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Nandai Boteba dan Tabligh Musibah: Komparasi Upacara Kematian Tradisional Masyarakat Serawai dan Kematian Warga Muhammadiyah Bengkulu Hardiansyah Hardiansyah; Rasman Rasman; Susiyanto Susiyanto
JIA (Jurnal Ilmu Agama) Vol 24 No 2 (2023): Jurnal Ilmu Agama : Mengkaji Doktrin, Pemikiran, dan Fenomena Agama
Publisher : Fakultas Ushuluddin dan Pemikiran Islam Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jia.v24i2.19461

Penelitian ini mengkaji komparasi antara upacara kematian tradisional masyarakat suku Serawai dan upacara kematian golongan warga Muhammadiyah. Urgensi kajian ini berkaitan dengan Muhamma-diyah yang lekat dengan ciri kemodernan. Cara beragama Muhammadiyah yang mengusung jargon anti takhayul, Bid’ah dan Khurafat (TBC) dinilai kering dan sangat sederhana dibandingkan dengan kaum tradisionalis. Namun pada kenyataanya, warga Muhamadiyah sendiri membentuk sebuah budaya dalam malam kematian dengan sebuah acara yang dinamakan Tabligh Musibah, di mana penyelenggaraan acara ini memiliki kesamaan tujuan dengan upacara tradisional masyrakat serawai. Alih-alih mengirim doa untuk orang yang sudah mati sebagaimana tradisi tradisionalis Islam, kedua acara ini justru berfokus menghibur keluarga yang ditinggalkan serta berisi nasehat bagi para hadirin. Dengan menggunakan jenis penelitian adalah studi pustaka berkaitan dengan catatan atau arsip tentang Nandai Boteba dan studi lapangan dengan melakukan wawancara terkait dengan Tabligh Musibah, hasil penelitian menunjukkan bahwa terdapat perbedaan dan persamaan antara upacara tardisional kematian suku Serawai baik berkaitan dengan ritual maupun rangkaian acara. Selain itu, Nandai Boteba dan Tabligh Musibah memiliki kemiripan di mana tujuannya adalah menghibur keluarga yang ditinggalkan.

Philosophy of Education: A Theoretical Study of Concepts, Schools, and Their Influence in Educational Science: Filsafat Pendidikan: Kajian Teoritis tentang Konsep, Aliran, dan Pengaruhnya dalam Ilmu Pendidikan Asmi Astuti; Farika Istiana; Wedi Iswandi; Afriend Yudisman; Linna Marleni; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.305

Philosophy of education is a branch of philosophy that reflects the nature, goals, and methods of education in understanding the basic principles that shape the education system. This study includes various theories in epistemology, ethics, and ontology that play a role in formulating policies, curricula, pedagogical practices, and effective teaching methods. Education aims to develop the intellectual, emotional, social, and spiritual potential of individuals through a lifelong learning process. With a library research approach, this article discusses the relationship between philosophy of education and educational science, branches of philosophy, and the influence of philosophical schools on the development of the education system. Understanding the philosophy of education is very important for educators and policy makers in creating a better education system. In addition, the philosophy of education contributes to building a humanistic education system that focuses on the development of the intellect, morality, and character of students for the advancement of society.

Perspektif Filsafat Progresivisme Dalam Kurikulum Merdeka Dharmawati Ambarita; Jeli Dahliah; Yoni Edwar; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.313

Artikel ini mendeskripsikan keterkaitan filsafat progresivisme dengan Kurikulum Merdeka. Progresivisme menekankan pendidikan yang berpusat pada peserta didik, memperhatikan perbedaan individu, serta mengutamakan pengalaman belajar yang variatif. Kurikulum Merdeka selaras dengan progresivisme karena berfokus pada fleksibilitas, pembelajaran berbasis proyek, serta pendekatan yang disesuaikan dengan kebutuhan siswa. Melalui penelitian kepustakaan (library research), ditemukan bahwa kurikulum ini memberikan keleluasaan bagi guru dalam mengembangkan materi yang relevan dan bermakna guna membekali siswa menghadapi perubahan global. Penguatan karakter dalam Kurikulum Merdeka juga sejalan dengan tujuan pendidikan nasional. Dengan demikian, Kurikulum Merdeka memiliki kesamaan karakteristik dengan filsafat progresivisme dalam hal esensialitas materi, pembelajaran berbasis proyek, pendekatan berdiferensiasi, dan fleksibilitas.

Ki Hadjar Dewantara and the Philosophy of Education Diyoba Azhar Fuadi; Gusti Yuniarti; Nelian Nelesti; Septen Heri; Jon Carnolis; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.324

Education has a major role in building a strong country and producing talented citizens. However, the Indonesian education system still places too much emphasis on academic aspects rather than character and moral development. Ki Hadjar Dewantara's ideas, which emphasize building national character, remain relevant in this era of globalization. This research uses a literature study method by analyzing various literature related to Ki Hadjar Dewantara's thoughts, educational philosophy, and current educational challenges. Data was obtained from books, journals and Ki Hadjar Dewantara's writings which document his views on education and culture. The research results show that Ki Hadjar Dewantara's educational concept is based on the principle "Ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani" which emphasizes the importance of example, motivation and guidance in education. Apart from that, his thinking is also related to various schools of educational philosophy, such as essentialism, existentialism, progressivism and perennialism. In conclusion, Ki Hadjar Dewantara's thoughts provide a strong philosophical foundation for the Indonesian education system in facing changing times. The integration of national values, culture and morality in education can be a solution to create a generation that is intelligent, has character and has a high sense of social responsibility.

Philosophy of Education: A Theoretical Study of Concepts, Schools, and Their Influence in Educational Science: Filsafat Pendidikan: Kajian Teoritis tentang Konsep, Aliran, dan Pengaruhnya dalam Ilmu Pendidikan Asmi Astuti; Farika Istiana; Wedi Iswandi; Afriend Yudisman; Linna Marleni; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.305

Philosophy of education is a branch of philosophy that reflects the nature, goals, and methods of education in understanding the basic principles that shape the education system. This study includes various theories in epistemology, ethics, and ontology that play a role in formulating policies, curricula, pedagogical practices, and effective teaching methods. Education aims to develop the intellectual, emotional, social, and spiritual potential of individuals through a lifelong learning process. With a library research approach, this article discusses the relationship between philosophy of education and educational science, branches of philosophy, and the influence of philosophical schools on the development of the education system. Understanding the philosophy of education is very important for educators and policy makers in creating a better education system. In addition, the philosophy of education contributes to building a humanistic education system that focuses on the development of the intellect, morality, and character of students for the advancement of society.

Perspektif Filsafat Progresivisme Dalam Kurikulum Merdeka Dharmawati Ambarita; Jeli Dahliah; Yoni Edwar; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.313

Artikel ini mendeskripsikan keterkaitan filsafat progresivisme dengan Kurikulum Merdeka. Progresivisme menekankan pendidikan yang berpusat pada peserta didik, memperhatikan perbedaan individu, serta mengutamakan pengalaman belajar yang variatif. Kurikulum Merdeka selaras dengan progresivisme karena berfokus pada fleksibilitas, pembelajaran berbasis proyek, serta pendekatan yang disesuaikan dengan kebutuhan siswa. Melalui penelitian kepustakaan (library research), ditemukan bahwa kurikulum ini memberikan keleluasaan bagi guru dalam mengembangkan materi yang relevan dan bermakna guna membekali siswa menghadapi perubahan global. Penguatan karakter dalam Kurikulum Merdeka juga sejalan dengan tujuan pendidikan nasional. Dengan demikian, Kurikulum Merdeka memiliki kesamaan karakteristik dengan filsafat progresivisme dalam hal esensialitas materi, pembelajaran berbasis proyek, pendekatan berdiferensiasi, dan fleksibilitas.

Ki Hadjar Dewantara and the Philosophy of Education Diyoba Azhar Fuadi; Gusti Yuniarti; Nelian Nelesti; Septen Heri; Jon Carnolis; Merri Sri Hartati; Susiyanto Susiyanto
Indonesian Journal of Innovation Multidisipliner Research Vol. 3 No. 1 (2025): Januari - Maret
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v3i1.324

Education has a major role in building a strong country and producing talented citizens. However, the Indonesian education system still places too much emphasis on academic aspects rather than character and moral development. Ki Hadjar Dewantara's ideas, which emphasize building national character, remain relevant in this era of globalization. This research uses a literature study method by analyzing various literature related to Ki Hadjar Dewantara's thoughts, educational philosophy, and current educational challenges. Data was obtained from books, journals and Ki Hadjar Dewantara's writings which document his views on education and culture. The research results show that Ki Hadjar Dewantara's educational concept is based on the principle "Ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani" which emphasizes the importance of example, motivation and guidance in education. Apart from that, his thinking is also related to various schools of educational philosophy, such as essentialism, existentialism, progressivism and perennialism. In conclusion, Ki Hadjar Dewantara's thoughts provide a strong philosophical foundation for the Indonesian education system in facing changing times. The integration of national values, culture and morality in education can be a solution to create a generation that is intelligent, has character and has a high sense of social responsibility.

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