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All Journal Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Jurnal Riset Rumpun Agama dan Filsafat
Abdul Khobir
Universitas Islam Negeri K. H. Abdurrahman Wahid Pekalongan
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Tantangan dan Peluang Penerapan Filsafat Konstruktivisme dalam Pendidikan di Indonesia Asmahan Lisana Shidqi; Quizal Alibahmid Setiyarto; Lazinatul Khafifah; Gita Oktaviani; Abdul Khobir
Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Vol. 12 No. 2 (2026): Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora
Publisher : Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/alwatzikhoebillah.v12i2.5436

Abstract

The philosophy of constructivism positions learners as active agents in constructing knowledge through experience, interaction, and reflection. This approach aligns with 21st-century competency requirements and the implementation of the learner-centered Merdeka Curriculum. However, its application in Indonesia still faces various obstacles that result in a gap between theory and practice. This study aims to analyze the opportunities, challenges, and relevance of the philosophy of constructivism in education in Indonesia. The method used is a literature review (library research) employing a systematic literature review (SLR) approach on scientific articles published between 2020 and 2026 and obtained from Google Scholar, SINTA, and DOAJ. The results show that the potential for applying constructivism reaches 70%, particularly in enhancing critical thinking skills, creativity, collaboration, and independent learning. Meanwhile, the challenges, accounting for 30%, include limitations in teacher competence, digital literacy, and educational infrastructure. Therefore, it is necessary to enhance teacher capacity and ensure equitable distribution of educational resources to support the optimal implementation of constructivism.
Warisan Plato bagi Santri: Transmisi Filsafat Yunani Kuno dan Implikasinya untuk Pendidikan Kontemporer Roisna Kamila; Abdul Khobir
Jurnal Riset Rumpun Agama dan Filsafat Vol. 5 No. 1 (2026): April: Jurnal Riset Rumpun Agama dan Filsafat
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrafi.v5i1.7670

Abstract

This study traces the historical and intellectual processes that enabled Plato's ideas to enter the tradition of Islamic philosophy and subsequently influence Islamic boarding school education in Indonesia. Starting from the increasing openness of Islamic boarding schools to classical humanities, this study aims to understand how Plato's ideas were transferred from the context of Ancient Greece, reinterpreted by Muslim philosophers, and integrated into traditional learning practices. Using a library-based qualitative approach with hermeneutic, historical-intellectual, and thematic methods, this study analyzes the transmission pathways that include the Abbasid translation movement, the interpretive contributions of figures such as Al-Kindi, Al-Farabi, and Ibn Sina, and the absorption of concepts through literature on ethics, logic, and adab. The findings show that Islamic boarding schools did not inherit Plato's ideas directly, but rather through the Islamic philosophical tradition that reshaped Platonic elements to fit the Islamic intellectual framework. Concepts related to spiritual education, character building, and ethical rationality are in line with the orientation of tazkiyah al-nafs, which is the foundation of Islamic boarding school pedagogy. This study confirms that the relationship between Plato's ideas and Islamic education emerged through a long creative process, not merely a transfer of texts. Practically, these findings highlight opportunities to develop a more reflective, critical, and virtue-centered pesantren curriculum, while encouraging further ethnographic research to explore how the classical philosophical heritage is reinterpreted in contemporary santri learning practices.
Co-Authors Asmahan Lisana Shidqi Gita Oktaviani Lazinatul Khafifah Quizal Alibahmid Setiyarto Roisna Kamila