Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Social Work and Science Education
Dian Lestari
SDN 156 Seluma, Bengkulu, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Guiding Science and Technology: A Systematic Literature Review on the Role of Philosophy of Science Tanti Permata Sari; Devi Sylvianica; Tri Emelia Rostari; Dian Lestari; Meri Andani
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1322

Abstract

Philosophy of science has a very essential role in directing the development of science and technology. As a discipline that studies the nature, methods, and limitations of science, philosophy of science helps provide epistemological, ontological, and axiological foundations in the development of various scientific fields. This study aims to examine the role of philosophy of science in shaping scientific paradigms and its impact on the development of science and technology through the Systematic Literature Review (SLR) approach. By analyzing various studies published in the last five years, this study found that philosophy of science not only functions as a conceptual framework for the development of science, but also as an ethical guide in the use of technology. The research findings show that a deep understanding of the philosophy of science can improve the integration between technological innovation and human values, resulting in more responsible and sustainable scientific development. Thus, this study emphasizes the urgency of a philosophical approach in ensuring the direction of the development of science and technology that is in line with the needs of society and the principles of ethics and sustainability.
Islamic Philosophy as the Foundation of Modern Education: A Systematic Review Tri Muryanti; Sulastri Sulastri; Dian Lestari; Mike Atnelie; Lelaini Lelaini
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1344

Abstract

Modern education is often dominated by pragmatic and secular approaches that emphasize technological progress and efficiency, while tending to neglect spiritual and ethical dimensions. Islamic philosophy, with its holistic view of humankind, knowledge, and the purpose of life, offers a normative and epistemological foundation that can integrate intellectual, moral, and spiritual aspects into contemporary education. This study conducted a Systematic Literature Review (SLR) to identify and analyze key themes in the discourse of educational philosophy in Indonesia. This study searched international and national indexed databases such as Scopus, Google Scholar, ERIC, and DOAJ, and selected 15 scientific articles published between 2020 and 2024. Using the PRISMA 2020 protocol, the analysis shows that Islamic philosophy makes a significant contribution to modern education through three aspects: (1) the integration of revelation and reason as the epistemological basis of education; (2) the formation of character and morals as a pedagogical orientation; and (3) the balance between worldly and hereafter knowledge in the curriculum. These findings affirm the role of Islamic philosophy as a foundation for modern education, capable of bridging knowledge and values, and shaping intelligent, moral, and civilized individuals. Further empirical research is needed to evaluate the implementation of these principles in curricula and educational practices in the digital age.
The Implementation of the Constructivist Paradigm in the Curriculum Merdeka: Strategies, Challenges, and Its Implications for 21st-Century Education Meri Andani; Tanti Permata Sari; Dian Lestari; Tri Muryanti; Sulastri Sulastri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1345

Abstract

This study aims to explore the implementation of the constructivist paradigm within Indonesia’s Curriculum Merdeka and its implications for developing 21st-century competencies. Employing a Systematic Literature Review (SLR) methodology, it synthesizes empirical and theoretical studies from major academic databases. The results confirm that constructivist principles student autonomy, experiential learning, collaboration, and reflection effectively cultivate critical thinking, creativity, and problem-solving skills. A key novelty is the explicit alignment of these principles with the local educational philosophy of Ki Hajar Dewantara, framing constructivism as a realization of ‘freedom to learn’ and holistic character development. However, significant implementation barriers are identified, including gaps in teacher pedagogical understanding, insufficient digital literacy, and inadequate systemic support. The primary practical implication is the urgent need for comprehensive teacher professional development, reformed assessment systems, and policy-practice alignment to enable meaningful constructivist learning. This study contributes a synthesized scholarly perspective that bridges global constructivist theory with Indonesia’s specific curricular reform and cultural context, offering evidence-based guidance for sustainable educational transformation.
Co-Authors Devi Sylvianica Lelaini Lelaini Meri Andani Mike Atnelie Sulastri Sulastri Sulastri Sulastri Tanti Permata Sari Tri Emelia Rostari Tri Muryanti