
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Young, M. F. 1993. Instructional Design for Situated Learning. Educ. Technol. Res. Dev.
Wolfe, J.H. 1976. Automatic Question Generation Form Text: An Aid to Independent Study. SIGCSE Bulletin, 8.
Wolf, D, Bixby, J., Glenn, J, and Gardner, H. 1991. To use their minds well: Investigating new forms of student assessment. Review of Research in Education.
Yuridis
Rencana Strategis Kementrian Pendidikan Nasional RI Tahun 2010-2014.
Undang-Undang RI. Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Ball, D. and Cohen, D. 1999. Developing Practice, Developing Practitioners: Toward A Practice Based Theory of Professional Education. In G. Sykes, & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey Bass
Barab, S. A. and Duffy, T. 2000. From Practice Fields to Communities of Practice. In Theoretical Foundations of Learning Environments. New Jersey: Lawrence Erlbaum Associates.
Chatib, Munif. 2013. Kelasnya Manusia. Bandung: PT. Mizan Pustaka
Direktorat Jendral Penataan Ruang Departemen Pekerjaan Umum. 2009. Penataan Ruang: Sebuah Cermin Peradaban. Jakarta: Direktorat Jendral Penataan Ruang Departemen Pekerjaan Umum
Dirjen Penataan Ruang Departemen Pekerjaan Umum. Penataan Ruang.
Ertmer, P. A. and Newby, T. J. 1993. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Perform. Improve. Q.
Fink, L. D. 2003 Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass
Gibbs, G, Lucas, L. and Simonite, V. 1996. Class size and student performance: 1984–94. Studies in Higher Education.
Greeno, J. G. and the Middle School Mathematics Through Applications Project Group. 1998. The Situativity Of Knowing, Learning, And Research. Am. Psychology.
Iriantara, dan Syarifudin, U. 2013. Komunikasi Pendidikan. Bandung: Remaja Rosdakarya
Jewitt, C, and Kress, G. R. 2001. Multimodal Learning and Teaching: The Rhetorics of The Science Classroom. London: Continuum.
Kirshner, D. and Whitson, J. A. 1997. Editors’ introduction to situated cognition: social, semiotic, and psychological perspectives. In Situated Cognition: Social, Semiotic, and Psychological Perspectives. New Jersey: Lawrence Erlbaum Associates.
Lewin, R. 1993. Complexity: Life on The Edge. London: Phoenix
Mangunwijaya, Y.B. 1995, Wastu Citra; Pengantar ke Ilmu Budaya Bentuk dan Sendi-Sendi Filsafatnya. Jakarta: Gramedia Pustaka Utama.
Morrison, K. R. B. 2001. Randomised Controlled Trials for Evidence-Based Education: Some problems in judging ‘what works’, Evaluation and Research in Education
Olsen R.W. 1980. The Art of Creative Thinking. New York: Harper Collins Publishers, Inc
Ramsden, P. 1992. Learning to Teaching in Higher Education. London: Routledge.
Rhode, D. L. 2006. Moral Leadership. San Fransisco. Published by Jossey-Bass.
Sanusi, A. 2015. Sistem Nilai. Alternatif Wajah-Wajah Pendidikan. Bandung: Nuansa Cendekia.
Turvey, M. T. and Shaw, R. E. 1995. Toward An Ecological Physics and APhysical Psychology. In The Science of the Mind: 2001 and Beyond. New York: Oxford.
Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Young, M. F. 1993. Instructional Design for Situated Learning. Educ. Technol. Res. Dev.
Wolfe, J.H. 1976. Automatic Question Generation Form Text: An Aid to Independent Study. SIGCSE Bulletin, 8.
Wolf, D, Bixby, J., Glenn, J, and Gardner, H. 1991. To use their minds well: Investigating new forms of student assessment. Review of Research in Education.
Yuridis
Rencana Strategis Kementrian Pendidikan Nasional RI Tahun 2010-2014.
Undang-Undang RI. Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.
Unduhan
Diterbitkan
2018-04-08
Cara Mengutip
Sulastini, R. (2018). Reposisi Filosofi Pendidikan Dalam Proses Pembelajaran. INSANIA : Jurnal Pemikiran Alternatif Kependidikan, 23(1), 113–128. https://doi.org/10.24090/insania.v23i1.2010
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