p-Index From 2020 - 2025
17.325
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Bahasa dan Sastra Indonesia Undiksha Jurnal Pendidikan Fisika Undiksha Prosiding Seminar Nasional MIPA Wahana Matematika dan Sains Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) PIONIR: Jurnal Pendidikan LIBRARIA International Research Journal of Management, IT & Social Sciences Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Educatio Jurnal PAJAR (Pendidikan dan Pengajaran) Cetta: Jurnal Ilmu Pendidikan Journal of Education and Instruction (JOEAI) JURNAL EDUCATION AND DEVELOPMENT Jurnal Basicedu Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Ilmiah Pendidikan Profesi Guru Edumaspul: Jurnal Pendidikan JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal EDUCATIO: Jurnal Pendidikan Indonesia JKP (Jurnal Konseling Pendidikan) JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran JPGI (Jurnal Penelitian Guru Indonesia) Kappa Journal Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya JURNAL PENDIDIKAN MIPA Thinking Skills and Creativity Journal Jurnal Ilmiah Pendidikan Citra Bakti ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Jurnal Prakarsa Paedagogia Jurnal Ilmiah Profesi Pendidikan Journal On Teacher Education (Jote) Jurnal Paedagogy Jurnal Darma Agung Jurnal Pendidikan Dasar Perkhasa Indonesian Values and Character Education Journal Jurnal Filsafat Indonesia JURNAL PENDIDIKAN DASAR FLOBAMORATA Realita : Jurnal Bimbingan dan Konseling Hydrogen: Jurnal Kependidikan Kimia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian JagoMIPA: Jurnal Pendidikan Matematika dan IPA SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Journal for Lesson and Learning Studies Jurnal Gastronomi Indonesia Empiricism Journal Journal of Science and Science Education (JoSSEd) Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Indonesian Journal of Educational Development (IJED) Jurnal Pijar MIPA Education and Counseling Journal Widya Sandhi: Jurnal Kajian Agama, Sosial dan Budaya Journal of Sustainable Development Science Padma Sari: Jurnal Ilmu Pendidikan International Journal of Applied Science and Sustainable Development (IJASSD) Indonesian Journal of Instruction Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Soshum: Jurnal Sosial dan Humaniora Edukasia: Jurnal Pendidikan dan Pembelajaran Arthaniti Studies Jurnal Basicedu Reflection Journal Media Bina Ilmiah Mamangan Social Science Journal Stilistika Indonesian Research Journal on Education PENDASI: Jurnal Pendidikan Dasar Indonesia Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya Pratama Widya: Jurnal Pendidikan Anak Usia Dini MIMBAR PGSD FLOBAMORATA Lensa Pendas
Claim Missing Document
Check
Articles

Sasak Heritage: Projek Paradigma Baru Kurikulum Merdeka untuk Mewujudkan Profil Pelajar Pancasila di Sekolah Dasar Ketut Sri Kusuma Wardani; I Wayan Suastra; Ananta Wikrama Tungga Atmaja
Journal on Teacher Education Vol. 5 No. 2 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v5i2.22664

Abstract

Tujuan penelitian untuk menganalisis sasak heritage dalam paradigma baru kurikulum  merdeka  dalam mewujudkan profil pelajar pancasila di sekolah dasar. Metode penulisan dengan literature review (kajian pustaka). Telaah pustaka dilakukan dengan mengumpulkan data dari berbagai sumber pustaka sebagai sumber ide untuk menggali gagasan baru sehingga kerangka teori baru dapat dikembangkan sebagai dasar pemecahan masalah. Hasil penelitian menunjukkan bahwa sasak heritage yang dapat dijadikan projek paradigma baru yaitu ragam budaya sasak diantaranya rumah adat, pakaian adat, tarian adat, alat musik tradisional, dan tradisinya. Sasak Heritage sebagai strategi yang dapat mewujudkan Paradigma baru dalam dimensi berkebhinekaan global menuju profil pelajar pancasila.
Content Analysis: Problematika Pembelajaran Ilmu Pengetahuan Alam (IPA) di Sekolah Dasar Berbasis Kearifan lokal Jamaah Jamaah; Ida Bagus Putu Arnyana; I Wayan Suastra
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v4i4.1124

Abstract

Tujuan penelitian ini untuk memahami problematika yang dihadapi oleh sekolah dasar (SD) dalam pengembangan keterampilan literasi sains, serta menurmuskan teknologi dapat dimanfaatkan untuk mendukung pembelajaran IPA dan meningkatkan literasi sains. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif studi kasus pada sekolah dasar. Sample penelitian adalah dua sekolah dasar di Kabupaten Dompu. Hasil penelitian menunjukkan bahwa ada beberapa masalah yang dihadapi oleh guru dalam implemenentasi pembelajaran IPA di sekolah dasar, yaitu sarana dan prasarana pembelajaran IPA yang terbatas, media dan tekonologi pembelajaran, keterbatasan sumber daya (human resourse), minat belajar peserta didik, silabus dan modul pembelajaran, ekosistem pembelajaran IPA yang memadai. Sementara itu, guru dan siswa mengalami kesulitas dan memahami konsep IPA yang abstrak ke dalam konsep yang kontekstual dan kurangnya pengalaman pratis guru dan sekolah dalam pembelajaran IPA.
Expert Validation of Ethnoscience-Based Teaching Materials to Develop Student Competence in Critical Thinking and Caring Attitudes Hikmawati Hikmawati; I Wayan Suastra; Ketut Suma; A A Istri Agung Rai Sudiatmika
Kappa Journal Vol 8 No 1 (2024): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v8i1.25656

Abstract

The aim of this research is to describe the results of expert validation of ethnoscience-based teaching materials to develop student competence in critical thinking and caring attitudes. Expert validation in this research is part of the development of ethnoscience-based teaching materials to develop student competence in critical thinking and caring attitudes using the 4D model. This model includes stages, namely Define, Design, Develop, Disseminate so that it will produce ethnoscience-based teaching materials that are valid, practical and effective in developing students' competence in critical thinking and caring attitudes. Expert validation is included in the Develop stage. Validation of ethnoscience-based teaching materials to develop students' competence in critical thinking and caring attitudes was carried out by 3 experts, namely material experts, media experts and language experts. The research results show that the assessment from material experts is 96.7, media experts are 90.5, and language experts are 100. Thus, the average value of expert validation assessments is 95.7, including the Very Valid criteria. The product, in the form of ethnoscience-based teaching materials to develop students' competence in critical thinking and caring attitudes, was revised based on input from validators. The results of product revisions before and after validation are divided into 5 things, namely: 1) Adding indicators and numbering to Basic Competencies; 2) Improvements to tables that were previously scanned from source or reference books were revised by creating tables manually. The table has also been assigned a sequential number; 3) Addition of photos and videos related to ethnoscience; 4) Ethnoscience-based investigative activities; 5) Changes in the appearance and form of the formative tests available at the end of each chapter.
IMPLEMENTASI FILSAFAT PENDIDIKAN MODERN DAN FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DALAM PEMBELAJARAN KIMIA I KOMANG WISNU BUDI WIJAYA; ANANTAWIKRAMA TUNGGA ATMADJA; I WAYAN SUASTRA; I NYOMAN TIKA
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.3531

Abstract

Educational philosophy has always been the basis for formulating educational policies. Currently, educational philosophy has developed modern philosophical schools including progressivism, essentialism and perennialism. Apart from that, the Indonesian people also have the educational philosophy of Ki Hadjar Dewantara. This research aims to analyze the implementation of modern educational philosophy and Ki Hadjar Dewantara's philosophy in chemistry learning. This research is included in library research. Library sources come from books, journals and other literature related to chemistry learning, modern educational philosophy and Ki Hadjar Dewantara. Data were analyzed using content analysis techniques. The research results show that the implementation of modern educational philosophy can be carried out with student-centered learning, 21st century learning, local wisdom-based learning, character education and learning that touches cognitive, affective and psychomotor aspects. ABSTRAKFilsafat pendidikan selalu menjadi dasar dalam merumuskan kebijakan pendidikan. Saat ini filsafat pendidikan sudah berkembang aliran filsafat modern meliputi progresivisme, esensialisme dan perenialisme. Selain itu bangsa Indonesia juga memiliki aliran filsafat pendidikan Ki Hadjar Dewantara. Penelitian ini bertujuan menganalisis implementasi filsafat pendidikan modern dan filsafat Ki Hadjar Dewantara dalam pembelajaran kimia. Penelitian ini termasuk dalam penelitian kepustakaan. Sumber pustaka berasal dari buku, jurnal dan pustaka lain yang berkaitan dengan pembelajaran kimia, filsafat pendidikan modern dan Ki Hadjar Dewantara. Data dianalisi dengan teknik analisis isi. Hasil penelitian menyebutkan bahwa implementasi filsafat pendidikan modern dapat dilakukan dengan pembelajaran berpusat siswa, pembelajaran abad ke-21, pembelajaran berbasis kearifan lokal, pendidikan karakter serta pembelajaran yang menyentuh aspek kognitif, afektif dan psikomotor.
Keris Sebagai Representatif Manusia Dalam Peradaban Masyarakat Bali Di Lombok Yasa, I Made Ardika; Arnyana, Ida Bagus Putu; Suastra, I Wayan
Widya Sandhi Vol 14 No 2 (2023)
Publisher : Institut Agama Hindu Negeri Gde Pudja Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53977/ws.v14i2.1078

Abstract

Keris, a traditional Indonesian weapon, plays a significant role in the civilization of the Balinese society in Lombok. Keris is not merely a weapon but also a symbol of culture, art, philosophy, and identity for the Balinese community. In this article, we explore the role of keris as a representative of humanity in the civilization of the Balinese society in Lombok. This research adopts a qualitative method, conducting field studies and interviews with community figures who possess extensive knowledge and experience regarding the Balinese keris in Lombok. The research findings indicate that the keris holds profound meaning for the Balinese society in Lombok. Firstly, the keris symbolizes a strong cultural identity. The keris serves as a marker of social status and bravery within the Balinese society. Owners of the keris are considered to have high standing and are respected by the community. Through the keris, the Balinese society in Lombok preserves and passes down their cultural values from generation to generation. The keris also represents the beauty of art. The process of crafting a keris involves high-level skills from the keris makers. The Balinese keris in Lombok features exquisite adornments, including intricate carvings and unique Balinese ornaments. The artistic beauty of the keris serves as an expression of the Balinese community's creativity. In conclusion, the keris holds significant meaning as a cultural symbol and an artistic expression for the Balinese society in Lombok. It represents their cultural identity, social status, bravery, and artistic creativity. This research sheds light on the profound role of the keris as a representative of humanity within the civilization of the Balinese society in Lombok.
Integrasi Etnopedagogi dalam Pembelajaran IPA untuk Memperkaya Pemahaman Budaya dan Sains Sukiastini, I Gusti Ayu Ngurah Kade; Suastra, I Wayan; Arnyana, Ida Bagus Putu
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 6 (2024): December
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i6.7726

Abstract

Implementasi pembelajaran IPA di Indonesia masih menghadapi berbagai tantangan, termasuk kurangnya relevansi pembelajaran dengan konteks kehidupan siswa dan minimnya integrasi kearifan lokal. Pendekatan etnopedagogi, yang menggabungkan nilai-nilai budaya lokal dengan konsep ilmiah, menawarkan potensi untuk menjembatani kesenjangan ini dan menciptakan pengalaman belajar yang lebih bermakna serta kontekstual bagi siswa. Penelitian ini bertujuan untuk mengeksplorasi penerapan etnopedagogi dalam pembelajaran Ilmu Pengetahuan Alam (IPA) sebagai upaya meningkatkan literasi sains siswa, pemahaman terhadap kearifan lokal, dan relevansi pembelajaran dengan kehidupan sehari-hari. Metode penelitian yang digunakan adalah studi kepustakaan dengan teknik analisis isi. Metode triangulasi digunakan untuk memastikan validitas dan reliabilitas data yang diperoleh dari sumber-sumber literatur. Hasil penelitian menunjukkan bahwa pendekatan etnopedagogi memiliki dampak positif dalam meningkatkan pemahaman siswa terhadap konsep ilmiah dan nilai-nilai budaya lokal. Integrasi kearifan lokal ke dalam pembelajaran IPA berhasil menciptakan pengalaman belajar yang lebih relevan, memotivasi siswa, dan menumbuhkan kesadaran lingkungan. Namun, beberapa tantangan teridentifikasi, seperti kurangnya kompetensi pendidik dalam mengintegrasikan nilai-nilai lokal tanpa mengorbankan standar akademis. Sebagai rekomendasi, penelitian ini menyarankan integrasi etnopedagogi dalam kurikulum pendidikan IPA secara lebih luas. Diperlukan pelatihan intensif bagi pendidik untuk mendukung pengembangan materi ajar berbasis kearifan lokal. Penelitian lanjutan dengan pendekatan longitudinal juga diperlukan untuk mengevaluasi dampak jangka panjang etnopedagogi terhadap pembelajaran siswa serta mengembangkan panduan implementasi yang komprehensif dan berbasis bukti.
ANALISIS KESIAPAN GURU DALAM IMPLEMENTASI KURIKULUM MERDEKA BELAJAR DI SD NEGERI TAUBNENO Lakapu, Pifa A; Lasmawan, I Wayan; Suastra, I Wayan
Realita : Jurnal Bimbingan dan Konseling Vol 9, No 2 (2024): Volume 9 Nomor 2 Edisi Oktober 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/realita.v9i2.12251

Abstract

The independent learning curriculum is a new policy initiated by the government as one of the first steps in supporting the realization of national education goals, namely to make the nation's life smarter through liberating education. Teachers play an important role in both curriculum development and implementation. The aim of this research is to determine the readiness of Inpres Taubneno Elementary School teachers to implement the independent learning curriculum at Inpres Taubneno Elementary School. This type of research method is a qualitative-descriptive research method. The subjects in this research were teachers from grades 1 to IV and the principal of SD Inpres Taubneno. Data collection techniques in this research included interviews and documentation. This research shows that the teachers at SD Inpres Taubneno are ready to implement the independent learning curriculum. The teachers were prepared by attending offline workshops held at the school. Teacher preparation has not been optimal because they are still waiting for workshops to be held at schools for training in preparing teaching tools, but the independent learning curriculum has been implemented. The independent learning curriculum is implemented in stages so that the independent learning curriculum has been implemented in grades I and IV. The implementation of the independent learning curriculum at Inpres Taubneno Elementary School is known as the independent learning curriculum. From the results of this research, it can be concluded that the teachers at SD Inpres Taubneno are ready to implement the independent learning curriculum at school. However, the preparation of teachers at Inpres Taubneno Elementary School has not been optimal because Inpres Taubneno Elementary School teachers are still in the preparation stage.
THE INDEPENDENT CURRICULUM IN EDUCATIONAL THEORY REVIEW: CHALLENGES AND SOLUTIONS Mustakim, Mustakim; Suastra, I Wayan; Lasmawan, I Wayan
Realita : Jurnal Bimbingan dan Konseling Vol 9, No 2 (2024): Volume 9 Nomor 2 Edisi Oktober 2024
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/realita.v9i2.12391

Abstract

This research aims to: 1) Analyze the understanding and implementation of the concepts and basic principles of the Independent Curriculum within the context of existing educational theories; 2) Identify the main challenges in educational theory related to the implementation of the Independent Curriculum at the elementary education level; and 3) Evaluate and formulate proposed solutions in educational theory to address the challenges of implementing the Independent Curriculum at the elementary education level. This study employs literature research and case study methods to evaluate the implementation of the Independent Curriculum. The literature research design includes source identification, critical analysis, synthesis of findings, and conclusion drawing. The case study design involves selecting four public elementary schools in the village of Sukarara, data collection through interviews, classroom observations, and document analysis. The results indicate that: 1) Educators have a good understanding of the Independent Curriculum as a flexible curriculum that integrates local wisdom and encourages active student engagement. However, field implementation reveals a gap between theoretical understanding and practice, caused by limited training and resources; 2) The main challenges identified include teacher readiness, availability of educational resources, and administrative support. Many teachers feel unprepared to adopt more innovative and flexible teaching approaches. Additionally, limited resources such as teaching materials and technology pose significant barriers, especially in remote areas. Insufficient policy and administrative support at schools also act as impediments; and 3) Proposed solutions to address these challenges include ongoing professional training and development for teachers, provision of adequate educational resources, and flexible policy support. Enhancing community and parental involvement in the educational process is also considered important for creating a more inclusive and supportive learning environment. The implications of these findings are expected to provide guidance for policymakers and educational practitioners in effectively implementing the Independent Curriculum at the elementary education level.
Integrasi Kearifan Lokal dalam Kurikulum untuk Menumbuhkan Literasi Budaya Siswa: Kajian Etnopedagogis Khaeruman, Khaeruman; Suastra, I Wayan; Arnyana, Ida Bagus Putu; Suma, I Ketut; Mariam, Siti; Nurhidayati, Siti
Empiricism Journal Vol. 5 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i2.1998

Abstract

Penelitian ini bertujuan untuk mengeksplorasi dampak integrasi kearifan lokal dalam kurikulum terhadap literasi budaya siswa di sekolah menengah atas. Menggunakan pendekatan campuran (mixed methods), data dikumpulkan melalui kuesioner, wawancara semi-terstruktur, observasi kelas, dan analisis dokumentasi kurikulum. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal dalam kurikulum memiliki dampak positif yang signifikan terhadap pemahaman siswa mengenai literasi budaya lokal, meningkatkan motivasi belajar, serta memperkuat identitas budaya siswa. Sebagian besar siswa (75%) menunjukkan pemahaman yang baik mengenai kearifan lokal, sementara 80% siswa merasa pembelajaran menjadi lebih menarik dan relevan. Selain itu, 70% siswa melaporkan peningkatan motivasi belajar. Wawancara dengan guru dan kepala sekolah mengungkapkan bahwa integrasi ini memudahkan siswa untuk memahami materi pelajaran melalui konteks budaya yang dikenal, meskipun terdapat tantangan dalam penyediaan sumber daya dan pelatihan guru. Observasi kelas menunjukkan peningkatan partisipasi siswa dan penggunaan metode pembelajaran kontekstual yang efektif. Dokumentasi kurikulum dan bahan ajar mendukung temuan bahwa kearifan lokal diintegrasikan dengan baik dalam berbagai mata pelajaran. Kesimpulannya, integrasi kearifan lokal dalam kurikulum dapat meningkatkan literasi budaya siswa. Integration of Local Wisdom in the Curriculum to Develop Students' Cultural Literacy: Ethnopedagogical StudiesAbstractThis study aims to explore the impact of local wisdom integration in the curriculum on students' cultural literacy in senior high schools. Using a mixed methods approach, data were collected through questionnaires, semi-structured interviews, classroom observations, and analysis of curriculum documentation. The results showed that the integration of local wisdom in the curriculum had a significant positive impact on students' understanding of local cultural literacy, increased learning motivation, and strengthened students' cultural identity. Most students (75%) showed a good understanding of local wisdom, while 80% of students felt that learning became more interesting and relevant. In addition, 70% of students reported increased learning motivation. Interviews with teachers and principals revealed that this integration made it easier for students to understand the subject matter through a familiar cultural context, despite challenges in providing resources and teacher training. Classroom observations showed increased student participation and the use of effective contextual learning methods. Curriculum documentation and teaching materials supported the findings that local wisdom was well integrated into various subjects. In conclusion, the integration of local wisdom in the curriculum can improve students' cultural literacy.
Peran Strategis Filsafat Pendidikan dalam Pengembangan Sumber Daya Manusia: Wawasan Teoritis dan Implementasi Global Handayani, Baiq Vina; Atmaja, Anantawikrama Tungga; Suastra, I Wayan; Tika, I Nyoman
Empiricism Journal Vol. 5 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i2.2348

Abstract

Penelitian ini mengeksplorasi peran filsafat pendidikan dalam pengembangan sumber daya manusia (SDM), menyoroti tren, metodologi, dan aplikasi praktis. Temuan menunjukkan bahwa mengintegrasikan filsafat pendidikan dengan disiplin ilmu seperti psikologi, sosiologi, dan teknologi memberikan solusi interdisipliner terhadap tantangan yang kompleks, termasuk kepemimpinan etis dan pembangunan berkelanjutan. Studi ini menekankan pentingnya pendekatan berbasis nilai dalam desain kurikulum, pelatihan guru, dan kebijakan pendidikan untuk menghasilkan individu yang kompeten secara teknis, beretika, dan adaptif. Studi kasus dari Finlandia, Jepang, Singapura, dan Jerman menggambarkan keberhasilan integrasi filsafat dalam sistem pendidikan. Implikasi praktis dari penelitian ini sangat signifikan, termasuk kurikulum yang fleksibel, pelatihan guru berbasis filosofi, dan mekanisme evaluasi yang kuat. Wawasan ini dapat memandu para profesional HR dalam mengembangkan praktik dan kebijakan sumber daya manusia yang relevan dengan era globalisasi. The Strategic Role of Educational Philosophy in Human Resource Development: Theoretical Insights and Global ImplementationAbstractThis research explores the role of educational philosophy in human resource (HR) development, highlighting trends, methodologies, and practical applications. Findings suggest that integrating educational philosophy with disciplines such as psychology, sociology, and technology provides interdisciplinary solutions to complex challenges, including ethical leadership and sustainable development. This study emphasizes the importance of a values-based approach in curriculum design, teacher training, and educational policy to produce technically competent, ethical, and adaptive individuals. Case studies from Finland, Japan, Singapore, and Germany illustrate the successful integration of philosophy in educational systems. The practical implications of this research are significant, including a flexible curriculum, philosophy-based teacher training, and a strong evaluation mechanism. These insights can guide HR professionals in developing human resource practices and policies that are relevant to the era of globalization.
Co-Authors - Khaeruman . A. I. N. Marhaeni ., AMANDA NURUL FAUDILA ., Anak Agung Putri Pradnyawati ., BINAR AYU DEWANTI ., Drs. Putu Yasa, M.Si. ., Emiel Nur Aida ., Muhayati ., Ni Kd Mega Saridewi ., Ni Ketut Erna Muliastrini ., Ni Ketut Mudiantari ., Ni Komang Lilik Handayani ., Ni Putu Eriawati ., Nira Prakasita ., Putu Rika Crisna Dewi A A Istri Agung Rai Sudiatmika A. A. Istri Agung Rai Sudiatmika Abdurrohman, Abdurrohman Adela, Dhea Admyana, Putu Budi Agus Wijaksono Aiman, Ummu Aloisius Harso AMANDA NURUL FAUDILA . ANAK AGUNG GEDE NGURAH SUCIPTA . Anak Agung Putri Pradnyawati . Ananta Wikrama Tungga Atmaja Ananta Wikrama Tungga Atmaja Anantawikrama Tungga Atmadja Andi Wapa Apriani, Luh Ardana , I Made Aryana, Ida Bagus Putu Asiana Muliani Atiaturrahmaniah Atiaturrahmaniah Atmadja, Ananta Wikrama Tungga Atmaja, Anantawikrama Tungga Ayu Tika Dhyana Ningsih . Azhari, Sofia Badin, Paulus Pati Bestari Laia Budiningsih, Desak Nyoman candra prastya Cantona, I Gede Eric Catur Fitria Astuti COKORDA GEDE ANOM WIRATMAJA . Damiati - Dananjaya, I G. A. B. Darsana, I Gede Beny Defa Desak Made Oka Purnawati Dewa Ayu Made Manu Okta Priantini Dewi Oktofa Rachmawati Dewi, Luh Gede Diah Prapti Dewi, Ni Luh Putu Rusmana Dian Susanti Dina Apriana Ditriguna, I Nyoman Arya Kasuma Dr. I Made Sugiarta, M.Si. . Dr. I Nyoman Tika,M.Si . Dr. Ni Made Pujani,M.Si . Drs. Erwan Sutarno,M.Pd . Drs. Erwan Sutarno,M.Pd ., Drs. Erwan Sutarno,M.Pd Drs. I Nyoman Subratha,M.Pd . Drs. Putu Yasa, M.Si. . Dukha Yunitasari Emiel Nur Aida . Endang Puji Astuti Fitri Aulia Fitria Sarnita Fitriani, Herdiyana GEDE BANDEM SAMUDRA . GEDE YOHANES ARYGUNARTHA . Gunada, I Wayan Agus Gusti Ayu Putu Yanthi Widyantini Gusti Ngurah Arya Surya Wangsa Hajiriah, Titi Laily Handayani, Baiq Vina Hanifah Hanifah Hasbullah Hasbullah Herlina, Nurlaili Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hunaepi, Hunaepi Husnul Mukti I Dewa Putu Partha I G. A. B. Dananjaya I Gede Arjana I Gede Astra Wesnawa I Gede Margunayasa I Gede Satya Widura . I Gede Sudirgayasa I Gede Sukerata Yasa I Gusti Agung Ayu Wulandari I GUSTI AGUNG GEDE WIADNYANA . I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Putu Adi Laksmidewi . I Gusti Ngurah Agung Wiryanata I Gusti Ngurah Santika I Kade Pande Suryana I KADE URIP ASTIKA . I KADEK ADHI DWIPAYANA . I Kadek Edi Yudiana I Ketut Suma I Ketut Suma I Ketut Suparya I Komang Nada Kusuma I Komang Wisnu Budi Wijaya I Made Aditya Dharma I Made Aditya Dharma I Made Aditya Dharma I Made Ardika Yasa I Made Ardika Yasa I Made Ari Winangun I Made Candiasa I Made Kartika I Made Kartika I Made Oka Suantara I Made Sila I Made Surya Hermawan I Made Sutajaya I MADE WIDYA ASTAWA . I Nyoman Indhi Wiradika I Nyoman Putu Suwindra I Nyoman Ranem I Nyoman Suardana I Nyoman Sudirman I Nyoman Sujana I NYOMAN SUTAWAN . I PUTU SUDIRTA . I Putu Widiarta . I Putu Widiarta ., I Putu Widiarta I Putu Wina Yasa Pramadi I Suswandi I WAYAN EKA PUTRA . I Wayan Lasmawan I Wayan Lasmawan I Wayan Muderawan I Wayan Putra Yasa I Wayan Sadia I Wayan Setiawan . I Wayan Setiawan ., I Wayan Setiawan I Wayan Subagia I WAYAN WIDIADNYANA . Ida Bagus Ari Arjaya Ida Bagus Arnyana Ida Bagus Arnyana Ida Bagus Aryana Ida Bagus Made Budiasa Ida Bagus Putrayasa Ida Bagus Putu Arnyana Ida Bagus Putu Aryana Ida Bagus Putu Mardana Ida Bagus Yoga Swadnyana Ika Purnamasari Iwan Suswandi Jamaah Jamaah K. S. K. Wardani Kade Sukiastini, I Gusti Ayu Ngurah KADEK YULI ARTAMA . Kami, Kanisius Kd Agus Ariadi . Kd Agus Ariadi ., Kd Agus Ariadi Ketut Sedana Arta Ketut Sri Kusuma Wardani KETUT SRI KUSUMA WARDANI . Ketut Suma Ketut Suma Ketut Susiani Komang Surya Adnyana KOMANG TRISNA DEWI . KUSMIANTI . Kusuma, Komang Nada L. Heny Nirmayani Lakapu, Pifa A Lalu Hamdian Affandi Landiana Etni Laos laxmi zahara LETASADO, MUHAMAD RUSADI Luh Ari Parwati Luh De Liska Luh De, Liska Luh Putu Budi Yasmini Luh Putu Welly Sarjani Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni Luh Tu Selpi Wahyuni M. Deni Siregar M.Pd Prof. Dr. I Nyoman Sudiana . MADE KRISNA WISESA YUDA . Made Padmarani Sudewiputri Made Sri Astika Dewi . Mahlianurrahman Marfuatun Marfuatun Mariamah Mariamah Masjudin Masjudin MS Prof. Dr. Ketut Suma . Muh. Yazid Muhammad Romli Muhammad Romli dan Suprihatin Andes Ismayana Muhammad Sururuddin Muhammad Wahyu Setiyadi Muhayati . Muliani, Asiana Mustakim Mustakim Ni Kade Dwy Kurnia Yudantari Ni Kadek Ani Parwati . NI KADEK DWI KARINA . Ni Kadek Fitria . Ni Kadek Fitria ., Ni Kadek Fitria NI KADEK SRI MAHAYANI . Ni Kd Mega Saridewi . NI KETUT DARMIKA . NI KETUT DHARMAWATI GERIA PUTRI . Ni Ketut Mudiantari . Ni Ketut Purniwantini Ni Ketut Rapi Ni Ketut Suarni Ni Komang Lilik Handayani . Ni Komang Virmayanti Ni Luh Desi Lestari . Ni Luh Desi Lestari ., Ni Luh Desi Lestari Ni Luh Heppy Yesiana Devi Ni Luh Ika Windayani Ni Luh Made Aristya Pradnyani . Ni Luh Made Aristya Pradnyani ., Ni Luh Made Aristya Pradnyani Ni Luh Putu Cahayani Ni Luh Putu Rusmana Dewi . Ni Made Ignityas Prima Astuti NI MADE SRI NUYAMI . Ni Made Trisna Noviani NI MADE YULIANI . Ni Nyoman Juni Anggarawati Ni Nyoman Kurnia Wati Ni Nyoman Melistriani Ni Putu Candra Prastya Dewi Ni Putu Dwi Sucita Dartini Ni Putu Eni Astuti Ni Putu Eni Astuti Ni Putu Eriawati . Ni Putu Irsa Priwitasari . Ni Putu Irsa Priwitasari ., Ni Putu Irsa Priwitasari Ni Putu Kusuma Widiastuti Ni Putu Mas Wulandari . Ni Putu Ristiati NI PUTU TITIN PRIYANTINI . NI PUTU TITIN PRIYANTINI ., NI PUTU TITIN PRIYANTINI Ni Putu Yogiswari Ni Putu Yuniarika Parwati Ni Wayan Widi Astuti Nira Prakasita . Nissa, Ita Chairun Noviyanti, Putu Ledyari Nurfidianty Annafi, Nurfidianty Nurhasanah Nurhasanah Nyoman Ayu Putri Lestari Nyoman Dantes oya, abas P. WAYAN ARTA SUYASA Patiung, Amos PROF. DR. KETUT SUMA, M.S. . Prof. Dr. Ketut Suma, MS . Pujilestari, Pujilestari Putu Arnyana, I Bagus Putu Artawan Putu Asta Widya Widnyana . Putu Asta Widya Widnyana ., Putu Asta Widya Widnyana PUTU PREMA SWARI . Putu Rika Crisna Dewi . Putu Widiarini Putu Yasa putu.arnyana@undiksha.ac.id Raharjo Raharjo Rai Sujanem Rauldatul Husni Rohani Rohani Rohani Rohani Rosa, Delina Rudi Hartono Rudi Hartono Sariyasa . Siagian, Yosua Marasi Parningotan Sinta Javani SITI MARIAM SITI MARYAM Siti Nurhidayati Sofia Azhari Sri Florina Laurence Zagoto Sri Lestari . Sritaman, Ni Luh Sukiastini, I Gusti Ayu Ngurah Kade Sukroyanti, Baiq Azmi SURAYANAH . Suswandi, I SYAIFUL BAHRI Tanjung, Henra Saputra Tungga Atmaja, Ananta Wikrama Wardani, K. S. K. Widia, Widia Winda, Ni Luh Ika Windayani Wiraputra, I Putu Fredy Andi Yuntawati, Yuntawati