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Nur Cahya
Universitas Mathla'ul Anwar
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Epistemology and Pedagogy: Knowledge, Comprehension, and Learning in Education Re-thought a Systematic Literature Review Rivan Fatwa Aulia; Miftahul Janah; Siti Masturoh; Siti Anidapriyani; Mufidah Mufidah; Nur Cahya
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Jurnal Cahaya Edukasi
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.274

Abstract

This research explores the interdependence of epistemology, pedagogy, and learning theory in modern-day educational reform through a systematic literature review. Reacting to rising criticisms of traditional educational frameworks that view knowledge as pre-existing and transferable, this paper highlights a move towards redefining knowledge as contextual, constructed, and socially mediated. The published peer-reviewed articles related to epistemological orientations, pedagogical practices, and learning processes are reviewed and published during the period 2019-2025, with a special focus on the constructivist and progressive approaches. As the results indicate, epistemological beliefs play a critical role in shaping pedagogy; the constructivist, pragmatic, and critical epistemologies are closely related to the learner-centered instruction model and support and encourage meaning-making, inquiry, and dialogue. On the other hand, classic epistemological approaches have been associated with supporting the teacher-centered pedagogy and surface learning outcomes. Also, the alignment of teachers’ epistemological beliefs is highlighted in the review as a mediating factor in curriculum design and instruction choice. In sum, the research argues that successful and significant educational change requires consistency of assumptions on epistemology, pedagogical strategies, and learning theories. The coordination between these three areas is not optional for the creation of profound knowledge, self-directed learning in the students, and long-lasting learning in the twenty-first-century learning environment.
Peran Filosofi Pendidikan dalam Menghadapi Transformasi Digital Pembelajaran: Tinjauan Pustaka Sistematis (SLR) Syahrul Rohmawan; Eva Febrianti; Rohmalita Febrianti; Fitria Anjani; Salma Aulia Lismaya; Nur Cahya
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 3 (2026): July 2026 : PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/t52s2h53

Abstract

This systematic literature review investigates how educational philosophy guides the transformation of digital learning through the lens of ethics, humanism, epistemology, and pedagogy. The review was carried out using a PRISMA-informed process. Records for 2015-2025 were collected from Google Scholar using Publish or Perish. Of the 103 records initially identified, 16 duplicates were removed, 87 titles and abstracts were screened, 41 full texts were assessed for eligibility, and 10 studies met the inclusion criteria. The included studies were analysed using thematic synthesis. The findings suggest that educational philosophy provides a normative basis for evaluating digital learning that goes beyond mere technological efficiency. Five major themes emerged. First, educational philosophy grounds ethical decision-making in artificial intelligence, learning analytics, privacy, and algorithmic bias. Second, it maintains the humanistic orientation of education by emphasizing dialogue, dignity, character formation and the teacher's presence. Third, it promotes critical thinking and epistemic awareness in information-rich digital environments. Fourth, it supports digital pedagogy by connecting technological tools to learning goals, curriculum values, and teachers’ roles. Fifth, it provides a critical perspective to tackle digital inequality and unequal access to infrastructure, devices and digital competence. This review finds that digital transformation in education requires more than technical adoption. It needs a strong philosophical grounding to ensure learning is ethical, inclusive, human-centred and socially responsible.
Co-Authors Eva Febrianti Fitria Anjani Miftahul Janah Mufidah Mufidah Rivan Fatwa Aulia Rohmalita Febrianti Salma Aulia Lismaya Siti Anidapriyani Siti Masturoh Syahrul Rohmawan