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Babang Robandi
Universitas Pendidikan Indonesia
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An epistemological study of Pancasila as the philosophical foundation of curriculum development in Indonesia Deodatus Kolek; Babang Robandi; Amy Theresia Sipayung; Sekar Syawalahayati
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.79525

Abstract

The philosophical foundation of curriculum development is an important part of curriculum design. Through this foundation, curriculum developers and implementers acquire concepts related to the curriculum's ideas, goals, materials, methods, and evaluation. However, limited literature discusses the relevance of Pancasila values as a philosophical foundation. Pancasila is mainly discussed at a historical level, as well as its meaning. This study aims to examine the values of Pancasila in terms of epistemology and explore ideas that can be a philosophical foundation for curriculum development. The study used a qualitative approach with a literature study method to examine the epistemology of Pancasila as the philosophical foundation of the curriculum in Indonesia. The analysis process includes a review of the literature on Pancasila epistemology and curriculum in Indonesia and hermeneutic philosophical interpretation. The approach ensures that the research results are reflective and contextual. The results show that Pancasila values, such as religiosity, peace, fraternity, common welfare, and humanism, have relevance as a philosophical foundation in curriculum development. These values can support character and nationality building. In conclusion, this study makes an important contribution to the literature and practice of curriculum development by emphasizing the relevance of Pancasila values as a holistic and contextual philosophical foundation.   Abstrak Landasan filosofis pengembangan kurikulum merupakan bagian penting dalam penyusunan kurikulum. Dari landasan ini, para pengembang dan pelaksana kurikulum mendapatkan konsep berkaitan dengan ide, tujuan, materi, metode, dan evaluasi kurikulum. Namun, literatur yang membahas relevansi nilai-nilai Pancasila sebagai landasan filosofis masih terbatas. Pancasila banyak dibahas dalam tataran historis beserta maknanya. Penelitian ini bertujuan untuk mengkaji nilai-nilai Pancasila dari segi epistemologi dan menelusuri ide-ide yang dapat menjadi landasan filosofis bagi pengembangan kurikulum di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur untuk mengkaji epistemologi Pancasila sebagai landasan filosofis kurikulum di Indonesia. Proses analisis mencakup pengumpulan literatur terkait konsep epistemologi Pancasila dan kurikulum di Indonesia, dilanjutkan dengan interpretasi filosofis hermeneutik untuk mengidentifikasi nilai-nilai relevan dari Pancasila. Pendekatan ini memastikan hasil penelitian bersifat reflektif dan kontekstual. Hasil penelitian menunjukkan bahwa nilai-nilai Pancasila, seperti religiusitas, perdamaian, persaudaraan, kesejahteraan umum, dan humanisme, memiliki relevansi sebagai landasan filosofis dalam pengembangan kurikulum. Nilai-nilai tersebut dapat mendukung pembentukan karakter dan kebangsaan melalui pendidikan. Kesimpulannya, penelitian ini memberikan kontribusi penting bagi literatur dan praktik pengembangan kurikulum, dengan menegaskan relevansi nilai-nilai Pancasila sebagai dasar filosofis yang holistik dan kontekstual. Pemahaman yang benar tentang nilai epistemologis Pancasila mengarahkan kurikulum di Indonesia pada tujuan yang tepat. Kata Kunci: epistemologi; landasan filosofis; pancasila; pengembangan kurikulum
Holistic philosophy in developing environmental education curricula Dian Andriani; Babang Robandi
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.65967

Abstract

Environmental education is vital in a global environmental crisis. Climate change, environmental damage, and environmental degradation require a holistic approach to education to create meaningful knowledge and action. The holistic philosophy emphasizes an understanding of human life, the environment, and the importance of education in promoting environmental sustainability, thus encouraging global thinking and action on environmental issues while recognizing that all aspects of this subject must be considered in the broader environmental context. This article aims to learn the application of holistic philosophy in developing an environmental education curriculum, focusing on the role of a holistic approach in achieving better understanding and action. Research is carried out using the literature review method, with four main steps: providing research questions, making lists of libraries, adjusting periods, and making summaries of research so as not to be corrupted by various subjects and topics. At the end of the research on the entire component of the development of the curriculum of environmental education, through a holistic approach, it can be found that a holistic approach can be applied in curricular development to a deeper understanding, active involvement, and responsibility for environmental sustainability.   Abstrak Pendidikan lingkungan hidup sangat penting dalam upaya menanggapi krisis lingkungan global. Perubahan iklim, kerusakan lingkungan, dan degradasi lingkungan membutuhkan pendekatan pendidikan holistik untuk menciptakan pengetahuan menjadi tindakan yang bermakna. Filosofi holistik menekankan pada pemahaman tentang kehidupan manusia, lingkungan, dan pentingnya pendidikan dalam mempromosikan kelestarian lingkungan, sehingga mampu mendorong pemikiran dan tindakan nyata terhadap isu-isu lingkungan, sambil mengakui bahwa semua aspek dari subjek ini harus dipertimbangkan dalam konteks lingkungan yang lebih luas. Tujuan artikel ini adalah mengetahui penerapan filosofi holistik dalam pengembangan kurikulum pendidikan lingkungan hidup, dengan fokus pada peran pendekatan holistik dalam mencapai pemahaman dan tindakan yang lebih baik. Penelitian ini menggunakan metode tinjauan literatur, dengan empat langkah utama, yaitu menyediakan pertanyaan penelitian, membuat daftar pustaka, menyesuaikan jangka waktu, dan membuat ringkasan penelitian agar tidak dirusak oleh berbagai subjek dan topik. Pada akhir penelitian terhadap seluruh komponen pengembangan kurikulum pendidikan lingkungan hidup, dapat diketahui bahwa pendekatan holistik dapat diterapkan dalam pengembangan kurikulum untuk mencapai pemahaman yang lebih mendalam, keterlibatan aktif, dan tanggung jawab terhadap keberlanjutan lingkungan. Kata Kunci: filosofi holistik; pendidikan lingkungan hidup; pendidikan untuk pembangunan berkelanjutan; pengembangan kurikulum
THE PHILOSOPHY OF RELIGIOUS MODERATION IN CURRICULUM DEVELOPMENT: A BIBLIOMETRIC ANALYSIS Dudun Najmudin; Babang Robandi; Lia Susanti; Abdul Karim Suhadha; Ilham Pebrian
Mawaizh : Jurnal Dakwah dan Pengembangan Sosial Kemanusiaan Vol. 17 No. 1 (2026): Islamic Values in Global Society
Publisher : Faculty of Da’wa and Islamic Communication, State Institute for Islamic Studies of Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/bv87xw85

Abstract

This article examines how the philosophy underlying religious moderation curricula has been discussed in educational scholarship and how that discussion has developed. Publications indexed in Google Scholar for 2015–2024 were retrieved through Publish or Perish and mapped with VOSviewer through citation, co-authorship, and keyword co-occurrence analyses. The dataset contained 200 publications with 1,743 citations. The mapping shows that curriculum development, inclusive learning, multicultural education, and the explicit or implicit transmission of moderation values form recurring lines of inquiry. The literature also links religious moderation to tolerance, social harmony, and responses to radicalism and religion-based conflict. Within this body of work, curriculum philosophy functions as a bridge between universal human and religious values and the practical organization of learning. The results therefore place religious moderation curriculum philosophy within a wider educational discussion about how plural societies can cultivate inclusive religious attitudes through formal learning and the hidden curriculum
Co-Authors Abdul Jabbar Abdul Karim Suhadha Abdul Latip Abdul Rahman Ace Suryadi Ace Suryadi Achmad Hufad Ade Apriyanto Afra Shafa Ramadlani Agnesh Prima Destiany Agus Rusdiana,, Agus Agustina, Nurul Saadah Ahmad Aminudin Ahmad Hufad Ahmad Hufad Aifah Fauziah Aji Prasetyo, Guntur Al Jupri Allida Triastuti Utami Alvi, Ria Rizkia Amaliah Amaliah Amriah Amy Theresia Sipayung Andhin Dyas Fitriani Andi Muhadi, Andi Andi Suhandi Anggita Zuniatu Zahrah Anggraeni, Sri Wulan Anugrah Ramadhan Firdaus Apriady, Hilmy Aprilia Eki Saputri Ar Risydah Futari No Ai De Sousa Ardiwinata, Jajat Sudrajat Ari Arasy Magistra Ari Widodo Ari Widodo Arie Insany Arie Johana Arie Rakhmat Riyadi Aris Priatna aryanti aryanti As'ary, Mohamad Yasin Asep Saepudin Atep Sujana Atep Sujana Azzahra Putri Mulyana, Humaira Badriah Badriah Bayu Adi Laksono Bunyamin Maftuh Dasim Budimansyah Dedeh Kurniasih Dedeh Kurniasih Deodatus Kolek Dharma Kesuma Dian Andriani Dian Penisiani Diki Fahrizal Dina Mayadiana Suwarma Dina Noor Agustina Dindin Abdul Muiz Lidinillah Diva Dwi Riyadi Djohar, As'Ari Donna Crosnoy Sinaga Dudun Najmudin Dudun Najmudin Dwinova Indhira Putri Dwiyanti, Arie Effy Mulyasari Elih Sudia Permana Elih Sudiapermana Elih Sudiapermana, Elih Elsa Amalia Enkeu Agiati Enur Fitiriani Dewi Sobari Ernawulan Syaodih Eti Susanti Euis Kurniati Evi Rahmawati Eviana Hikamudin Fadhillah, Lola Fahrizal, Diki Faisal Saddam Murron Fajriani, Putri Ferdiana, Fendi Firdaus, Rifyan Fitri Dwi Indriyani Fitria, Nadya Fasha Gunadi, Rustian Akbar Gunawan Anggia Rahman Gustisari, Diantika Hairul Uyun Hanum, Citra Bahadur Hanwar Noerpratomo, Ramdhani Hasanah, Viena Rusmiati Haviz Kurniawan Hernawati Hufad, Ahmad Ida Fiteriani Ihat Hatimah Iip Saripah Iip Saripah, Iip Ika Rosmiati Ilham Pebrian Iman Hidayat Indra Gunawan Intan Eka Pratiwi Suwaji Irniyati Samosir Irwanto Gani Isti Khomaria Jajang Bayu Kelana Jajat S. Ardiwinata, Jajat S. Jakawali, Gifari Jamal, Mujtaba Karmila P Lamadang Khairil Azhar Khosyatullah, Zulqi Komar, Zaenal Langitasari, Indah Lia Susanti Linda Hania Fasha M. Nizan. Solahudin Mohamad Faisyal Mubarak, Muhammad Husni Mubarok Somantri Mufliva, Rosiana Muhamad Kosim Gifari Munfaati Munfaati Mustika Fitri Mustofa Kamil Mustofa Kamil Mustofa Kamil, Mustofa Nana Djumhana Nana Jumhana Nana Suryana Nazira Maghfira Nenden Rani Rinekasari Ni Made Winursiti Nor Shahila Mansor Novitasari, Nastiti Nunu Mahmud Firdaus Nurihsan, Achmad Juntika Nurmala, Neli Nursyifa, Nursyifa Nurul Hayati Nurul Saadah Agustina Ocih Setiasih Oktaviani, Devi Aulia Oong Komar Permana, Elih Sudia Pramudia, Joni Rahmat Prana Dwija Iswara Pulhehe, Nurbaya Pupun Nuryani Putri Fajriani Rahayu Laelandi Rahman Rahman Rahman Rahman, Gunawan Anggia Ratum Resti Hidayat Ria Rizkia Alvi Rifatul Mahmudah Rifky Serva Tuju Riyadi, Diva Dwi Rizka Rahayu Rohartati, Sri Rosiana Muvlifa Rosita Rosita Rosita, Neng Ayu Rosmiati, Ika Rusdiono Muryanto Rusman Rusman Rustian Akbar Gunadi Samsudin Sandi Budi Iriawan Saptaning Ruju Paminto Sarah Sahetapy Sardin Sardin Seha, Muhamad Nurul Sekar Syawalahayati Sendi Fauzi Giwangsa Setiawardani, Wawan Siswahyudianto Siti Halimah Siti Halimah Siti Maspupah Sri Ratna Ningrum Stelie D Ratumanan Suhadha, Abdul Karim Suherman, Yuyus Sukaesih Sumadisastro, Witzir Susanti, Lia Suyitno, Y Tanjung, Febryna Alawiyah Taopik Barkah Taopik Barkah Tatang Herman, Tatang Tatat Hartati Tati Ruhmawati Teguh Ibrahim Teguh Ibrahim, Teguh Tri Pebriati Tri Pebriati Tri Sundari Ujang Rahmat Ujang Rahmat Utami, Allida Triastuti Uyu Wahyudin Uyu Wahyudin Uyun, Hairul Vina Amilia Suganda M Wahyu Sopandi Wahyudin Wahyudin Wawan Hardiyanto Wawan Setiawardani Wawan Setiawardani Wawan Setiawardani Widya Puji Astuti Widyaningsih, Mia Winursiti, Ni Made Witzir Sumadisastro Wiwit Subandiyah Yadi Ruyadi Yoyoh Jubaedah YULIANI, LULU Yulinda Yulinda Yulinda yulinda Yusri Yusup Maulana Yusup Maulana Zulaiha, Aida