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All Journal Journal of General Education and Humanities Didakta: International Journal of Social Sciences, Language, and Education
Ismaul Fitroh
Gorontalo State University
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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The Relevance of John Locke’s Thoughts to the Development of Empiricism-Based History Learning in the Era of Independent Learning Ismaul Fitroh; Muhammad Abror Amanullah; Rendy Wahyu Satriyo Putro; Ika Rahmatika Chalimi
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1515

Abstract

This study examines the relevance of John Locke’s empiricism as a philosophical foundation for developing contextual and reflective history learning in the era of Merdeka Belajar. The research responds to the persistent dominance of memorization-oriented history learning, which limits students’ critical thinking and historical awareness despite contemporary educational demands that emphasize active, student-centered learning. This study aims to analyze how Locke’s concepts of tabula rasa, sensation, and reflection contribute conceptually to the development of inquiry-oriented and meaningful history learning. The study employed a qualitative, philosophical library research approach, using Locke’s major philosophical works as primary sources and contemporary literature on the philosophy of education, history education, inquiry learning, and Merdeka Belajar as secondary sources. Data analysis was conducted through data reduction, conceptual categorization, interpretive analysis, and constructive synthesis. The findings indicate that Locke’s empiricism strengthens the ontological, epistemological, and axiological foundations of history learning by emphasizing evidence-based reasoning, reflective inquiry, and active knowledge construction. The study also finds that empiricism-based learning supports inquiry-based, project-based, and authentic-source analysis, as well as reflective assessment practices relevant to the objectives of Merdeka Belajar. Therefore, Locke’s empiricism provides both a conceptual contribution to the philosophy of history education and practical implications for developing more critical, contextual, and meaningful history learning in contemporary Indonesian education.
Artificial Intelligence in Education: Ethical Challenges and Policy Implications for Inclusive Learning Afkarul Azmi; Samsul Arifin; Yola Mutia Damayanti; Fadli Agus Triansyah; Ismaul Fitroh
International Journal of Social Sciences, Language, and Education Vol. 1 No. 1 (2026): January: Didakta: International Journal of Social Sciences, Language, and Educa
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/rmgn7164

Abstract

The growing reliance on intelligent computational systems in education has redefined pedagogical practices, governance structures, and learner experiences, particularly within inclusive learning environments. This study examines ethical challenges and policy implications associated with these systems by employing a qualitative normative approach grounded in critical literature analysis and conceptual synthesis. Drawing on peer-reviewed studies addressing inclusion, ethics, and educational governance, the analysis explores how design principles, institutional policies, and leadership practices influence equitable learning outcomes. The findings reveal that inclusive education is enhanced when ethical considerations such as fairness, transparency, accessibility, and data protection are systematically integrated into policy and institutional decision-making. Conversely, insufficient governance and ethical oversight risk reinforcing structural inequalities and marginalizing vulnerable learner groups. The study highlights that inclusive outcomes depend on the balance between technological mediation and human-centered pedagogy, supported by coherent policy frameworks and professional capacity building. This research contributes to contemporary educational discourse by articulating the necessity of aligning ethical responsibility with policy development to ensure that educational innovation advances equity, participation, and social justice within diverse learning contexts.
Co-Authors Afkarul Azmi Fadli Agus Triansyah Ika Rahmatika Chalimi Muhammad Abror Amanullah Rendy Wahyu Satriyo Putro Samsul Arifin Yola Mutia Damayanti