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Selsa Yulianingsih
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PENDIDIKAN REKONSTRUKSIONISME SEBAGAI LANDASAN FILOSOFIS REFORMASI KURIKULUM DI ERA GLOBALISASI Khaafidlotun Nisa’; Selsa Yulianingsih; Nunung Asni; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53455

Abstract

Curriculum reform in the globalization era requires a philosophical foundation capable of responding to social dynamics, technological advancement, and moral challenges holistically. Reconstructionism, as a philosophy of education that positions education as an agent of social change, offers a relevant conceptual framework to address these needs. This study aims to analyze the concept of reconstructionism as a philosophical foundation for curriculum reform in Indonesia and its implications for national curriculum design and development. The method used is library research with a descriptive-qualitative approach through thematic analysis of 22 academic literature sources and 3 national curriculum policy documents from the period 2018–2025. The results show that the principles of reconstructionism such as orientation toward social transformation, strengthening humanitarian values, and active student participation in solving societal problems are in line with the spirit of curriculum reform in Indonesia, particularly in the Merdeka Curriculum. However, its implementation still faces challenges such as infrastructure gaps, educator readiness, and low digital literacy. It is concluded that reconstructionism can serve as a strong philosophical foundation for adaptive, contextual, and character-oriented curriculum reform, preparing Indonesians to face global challenges.
Peran Etika Profesi dalam Membentuk Calon Guru Matematika UIN K.H. Abdurrahman Wahid Pekalongan yang Profesional dan Berkarakter Rizkiyya Ramadhani; Selsa Yulianingsih; Jihan Ulayya; Muhammad Iqbal Nashrulloh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57765

Abstract

This study examines how prospective mathematics teachers view professional ethics in shaping their character and professionalism, particularly in addressing educational challenges in the digital age. The study argues that professional ethics serves as an important moral foundation, not merely an administrative rule. Using a descriptive qualitative approach, semi-structured interviews were conducted with mathematics education students at UIN KH. Abdurrahman Wahid Pekalongan who had completed a professional ethics course. Prospective teachers viewed professional ethics as a foundation for identity formation that fosters objectivity, pedagogical responsibility, honesty, patience, and empathy. However, implementation in the field faces several challenges, including suboptimal emotional management in the classroom, the still-abstract nature of mathematics delivery, and technological-structural issues. This study is still limited to prospective teachers from one Islamic state university, thus limiting broader generalizations. Pragmatically, this implies that mathematics teacher training must design professional ethics courses contextually and reflectively, bridging abstract pedagogical ethical values ​​with the realities of the digital-age classroom.
Co-Authors Jihan Ulayya Khaafidlotun Nisa’ Muhammad Iqbal Nashrulloh Muhlisin Nunung Asni Rizkiyya Ramadhani