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All Journal Jurnal Media Wahana Ekonomika al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Lexeme : Journal of Linguistics and Applied Linguistics Jurnal Pengabdian kepada Masyarakat Nusantara Mosharafa: Jurnal Pendidikan Matematika Electoral Governance : Jurnal Tata Kelola Pemilu Indonesia Abdimas Awang Long: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Pengabdian Kepada Masyarakat (JPKM) Langit Biru Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Maritime Park: Journal Of Maritime Technology and Socienty Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Jurnal Penelitian Presisi Jurnal Pengabdian Masyarakat Jurnal Ilmiah Kutei La-Tahzan: Jurnal Pendidikan Islam Cigarskruie: Journal of Educational and Islamic Research Journal of Education and Teaching Learning Edukasia Islamika: Jurnal Pendidikan Islam QAZI : Journal of Islamic Studies QOUBA : Jurnal Pendidikan Journal of Educational Studies Jejak digital: Jurnal Ilmiah Multidisiplin
Muhlisin
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Transportation Other

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RELEVANSI ALIRAN IDEALISME DALAM PENGUATAN PENDIDIKAN KARAKTER PADA PEMBELAJARAN BERBASIS TEKNOLOGI DIGITAL Ni'ma uqbalkuroma; Fika Safnatunnajah; Rizkiyya Ramadhani; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.53281

Abstract

The massive development of digital technology in the last two decades has fundamentally altered how humans learn, interact, and shape their identities. Character education now faces unprecedented pressures as moral values once transmitted face-to-face must compete with unfiltered digital content. Despite abundant studies on digital learning, limited research specifically examines idealism as a philosophical foundation for character education in digital contexts. This study aims to: (1) describe the concept of idealism in education, (2) analyze the characteristics of technology-based learning, and (3) examine the relevance of idealism to character education in the digital era. Using a Systematic Literature Review (SLR) method applied to 24 relevant academic articles from the period 2020–2025, this study selected sources from Google Scholar, ERIC, and Portal Garuda databases using inclusion and exclusion criteria involving keywords such as "idealisme," "pendidikan karakter," and "pembelajaran digital." Findings reveal that idealism emphasizing universal values, the supremacy of reason, and the moral purpose of education provides a robust philosophical foundation for digital learning ecosystems that are not only cognitively efficient but also morally transformative. Three key implementation forms are identified: teacher as digital role model, integration of digital ethics, and reflective moral discussion embedded in digital curricula. This study concludes that idealistic values, when integrated methodically into technology-based curricula, constitute an effective strategy for cultivating learners with strong character, critical thinking, and ethics in the post-digital age.
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.
Relevansi Filsafat Pendidikan Pragmatisme dalam Transformasi Pembelajaran di Era Digital dan Globalisasi Jihan Fitria Sari; Riznu Nur Rosyidah; Khayla Rahma Arundyna; Muhlisin
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.v11i03.53480

Abstract

John Dewey’s philosophy of pragmatisme is relevant to the transformation of education in the digital age and globalization because it emphasizes the concept of “learning by doing,” that is, learning through meaningful experiences. Education is no longer viewed as a process of transferring information, but rather as a means of building knowledge through activities and real-world problem-solving. The use of technologies such as LMS, online learning, blended learning, and interactive media supports students in learning independently, actively, and creatively in line with the demands of 21st-century competencies. This shift also transforms the teacher’s role from being the primary source of information to that of a facilitator and motivator who guides students in selecting, processing, and utilizing information wisely. Teachers play a role in creating a learning environment that is challenging and relevant to daily life, thereby making the learning experience more meaningful. Thus, student autonomy, technological support, and the teacher’s role as a facilitator form an adaptive educational system, in line with Dewey’s idea of education as a process of reconstructing experience for sustainable social progress.
IMPLEMENTASI PRINSIP-PRINSIP FILSAFAT PENDIDIKAN ISLAM DALAM MODEL PEMBELAJARAN INOVATIF DI ERA DIGITAL Aulia Zulfa Ramadhani; Salsabila, Wilda; Muhammad Zidan Al Faidl; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53517

Abstract

This article examines the implementation of the principles of Islamic educational philosophy in innovative learning models in the digital age through a qualitative library research approach. The study focuses on the three pillars of Islamic educational philosophy ontology, epistemology, and axiology and their application in the Flipped Classroom, Project Based Learning (PBL), and Gamification models. The results of the study indicate that these learning models, which have largely evolved from secular Western philosophy, have the potential to conflict with the fundamental values of Islamic education. However, through appropriate philosophical reconstruction, these three models can be integrated with Islamic principles. Ontologically, learning is directed toward developing human nature as 'abd and khalifah; epistemologically, knowledge is integrated with revelation and directed toward the welfare of the ummah; while axiologically, the values of amanah, ukhuwah, and ikhlas are instilled in every learning process. This study affirms that educational innovation in the digital age need not conflict with Islamic values, provided it is built upon a philosophical foundation that is conscious, critical, and integrative. In this regard, teachers play a crucial role as facilitators, moral exemplars, and agents of change in the successful implementation of such an approach.
PERAN FILSAFAT PRAGMATISME DALAM MENDORONG KREATIVITAS DAN PROBLEM SOLVING PADA PEMBELAJARAN DIGITAL Elkausari, Indah; Maulidiyah, Nur; Mufidah, Ainiyyah; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.53686

Abstract

The development of digital technology has brought about significant changes in the world of education, particularly in efforts to enhance students' creativity and problem-solving abilities. This study aims to analyze the role of the philosophy of pragmatism in digital learning as a basis for building an active, applicable, and meaningful learning process. This study uses a qualitative approach with the Systematic Literature Review (SLR) method through a review of various scientific articles discussing pragmatism, digital learning, creativity, digital literacy, and problem-solving abilities. The results of the study indicate that pragmatism, particularly John Dewey's thinking on learning by doing, is highly relevant to digital learning because it emphasizes real-life experiences, active student involvement, reflection, and the use of knowledge in everyday life. These principles can be applied through project-based learning, problem-based learning, online discussions, simulations, case studies, and the use of digital learning resources. Through this approach, digital learning not only helps students understand the material but also trains them to think critically, creatively, collaboratively, and independently in solving problems. Therefore, the philosophy of pragmatism can be used as a conceptual foundation in developing digital learning that is in line with the demands of 21st-century education.
PERAN PENDIDIKAN ESENSIALISME DALAM MEMBANGUN FONDASI PENGETAHUAN DAN KARAKTER PESERTA DIDIK DI ERA DIGITAL Syarifah, Laelatus; Sholikhah, Hidayatus; Agus Setianto, Irsan; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.53836

Abstract

Advances in digital technology have brought about significant changes in the world of education. On the one hand, these developments provide easy access to a vast amount of information; on the other hand, they have led to moral degradation, a weakening of the foundation of knowledge, and a decline in the character of students. This study aims to examine the relevance and role of the philosophy of educational essentialism in building the foundations of knowledge and character among students in the digital age. The method used is a qualitative approach involving descriptive-analytical library research. Data were sourced from books and scientific journal articles published in the last ten years via Google Scholar and analyzed using thematic content analysis. The findings indicate that essentialism remains relevant as a philosophical foundation for education in the digital age. Essentialism contributes to strengthening mastery of core knowledge, shaping character based on moral values, and serving as a filter against the negative influences of the digitalization trend. The principles of essentialism are also aligned with the direction of the Indonesian curriculum, which prioritizes core competencies as the primary goal of education. Thus, essentialism can serve as a solid philosophical foundation for cultivating students who are knowledgeable, possess strong character, and are capable of adapting to the evolving times.
PERENIALISME DALAM PERSPEKTIF PENDIDIKAN KONTEMPORER: MENJAGA NILAI-NILAI UNIVERSAL DI ERA GLOBALISASI Azimatu Syamimah; Siti Rahayu; Alya Dwi Ramadhani; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54057

Abstract

Education is the main pillar in character building and human civilization, especially amidst globalization which brings challenges of moral crisis and truth relativism. This article aims to explore the relevance and implementation of perennialism philosophy in contemporary education. Ontologically, perennialism views reality as constant; epistemologically, it emphasizes rational processes and critical thinking; and axiologically, it places universal moral values and absolute truth as the eternal foundation of human behavior. Using the Systematic Literature Review (SLR) method by analyzing scientific journal articles published from 2021 to 2025, the research finds that in the digital era, perennialism functions as a moral anchor and an information filter to counter hoaxes through the reinforcement of logic and rationality. Its modern implementation includes the use of the Great Books method, Socratic dialectics, and the repositioning of teachers as moral role models. The adaptation strategy requires the wise integration of technology, where technology is positioned as a means while humans remain the main end of education. Therefore, perennialism remains relevant as a philosophical foundation to produce individuals who are intellectually intelligent while possessing strong integrity and character in the global era.
DINAMIKA PEMIKIRAN REKONSTRUKSIONISME DALAM PENGEMBANGAN PENDIDIKAN KRITIS DI ERA DIGITALISASI PENDIDIKAN Nurrosyidah, Kamila; Sa’adatuddaroini; Ika Mustaufiqoh; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54178

Abstract

Digitization of Education has changed the way learners acquire knowledge, interact, and build learning experiences. On the one hand, this transformation expands access to information and learning innovation, but on the other hand raises challenges in the form of instant learning culture, the spread of disinformation, the dominance of digital media algorithms, and the decline in students’ reflective abilities. This study aims to analyze the dynamics of Reconstructionist thinking in the development of critical education in the era of digitization of Education. The research uses the method of literature studies with a qualitative approach through the analysis of various books, scientific articles, and relevant research results on Reconstructionism, critical education, and digitization of Education. The results of the synthesis show that through the reconstruction of George S. Counts and Paulo Freire, the digitization of education can be transformed from a mere means of information transfer into an emancipatory medium that encourages dialogue, critical reflection and social transformation. Reconstructionism not only positions technology as a learning tool, but also as a critical digital literacy realization space that allows learners to test the validity of information, understand the influence of digital algorithms, and use technology ethically and humanely. This study also confirms the importance of the role of teachers as facilitators of dialogue that connects the use of technology with the development of social awareness of learners. Thus, the success of education in the digital age is not only determined by the level of mastery of technology, but by the ability of learners to develop critical awareness, social responsibility, and active participation in facing various community problems.
INTEGRASI NILAI EKSISTENSIALISME DALAM PEMBELAJARAN: UPAYA MEMBANGUN AUTENTISITAS DAN KEMANDIRIAN PESERTA DIDIK DI ERA DIGITAL Fiki Al Musta'an, Adi; Fitrotul Izza, Anik; Amanda Zahrotussita , Desvi; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54480

Abstract

Digital transformation in education presents a pedagogical paradox: while it expands access and enhances learning efficiency, it simultaneously raises concerns about alienation and epistemic dependency driven by the growing dominance of artificial intelligence. This study aims to reconstruct the meaning of learner autonomy by integrating the ontological dimension of existentialism into the framework of Self-Regulated Learning (SRL) within the context of digital education. Employing a conceptual-theoretical design, the research utilizes a narrative literature review of 28 publications published between 2007 and 2026, analyzed through thematic synthesis. The findings reveal that learner autonomy in digital learning environments is frequently reduced to procedural and metacognitive regulation, whereas the dimensions of freedom, authenticity, and existential responsibility remain insufficiently addressed. To address this conceptual gap, the study proposes the Existential Self-Regulated Learning (ESRL) model as an ontological extension of SRL by incorporating an existential reflection phase into the self-regulation cycle. This model reorients learner autonomy beyond mere cognitive efficiency toward the formation of reflective and responsible learners capable of navigating the complexities of the digital ecosystem.
TRANSFORMASI PERAN ORGANISASI PROFESI GURU DALAM MENGAWAL ETIKA DIGITAL DAN PENGGUNAAN ARTIFICIAL INTELLIGENCE Divani Vesaviana; Muhlisin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55022

Abstract

Advances in digital technology and Artificial Intelligence (AI) have brought significant changes to the world of education, including in teachers’ professional practices. The use of AI facilitates the preparation of teaching materials, personalized learning, automated assessment, and the development of interactive media. However, these advancements also raise various digital ethical issues, such as plagiarism, misuse of personal data, privacy violations, technological dependency, the spread of invalid information, and a decline in humanistic interaction in learning. This study aims to analyze the transformation of the role of teachers’ professional organizations in upholding digital ethics and the use of AI in the world of education. The study employs a literature review method with a descriptive qualitative approach. Data was obtained from scientific journals, academic articles, books, and documents related to teacher professional ethics, digital transformation, and the use of AI in education. The research findings indicate that teacher professional organizations are undergoing a transformation from merely serving as a forum for professional protection to becoming institutions that play an active role in building digital literacy, drafting digital codes of ethics, developing teachers’ AI competencies, providing professional training, and overseeing the ethical and responsible use of educational technology. Furthermore, teachers’ professional organizations also play a crucial role in upholding humanistic, moral, and character values, particularly in early childhood education, which requires intensive guidance. Therefore, the transformation of teachers’ professional organizations is an urgent necessity to ensure that technology-based education remains aligned with moral values, ethics, and national educational goals.
Co-Authors Abdul Khobir Abdul Muhid, Abdul Abid Khaidar Zamzami Abul Mafaakhir Agus Setianto, Irsan Agus Syahid Ahmad Alaik Niam Ahmad Rasyid Ahmad Ta'rifin Ahmadi, Yusril Alfajrin, Achmad Chalid Afif Alinda, Riska Alya Dwi Ramadhani Amanda Zahrotussita , Desvi Amrullah, Arfan Arfanda Maulana Saputra Arianasari, Nurul Arif Chasanul Muna Arshella, Aryani Dwi As-Syifa Salsabila ASARI Asri Angellina, Dhika Aulia Zulfa Ramadhani Aulianisa, Fadhillah Auryn Nadhif Talitha Yesenia Libna Helenningrum Ayesha Sahda Areefa Solihin Azimatu Syamimah Azzahra, Aliya Balbisi, Dina Nur Amilah Butar-Butar, Tominse Ijan Dewi Yuliana Fitri Dewo Prasetiyo Dhipo Saputro, Ageng Dimas Seno Aji Dinda Sahda Pratiwi Divani Vesaviana Elkausari, Indah Fahira, Nur Indah Faidatul Faseha Faizah Febiany Fajrur Rahman Farida Restu Safita Fatimatuz Zahra Fika Safnatunnajah Fiki Al Musta'an, Adi Firyala Meitsa Mona Fitrotul Izza, Anik Fuadah, Wahdah Widatul Girikallo, Adrianus Harisandy, Rio Hendry Wijaya Heni Pujiastuti Ika Mustaufiqoh INDAH SARI, NUR Irfan Fauzan izzul, Izzul Islam Imamputro Jannah, Ainun Khulatifatul Jihan Fitria Sari Jihan Ulayya Kartika Setiati Kasim, Setiawan Khaafidlotun Nisa’ Khayla Rahma Arundyna Khikmah, Risalatul Khoryfatul Munawaroh Larasati Hakim, Yulia Luqman Hakim Lutfiyana, Rizqy Mafaakhir, Abul Marfu'ah, Jihan Aulia Maskhur Maulana Firmansyah, Rizki MAULIDIYAH, NUR Meiza Dwi Rahma Anugraheni Melisa Fauzia Nastiti Miftahul Ula Mila Erliana Miswaty, Titik Ceriyani Moh. Muslih Moh. Sugeng Solehuddin Mohammad Syaifuddin Mohammad Zakiyuddin Mufidah, Ainiyyah Muh. Sulaiman Jazuly Elafi Muhamad Ardha Niami MUHAMMAD ILHAM Muhammad Ismain Faiq Muhammad Jaeni Muhammad Qaidaraniq Muhammad Wafa'Izzul Khaq Muhammad Zidan Al Faidl Muharis Muhlisin Muhlisin Musyrifah Zidni Baroroh Nabilla Mumtahana Nafisah, Fadhilah Zahrah Nahya Nadziva Najwa Syaqib , Nayla Ni Ketut Putri Nila Sudewi Ni Ketut Putri Nila Sudewi Ni'ma uqbalkuroma Noegraha, Andi Dirga Noer Indah Aprianti Nunung Asni Nur Khikmah Nurrosyidah, Kamila Nurul Awwaliyatus Saadah Nurul ‘Aini Najma Panji Tanashur Puput Shoyyibah Fatimah Rahmadiyanti Rahmi Anekasari Rian Adhivira Prabowo Rizkiyya Ramadhani Rizky Harjanti, Faisha Riznu Nur Rosyidah RR. Ella Evrita Hestiandari Rully Alamsyah, Rully salsabila, wilda Salsabilla, Athiyya Sari, Dwi Novita Sa’adatuddaroini Selsa Yulianingsih Sholikhah, Hidayatus Siti Rahayu Slamet Untung Sopiah, Sopiah Syafira Mahfuzi Ardiyati Syakira, Nabila Syarifah, Laelatus Umi Musyarofah Widhi, Bidari Andaru Wildan Nur Mardotillah WINARNO Wulantari, I Gusti Ayu Dhiva Zamroni Zulfa Rosyida , Dea Zulfitri Aima