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All Journal Journal of Economic Epistemology and Philosophy Journal of Modern Education Research
Dimvy Rusefani Asetya
Agriculture Department, Jember University, Jember,

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The philosophy of neoliberal economics: Ideological foundations, critical contestations, and contemporary relevance Dimvy Rusefani Asetya
Journal of Economic Epistemology and Philosophy Vol. 1 No. 1 (2026): March 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/jeep.v1i1.1917

Abstract

This opinion paper critically examines the philosophical underpinnings of neoliberal economics as an ideological project that has fundamentally restructured global political economy since the late twentieth century. Drawing on intellectual traditions spanning classical liberalism, Austrian economics, Chicago School monetarism, and poststructuralist critiques, the paper interrogates neoliberalism not merely as a policy framework but as a comprehensive philosophical worldview predicated upon the primacy of market rationality, the epistemological supremacy of price signals, the ontological centrality of the entrepreneurial self, and the subordination of political authority to economic imperatives. The paper argues that neoliberalism constitutes a coherent, if internally contested, philosophical system that has successfully redefined the parameters of legitimate political-economic thought. At the same time, it identifies fundamental contradictions within neoliberal philosophy—particularly its simultaneously naturalistic and constructivist character, its tension between individual freedom and structural coercion, and its epistemological overconfidence in market mechanisms as information processors. The paper concludes by assessing the implications of these contradictions for contemporary economic governance, with particular reference to emerging economies, and argues that a philosophically informed critique is essential for the development of viable post-neoliberal alternatives. This analysis carries significant relevance for researchers in business management, institutional economics, and public policy, particularly in the context of Global South economies navigating the legacies of neoliberal structural adjustment.
Islamic school climate, digital pedagogical readiness, and student engagement in Jakarta madrasahs: A SEM-LISREL study Mochamad Dandi; Dimvy Rusefani Asetya
Journal of Modern Education Research Vol. 1 No. 1 (2026): April 2026
Publisher : Privietlab

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Abstract

Islamic schools and madrasahs in Jakarta operate within a rapidly changing urban education environment in which families expect academic competence, digital fluency, and religious-moral formation to be delivered together. Yet empirical research still provides limited covariance-based structural evidence on how school climate, digital pedagogical readiness, and teacher support jointly shape student engagement and religious-moral character in Islamic secondary schools. This study proposes and demonstrates an original cross-sectional research design involving 343 students from Islamic schools in five municipalities of Jakarta. A random sampling procedure was specified at school and class levels to reduce convenience-sampling bias. The measurement model contained five latent constructs: Islamic school climate, digital pedagogical readiness, teacher support, student engagement, and religious-moral character. Data analysis was designed for LISREL using covariance-based structural equation modelling. The illustrative LISREL reporting model showed satisfactory construct validity, with standardized factor loadings above acceptable thresholds, composite reliability ranging from .84 to .92, and average variance extracted ranging from .55 to .68. The structural model indicated that teacher support, Islamic school climate, and digital pedagogical readiness were positively associated with student engagement, while engagement predicted religious-moral character. Engagement also operated as a theoretically meaningful mediator linking school conditions and student outcomes. The study contributes to Islamic education management by integrating school climate theory, digital learning readiness, teacher support, and character formation in a single SEM framework. The practical implication is that Jakarta Islamic schools should not treat digitalization as a stand-alone technology project; rather, digital pedagogy should be embedded in a supportive school climate and teacher-student relationship system that promotes active, reflective, and morally grounded learning.
Co-Authors Mochamad Dandi