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All Journal Jurnal Pendidikan Indonesia Journal of Educational Research and Evaluation Journal of Education Technology Jurnal EDUTECH Undiksha Paedagogia: Jurnal Pendidikan Jurnal Pendidikan Multikultural Indonesia Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Penelitian Ilmu-Ilmu Sosial Jurnal Pendidikan dan Pengabdian Masyarakat
Sariyatun
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Religion Humanities Computer Science & IT Education Environmental Science Public Health Social Sciences Other

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Journal : Jurnal Penelitian Ilmu-Ilmu Sosial

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Reevaluating Educational Philosophy in the Age of Technological Transformation: A Systematic Review of Progressive Pedagogies and Digital Integration Huda, Khoirul; Sariyatun
Jurnal Penelitian Ilmu-Ilmu Sosial Vol. 6 No. 2 (2025): In Press
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/sosial.v6i2.11813

Abstract

This study presents a systematic literature review examining the intersection of progressive education and digital technology integration in contemporary learning environments. The objective is to analyze how digital tools support or challenge progressive pedagogical practices across global educational contexts. This review is categorized into five core themes for a summary of integrating progressive pedagogies, reflective learning, experiential practice, digital equity, and epistemological shifts. The methodology involved synthesizing findings from 15 selected academic sources, mapped across five thematic sections, including pedagogical integration, reflective digital practices, philosophical adaptation, traditionalism versus progressivism, and epistemological debates. Findings indicate that digital platforms enhance critical thinking, agency, and inclusivity when aligned with progressive ideals. Yet, challenges such as resistance to change, lack of digital infrastructure, and persistent traditionalist frameworks hinder broad adoption. The review underscores the growing epistemological transformation in education, where knowledge is increasingly seen as dynamic and co-constructed through digital interaction. These findings offer valuable implications for educators and policymakers seeking to implement equitable, student-centered approaches in the digital age. The study contributes to ongoing discourse on educational innovation by highlighting critical tensions and future possibilities for progressive pedagogy.
Co-Authors Ahmad Alim Wijaya Akhmad Arif Musadad AKHMAD ARIF MUSADAD Djono Fathan Syuhada Kurniawan Hassan Suryono Heri Susanto Herry Widyastono Khoirul Huda Leo Agung S Marpelina, Leni Miskawi, Miskawi Nur Fatah Abidin, Nur Fatah Pramusita, Mutiara Kusuma Ananda Sudiyanto Sujarwo, Fakhrudin Tri Yuniyanto Triana Rejekiningsih dkk Widya Rahma Wati, Widya Rahma Yuningtyas, Laras Andita