Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Social Work and Science Education
Dewi Angraini
SMAN 2 Muara Beliti, South Sumatra, Indonesia
Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Bridging Theory and Practice: A Systematic Review of Educational Philosophy in Digital Learning Contexts Devi Sylvianica; Dewi Angraini; Yeni Susanti; Meli Irzaleny; Netti Herawati
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.v7i1.1337

Abstract

The integration of digital technology into education presents both transformational opportunities and complex challenges for today's learning systems. This research aims to bridge classical educational philosophy theories—particularly pragmatism, constructivism, and humanism with the realities of digital learning. Using the Systematic Literature Review (SLR) method, this research synthesizes findings from scientific articles published between 2020 and 2025 to analyze the application of philosophical principles in technology-based pedagogical practices. The results show that educational philosophy continues to play a crucial role in shaping meaningful digital learning by fostering critical thinking, creativity, independent learning, and ethical awareness. However, issues such as the digital divide, shallow learning engagement, and ethical dilemmas related to data privacy remain key challenges. The novelty of this research lies in its integrative philosophical mapping that connects classical theories with the dynamics of 21st-century digital learning. Practically, the results of this study emphasize the importance of designing a digital education framework grounded in humanistic and reflective values. This research provides conceptual contributions for educators, policy makers, and learning designers to ensure that technology functions as a means of supporting the humanitarian goals of education, not as a determinant of the direction of education itself.
The Role of the Philosophy of Science in Critical Thinking and Ethical Decision-Making: A Systematic Literature Review Nerma Jelestari; Elni Septi; Sunayah Sunayah; Yeni Astria; Dewi Angraini
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.v7i1.1343

Abstract

The philosophy of science plays a vital role in shaping scientific inquiry, guiding the way knowledge is constructed, validated, and applied across disciplines. However, there remains a lack of comprehensive understanding regarding its relevance and application in the context of contemporary education and technology. Therefore, this study aims to systematically review recent research trends and conceptual developments related to the philosophy of science within the 21st-century academic landscape. This study employed a Systematic Literature Review (SLR) approach using publications indexed in Scopus from 2015 to 2025. A total of 85 articles were analyzed through bibliometric mapping and qualitative synthesis to identify emerging patterns and dominant themes. The results reveal three major synthesized themes: (1) the integration of the philosophy of science in educational practices to strengthen epistemological awareness; (2) its role in navigating the ethical and epistemic challenges of digital technology; and (3) its contribution to fostering critical and reflective scientific thinking. The novelty of this study lies in highlighting the evolving interface between philosophy of science and technological transformation in education. Practically, the findings provide a conceptual framework for integrating philosophical reflection into scientific and technological curricula. This study contributes to the advancement of science and technology by offering a holistic understanding of how philosophical foundations can support the development of responsible, innovative, and reflective scientific practices.
Co-Authors Devi Sylvianica Elni Septi Meli Irzaleny Nerma Jelestari Netti Herawati Sunayah Sunayah Yeni Astria Yeni Susanti