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All Journal Holistik: Journal For Islamic Social Sciences AWLADY Jurnal Pendidikan Anak Journal of Education Technology Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Student Journal of Educational Management Concept: Journal of Social Humanities and Education Jurnal Al Kahfi : Jurnal Pendidikan Agama Islam Cendikia Pendidikan Mandeh : Jurnal Pendidikan Islam Bibliotheca: Journal of Philosophy
Tamsik Udin
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Religion Arts Humanities Astronomy Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Philosophy of Education in Madrasah Ibtidaiyah: Ontological, Epistemological, and Axiological Analysis and Practical Implications for Teachers Umi Salamah; De Gigin Herdiana; Sofi Mutiatuzzahra; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.41

Abstract

Madrasah Ibtidaiyah plays a strategic role in shaping students’ basic personality, faith, and intellectual development. Educational philosophy functions as a conceptual foundation that determines the direction, objectives, and practices of Islamic education at the elementary level. This article aims to examine the philosophy of education in Madrasah Ibtidaiyah through ontological, epistemological, and axiological perspectives, as well as to analyze its practical implications for Madrasah Ibtidaiyah teachers. This study employs a qualitative literature review approach based on classical and contemporary Islamic educational philosophy sources. The findings reveal that Islamic educational philosophy provides a holistic framework for curriculum development, instructional methods, and Islamic character building. Practically, it requires Madrasah Ibtidaiyah teachers to act not only as instructors but also as moral guides and role models of Islamic values.
Critical Analysis of the Tools of Achieving Truth in the Philosophy of Science Nur Fatimatul Zahra; Rizqi Syahrur Ramadhan; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.43

Abstract

This paper examines the Critical Analysis of the Tools for Achieving Truth in the Philosophy of Science. The search for truth in the realm of science is not a linear journey relying on a single tool, but rather a complex and dynamic dialectical process. From the discussion that has been conducted, several main conclusions can be drawn. First, Rationalism and Empiricism are two fundamental epistemological pillars that, although seemingly contradictory, both make invaluable contributions. Second, Karl Popper's idea of ​​Falsification marks a crucial leap in our understanding of scientific truth. Third, the thoughts of post-Popper philosophers such as Thomas Kuhn and Imre Lakatos enrich and nuance the picture. Fourth, this picture is made more complete by recognizing the existence of radical perspectives and informal "tools" that often trigger progress. Fifth, and no less importantly, all these philosophical debates prove to be alive and relevant in facing the challenges of contemporary science. Modern issues such as the debate over the scientific status of Theory Ultimately, the "tools for achieving truth" are not one golden hammer, but a diverse toolbox. Solid scientific truth is built from a combination of rational imagination, solid empirical evidence, relentless falsifiable criticism, and an awareness of the paradigms that surround it.
The Concept of Science Covers Everything: A Review of the Philosophy of Science Astri Sulastri; Gita Amelia; Parmi; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.46

Abstract

Science plays a fundamental role in the development of human civilization. It is not merely understood as a collection of empirical facts, but as a systematic body of knowledge constructed through philosophical reflection. This article aims to examine the concept of science from the perspective of the philosophy of science by emphasizing ontological, epistemological, and axiological dimensions as well as shifts in scientific paradigms. This study employs a qualitative approach using library research methods. Data analysis was conducted through content analysis and conceptual synthesis of relevant literature. The findings indicate that science is a rational, systematic, and value-laden intellectual activity. This study highlights the importance of a holistic understanding of science so that scientific development remains oriented toward ethical and humanitarian values, particularly in the context of Islamic higher education.
A Study of the Philosophy of Science on Science, Knowledge, and Science in Elementary Education at SDN 3 Tlogosari Sumbermalang Ima Nurmala Sari; Lilis; Sisca Prahasti Widianingrum K.; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.49

Abstract

The philosophy of science plays a fundamental role in providing a conceptual foundation for the development of knowledge, particularly within the field of basic education. This article aims to examine the concepts of science, knowledge, and scientific knowledge from the perspective of the philosophy of science and their implementation in basic education practices at SDN 3 Tlogosari Sumbermalang. This study employs a qualitative approach, utilizing literature review and descriptive observation methods. The results indicated that an understanding of the philosophy of science helped teachers distinguish between empirical knowledge and systematic scientific knowledge, thus rendering the learning process more critical, reflective, and meaningful. The integration of the philosophy of science into basic education is essential for fostering students' scientific mindsets from an early age.
Philosophy of Science as a Foundation for Critical Thinking in Everyday Life Sarah Zakia Rahman; Ma'rifah Nurul Hikmah; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.52

Abstract

This research aims to analyze the role of the philosophy of science as a fundamental foundation in shaping critical thinking patterns relevant to the problems of everyday life. Using a qualitative research method with a literature review approach (library research), the author examines literature related to epistemology, ontology, and axiology to dissect the mechanisms of human reasoning. The results of the study conclude that the philosophy of science is not merely a theoretical academic discipline, but a practical instrument that enables individuals to validate information, avoid logical fallacies, and make decisions based on systematic logic. By understanding the pillars of science, individuals are able to maintain a constructively skeptical stance toward social phenomena and the massive flow of digital information. The significant contribution of this research lies in the integration of philosophical values into concrete actions, which ultimately enhances the quality of literacy and the intellectual sharpness of society in facing the complexities of contemporary social reality.
The Urgency of Studying Philosophy in Learning and Its Characteristics Yuhanid; Muhammad Gugun Gunawan; Tamsik Udin
Bibliotheca: Journal of Philosophy Vol. 2 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bibliotheca.v2i1.55

Abstract

Initially, philosophy was referred to as the mother of science because philosophy was able to answer questions about everything and all things, both related to the universe and humans with all the problems in human life. From this statement, there is a close relationship between education and philosophy, because philosophy tries to formulate an image of humans and society, while education tries to realize that image. The formulation of human dignity and dignity along with their society determines the goals and methods of organizing education, on the other hand education is a process of humanizing humans. The philosophy of education is a critical and fundamental answer to various basic statements about education such as what, why, where to, and how and how of the education. This research adopts a qualitative approach with a focus on literature review to explore in-depth understanding related to the topic under study. Literature review was chosen as the main method because it allows researchers to summarize, evaluate, and synthesize existing knowledge from various written sources. The data sources used in this study include textbooks, articles and scientific journals. The data collection process is carried out through a literature study which involves several stages. First, the researcher identifies library sources that are relevant to the research topic. Next, these sources are accessed through libraries, online databases, or other sources. After that, a selection is made of the most relevant and high-quality sources for further analysis. Important data and information are then extracted from the selected sources and recorded in a structured format to facilitate analysis. The data analysis technique used is content analysis, which involves a series of systematic steps. First, the collected data is summarized and focused to simplify analysis. Next, the data is presented in the form of narratives, tables, or graphs to provide a clear picture of the research findings. The validity and accuracy of the data is ensured through source or method triangulation. The data that has been analyzed is then interpreted based on the relevant theoretical framework to provide in-depth meaning. Finally, conclusions are formulated based on the results of the data analysis that has been carried out. The urgency of the philosophy of education is to foster human understanding and awareness. The philosophy of education is very much needed for the Islamic concept or view of humans as creatures towards the process of happiness, both in this world and the hereafter. The Islamic view of humans can be described through Philosophy is very much needed in education, because in practice education cannot be separated from the philosophical foundation as a source that underlies educational practice. As an educator, one must be aware of the importance of studying and understanding the philosophy of education. Because an educator who understands the philosophy of education can understand their work and know what they will do in class. The philosophy of education is not only used as a reference for exploring ideas, but also functions as a learning medium, especially about how to apply these ideas more accurately. By understanding the philosophy of education, educators will understand how to think critically and creatively about what needs to be done to develop and advance education, and be able to test and develop critical and creative ideas according to the characteristics and conditions of the social context of students. The philosophy of education is very much needed for the Islamic concept or view of humans as creatures towards the process of happiness, both in this world and the hereafter. Philosophical thinking has special characteristics or features. Various books explain the characteristics of philosophical thinking with various characteristics of philosophy formulated into four kinds of properties explained as follows: first, skepticism which is meant in philosophy is in the first form, namely graduation. In relation to religion, the existence of truth is not doubted, what is doubted is the ability to obtain that truth. Second, communalism is the result of philosophical thought is the property of the general public. Third, Desintrestedness is that the philosopher is not in the status of defending, but explaining and changing it to an ideal condition. Fourth, Universalism means comprehensive, namely philosophizing is the right of all mankind in general. The difference with communalism is in the content. If communalism implies that the content/results of philosophical findings become the property of all human beings anytime and anywhere. Meanwhile, universalism speaks in terms of rights, namely that all humans have the right to conduct philosophical studies.
Co-Authors Ahmad Ro’i Alfaza Astri Sulastri Atikah Syamsi De Gigin Herdiana Eka Adnan Agung Fitriyah Fitriyah Ganda Agustina Hartati Simbolon Gita Amelia Ida Bagus Benny Surya Adi Pramana Ima Nurmala Sari Indah Suryani Juliwis Kardi Kisno Lilis Ma'rifah Nurul Hikmah Muhammad Diaul Fikri Muhammad Gugun Gunawan Muhammad Ridho Anwarul Sidik Nabil Akbar Tashawwufy Naufali Farhanillah Nur Fatimatul Zahra Nur Wakhdatun Maolla Nurlaeli Mahmudah Nurullayali Azzahro Parmi Rizqi Syahrur Ramadhan Runi Fazalani Sarah Zakia Rahman Sisca Prahasti Widianingrum K. Sofi Mutiatuzzahra Syofrianisda, Syofrianisda Toheri Umi Salamah Winarso D. Widodo Yudi Supiyanto Yuhanid