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All Journal Jurnal Pendidikan Indonesia Jurnal Pendidikan dan Pembelajaran IPA Indonesia Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Penelitian Pendidikan IPA (JPPIPA) JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala EDUKATIF : JURNAL ILMU PENDIDIKAN Kappa Journal Jurnal Ilmiah Profesi Pendidikan Indo-MathEdu Intellectuals Journal Al-MIKRAJ: Jurnal studi Islam dan Humaniora Reflection Journal Gudang Jurnal Multidisiplin Ilmu Al-Munawwarah Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Wayan Suastra
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MODEL PEMBELAJARAN FISIKA UNTUK MENGEMBANGKAN KREATIVITAS BERPIKIR DAN KARAKTER BANGSA BERBASIS KEARIFAN LOKAL BALI Suastra, Wayan
Jurnal Pendidikan Indonesia Vol 2 No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.922 KB) | DOI: 10.23887/jpi-undiksha.v2i2.2166

Abstract

Penelitian ini merupakan analisis kebutuhan untuk menghasilkan model pembelajaran fisika yang adaptable dan efektif bagi pengembangan kreativitas berpikir dan karakter bangsa yang berbasis kearifan  lokal Bali. Subjek penelitian ini guru-guru fisika SMA yang telah berpengalaman minimal 10 tahun mengajar fisika di  SMA Negeri dan Swasta di Singaraja Bali yang berjumlah 12 orang.  Alat pengumpul data berupa kuesioner, pedoman observasi, dan wawancara. Teknik analisis data yang dipakai adalah analisis deskriptif-kualitatif. Hasil penelitian menunjukkan sebagai berikut. 1) Terdapat empat aspek berpikir kreatif yang dapat dikembangkan dalam pembelajaran fisika SMA yaitu berpikir lancar (6 indikator), berpikir luwes (6 indikator), berpikir orisinil (7 indikator), dan berpikir elaboratif (5 indikator). 2) Terdapat 18 karakter bangsa yang berbasis kearifan lokal yang dapat dikembangkan dalam pembelajaran fisika SMA yang meliputi: religius (tri hita karana), berbuat jujur dan berkata benar (satyam), toleransi (tat twam asi), disiplin, tanggung jawab (sesana), kreatif, mandiri, rasa ingin tahu, cinta tanah air, menghargai prestasi, bersahabat, cinta damai (santhi), gemar membaca, refleksi diri (mulat sarira), peduli dan bersahabat, jengah, tidak sombong, suka bekerja keras dan dermawan). 3) Tahapan pembelajaran meliputi: (1) eksplorasi, (2) pemusatan, (3) inkuiri/penyelidikan, (4) elaborasi, dan (5) konfirmasi.
Analyzing the Dominant Role of Philosophy in Education: A Systematic Literature Review on Curriculum and Pedagogical Innovations Ahzan, Sukainil; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2372

Abstract

Educational philosophy plays a dominant role in shaping educational theory and practice by providing an epistemic and ethical foundation. This study examines recent literature (2023-2024) to analyze how philosophical concepts, such as Kuhn’s paradigm shifts and culturally rooted approaches like Ubuntu and Ujamaa, influence curriculum design and teaching methods. Using the PRISMA systematic review method, this research identifies 35 relevant documents and conducts an in-depth analysis of 13 journal articles discussing the role of philosophy in education. The findings indicate that philosophy contributes to enhancing critical literacy, epistemic decolonization, and strengthening inclusive educational strategies. This study also highlights the challenges in applying philosophical principles in global education systems, which are still predominantly influenced by Western-based curricula. Through a comprehensive literature review, this research asserts that educational philosophy is not only of academic value but also has practical implications for improving the relevance and quality of education. Therefore, integrating philosophical thought into education can serve as an innovative solution for creating a more inclusive, reflective, and contextual learning system.
Perspektif Filsafat Pendidikan: Tantangan Implementasi Profil Pelajar Pancasila di Sekolah Subayil, Imam; Suastra, Wayan; Walad, Muzakkir; Nasri, Ulyan
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 16 No. 1 (2024): Maret
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/munawwarah.v16i1.273

Abstract

Education in Pancasila in Indonesia aims to shape the character of students in accordance with the values of Pancasila. The Pancasila Student Profile in schools is an initiative to measure the implementation of these values. The challenges of implementing the Pancasila student profile in schools are the focus of this qualitative research, involving literature reviews, participatory observations, and interviews. Data was collected through literature reviews, participatory observations, and in-depth interviews with teachers, students, and school staff. Thematic analysis revealed several challenges, including conceptual understanding constraints, resistance from students and teachers, and school policies that are not fully supportive. This research contributes to understanding the constraints and challenges of implementing the Pancasila Student Profile, with implications for formulating more effective education policies. The recommendations support the implementation of Pancasila values in primary and secondary education.
Dialog Antara Filsafat Pendidikan Barat Dan Nilai Budaya Timur Dalam Pembentukan Karakter Siswa Hasbi; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
AL-MIKRAJ Jurnal Studi Islam dan Humaniora (E-ISSN 2745-4584) Vol. 5 No. 01 (2024): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v5i01.6333

Abstract

This article discusses the interaction between Western educational philosophy and Eastern cultural values ​​in the context of character building for students. By identifying key elements from both educational traditions, this study aims to find common ground that can enrich the educational process in Indonesia. Library methods are used in this study to review the literature from Western educational philosophy and Eastern cultural values ​​to shape the character of students in Indonesia. This study identifies the main principles of both approaches, such as individualism and freedom from the West, and collectivism and social responsibility from the East, and analyzes their potential to complement each other. The result is a theoretical framework that combines both values, creating a holistic character education for students in Indonesia. The result of this work is that the integration of Western educational philosophy with Eastern cultural values ​​in Indonesia is important to form a generation with character and competence. Western philosophy emphasizes the development of individualism and critical thinking, while Eastern values ​​emphasize collectivism and social responsibility. Character education that includes morality and emotional intelligence helps students have integrity, empathy, and social harmony. This holistic educational approach prepares students for academic success while having a strong personality. Policy support and training for educators are needed to teach these values ​​effectively and relevantly.
Pengembangan Lembar Kerja Peserta Didik (LKPD) IPA Berbasis Nilai Karakter Alwi, Mijhamuddin; Suastra, Wayan; Ariana, Ida Bagus
Kappa Journal Vol 7 No 2 (2023): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/kpj.v7i2.13001

Abstract

This study aims at developing teaching materials for Student Worksheets (LKPD) Based on Character Values for fifth graders of SDN 1 Darmasari in the Academic Year 2022/2023. This research is development research with a 4D development model in stages which is simplified into 3 stages, namely, defining, designing, and developing. This research was conducted in the fifth grade of elementary school with 32 students. This development instrument uses validation sheets, and student response questionnaires. The results of the validation of material and language experts with a total score of 58 which are included in the score range of X> 50 in the "very good" category. Meanwhile, the display expert gets a score of 29 which is included in the range X> 25 with the "very good" category. And the results of the student response questionnaire on the effectiveness of the use of teaching materials (LKPD) developed got an average score of 68, which is included in the score range X> 63 with the "very good" category. So, it can be concluded that the development of teaching materials (LKPD) based on character values in science subject in fifth grade of SDN 1 Darmasari is very good and effective for use by students in the learning process.
Multiple Scaffolding STEAM Project-Based Learning Model In Science Learning Yanti, Ni Luh Ida Mareta; Redhana, Wayan; Suastra, Wayan
Jurnal Penelitian Pendidikan IPA Vol 9 No 8 (2023): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i8.4470

Abstract

Higher order thinking skills (HOTs) are skills needed to face the 21st century. This research aims to (1) analyze simultaneously the differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) analyze the differences in learning outcomes of students who learning using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) analyzing differences in critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) analyzing differences in achievement motivation students who learn to use the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning. This research is a quantitative research with nonequivalent pretest-posttest control group design. The sampling technique used was cluster random sampling with the sample size consisting of 159 students in classes VII A, VII B, VII D, and VII F at SMP Negeri 5 Denpasar. The research instruments used were learning achievement tests, critical thinking skills tests and achievement motivation questionnaires. Data analysis used Multivariate Analysis of Covariance (MANCOVA). Hypothesis testing is carried out using a significance level of 5%, hypothesis testing is carried out after assumption testing (normality test, variance homogeneity test, variance covariance homogeneity test, linearity test, multicollinearity test, regression line slope homogeneity test). Based on the data analysis, the research results show that (1) there are simultaneous differences in learning outcomes, critical thinking skills, and achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (2) there are differences in the learning outcomes of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (3) there are differences in the critical thinking skills of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning, (4) differences in the achievement motivation of students who learn using the PjBL-STEAM model assisted by multiple scaffolding and the PjBL model in science learning
Filsafat dalam Pemecahan Masalah Pendidikan Ajito, Timoteus; Atmaja, Ananta Wikrama Tungga; Suastra, Wayan; Tika, I Nyoman
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2190

Abstract

Philosophy and education have a very close relationship where education and philosophy cannot be separated from each other because both are interdependent. Education without a philosophical foundation is just a concept without providing practical impact through education. Thus, this symbiotic relationship is very important to develop a comprehensive, meaningful, and impactful education system. Therefore, the importance of integration between education and philosophy. To ensure that educational efforts and educational processes run effectively, a philosophical and scientific foundation is needed as a principle and normative guideline for implementing training. This paper aims to describe the philosophical view in solving educational problems. This research method uses a literature review by collecting literature from various sources related to the philosophical view of education. The data analysis technique used is narrative analysis. The study results show that, for education to run effectively, an intellectual and scientific foundation is needed as a principle and normative guideline for implementing training. This means that, overall, an understanding of the philosophy of education is crucial for an educator. It helps them understand the goals of education, choose the right teaching methods, and understand their roles and responsibilities as quality educators
The Philosophy of Multiculturalism: An Epistemological and Ethical Framework for Creating a Culture of Peace in Schools Kerihi, Eka Citra Gayatri; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9950

Abstract

The phenomenon of intolerance and violence in the school environment is a problem that has continued to escalate in recent years. The minimal understanding of multiculturalism and the weak internalization of values of diversity make social interaction in schools vulnerable to conflict, prejudice, discrimination, and dehumanization. This article aims to philosophically examine the concept of multiculturalism as a basis for strengthening character education and a culture of peace in schools. By utilizing a literature review research method, this study integrates philosophical ideas of multiculturalism from contemporary literature, studies on inclusive education, and multicultural-nuanced learning models. This article finds that the philosophy of multiculturalism offers a relevant ethical and epistemological framework for modern education, especially in supporting harmonious student relationships, conflict management, and the strengthening of tolerance values. The discussion focuses on three main aspects: 1). The philosophical understanding of multiculturalism which serves as a conceptual basis for the construction of diversity awareness; 2). Its application in the educational environment, including curriculum, school culture, and educational leadership practices; and 3). Multicultural learning methods that allow for the more concrete internalization of values through dialogue, collaboration, and critical reflection. The research results affirm that educational institutions have a central role in instilling multicultural awareness from an early age, thereby being able to prevent acts of intolerance and violence. This article contributes to the development of the philosophy of education discourse by offering a comprehensive approach that can be used as a reference in designing inclusive, humanist, and socially just policies and learning practices.
The Philosophy of Multicultural Education as a Foundation for Strengthening the Literacy and Identity of Banda Neira Children Yuliati, Ni Komang Dwi Eka; Tika, I Nyoman; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9893

Abstract

Banda Neira has a central role in the birth of Indonesia as a country with the motto of Bhineka Tunggal ika. Banda Neira is often positioned as the "zero point" of colonialism as well as a laboratory of Indonesian multiculturalism. With a history of genocide, forced migration, and complex new identity formation, on the other hand Banda shows how to validate trauma while celebrating resilience and hope. In the context of multicultural education, in Banda Neira we can learn about diversity but also respects unity. Glorifying the heritage of history, as well as moving forward in a coherent education according to the uncertain demands of global education. In this context, early grade reading literacy can be used as a crucial space to reconstruct historical memory, manage trauma, resilience, and foster pride in the identity of Banda children who live in a plural reality. This paper examines multicultural education in Banda Neira from the perspective of educational philosophy, especially the ideas of Dewey, Piaget, Vygotsky, Bandura, and Freire, and relates it to the practice of early grade reading literacy and the gap between conceptual- ideals and realities in the field. In particular, the analysis is directed at the phenomenon of Banda children who are familiar with the tagline "don't die before going to Banda Neira", but do not necessarily internalize the philosophical and historical meaning behind the pride. With a qualitative-reflective approach based on literature review, this article shows that Freire's dialogical and critical multicultural education, starting with early grade reading literacy, has the potential to transform popular slogans into historical awareness, resilient collective identities, and liberating pedagogical praxis.
A Critical Analysis of Humanism Philosophy in Education Policy in the Vuca Era Laksmi, Putu Putri Dena; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 1 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i1.9968

Abstract

The demand for humanistic policies in the VUCA era has exposed many stakeholders to serious threats, particularly within the education sector. Rapid changes, biased information, policy uncertainty, and complex problem-solving workflows pose distinct challenges for educational policymakers. This study aims to analyze existing educational policies through the lens of humanistic philosophy. By identifying the gap between policy and practice, this research offers recommendations for improvement. This is crucial to ensure that educational policies remain relevant to contemporary societal needs. This study employs a qualitative approach utilizing a literature review. The collected data is analyzed to identify discrepancies between policy and practice. The analysis of educational policies through a humanistic lens highlights the importance of aligning policies with the needs of a more critical and adaptive society in the current era. By identifying the gap between policy and practice, this research provides recommendations to assist in creating a better and more responsive education system. This study recommends that educational policies become more inclusive and responsive to societal needs. This includes involving the community in decision-making processes and adapting the curriculum to reflect humanistic values.
Co-Authors Ahzan, Sukainil Ajito, Timoteus Alwi, Mijhamuddin Ananta Wikrama Tungga Atmaja Ari Agustini Ariana, Ida Bagus Arwan Arwan Dr. I Nyoman Tika,M.Si . Eka C.G. Kerihi Fauzi, Azra Hasbi Heni Kumalasari I Nyoman Sujana I Wayan Sadia Indahwati, Christine Iwan Abdy Kasanah, Uswantun Ketut Suarni Ketut Suma Laksmi, Putu Putri Dena Manap, Abdul Mega Nilayanti Misrun Mauke Muzakir Paramita, Shanti Redhana, Wayan Sanjaya, Fifi Suandayani, Dewa Ayu subayil, imam Walad, Muzakkir Wimbawati, PK Ary Yanti, Ni Luh Ida Mareta Yasa, I Wayan Dresti Yuliati, Ni Komang Dwi Eka