Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Journal of Social Work and Science Education
Meri Andani
SMPN 15 Bengkulu Tengah, 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.
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 Dian Lestari Sulastri Sulastri Tanti Permata Sari Tri Emelia Rostari Tri Muryanti