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All Journal Jurnal Imajinasi Indonesian Journal of Educational Studies Jurnal Nalar Pendidikan Jurnal Psikologi Pendidikan dan Konseling Journal of Educational Science and Technology Jurnal Pendidikan Bahasa Indonesia Jurnal Ilmiah Peuradeun Islamic Counseling : Jurnal Bimbingan dan Konseling Islam Indonesian Journal of Educational Counseling TUNAS BANGSA MATAPPA: Jurnal Pengabdian Kepada Masyarakat RISTEKDIK : Jurnal Bimbingan dan Konseling Indonesian Journal of Learning Education and Counseling JURNAL PENDIDIKAN TAMBUSAI Journal on Education JURKAM: Jurnal Konseling Andi Matappa JP-BSI (Jurnal Pendidikan Bahasa dan Sastra Indonesia) QUANTA Jurnal Review Pendidikan dan Pengajaran (JRPP) KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Pemikiran Pendidikan PENGABDI: Jurnal Hasil Pengabdian Masyarakat EduLine: Journal of Education and Learning Innovation Jurnal Multidisiplin Madani (MUDIMA) Jurnal Psikologi Pendidikan dan Konseling Seminar Nasional Pengabdian Kepada Masyarakat INOVASI: Jurnal Hasil Pengabdian Masyarakat Jurnal Bimbingan dan Konseling Pandohop Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Seminar Nasional Hasil Penelitian LP2M UNM Indonesian Journal of School Counseling: Theory, Application, and Development International Journal of Multicultural Counseling and Development Guidance: Jurnal Bimbingan dan Konseling J-CEKI
Sinring, Abdullah
Bimbingan Konseling, Universitas Negeri Makassar, Indonesia
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Journal : Didaktika: Jurnal Pemikiran Pendidikan

 1 
Philosophy of Education in the Digital Age: The Balance between Technology and Humanism Dwi Pita Reski; Syamsu A Kamaruddin; Abdullah Sinring
DIDAKTIKA Vol 30 No 2 (2024): Volume 30 Nomor 2 September 2024
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v30i2.9065

Abstract

This research aims to explore the integration of educational philosophy in the context of the digital age to achieve a balance between the utilisation of technology and humanistic values, focusing on the influence of technology on educational practices and students' learning experiences. Through data collection that included interviews with educators, surveys of students' perceptions of technology in learning, and analyses of educational policies, it was found that while technology can improve access to information and interactivity, there is a risk of neglecting essential humanistic values in education. Results show that a balanced approach between technology and humanism not only increases student motivation and engagement, but also strengthens interpersonal relationships in the teaching and learning process. The findings have deep significance in the context of education, where the application of technology must be accompanied by the cultivation of strong moral and social values. The implications of this study point to the importance of developing holistic educational policies, which not only facilitate technology integration, but also support students' character growth and empathy in acquiring knowledge. As such, this research contributes to the endeavour of creating a more humanised educational environment in the growing digital age, and serves as a reference for educators and policy makers to formulate effective strategies in facing today's educational challenges.
Project-Based Learning in the Perspective and Approach of Progressive Education Philosophy Lutfi Lutfi; Abdullah Sinring; Syamsu Kamaruddin
DIDAKTIKA Vol 30 No 2 (2024): Volume 30 Nomor 2 September 2024
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v30i2.9002

Abstract

This research aims to analyse the implementation of project-based learning in the context and approach of progressive education philosophy with a focus on the challenges and opportunities faced by educators in implementing this learning model in the classroom. Through literature review and analysis, it was found that although project-based learning provides an opportunity to increase student engagement and develop critical thinking skills, there are a number of challenges such as lack of professional support, time constraints and lack of adequate resources. The findings suggest that the fit between learning strategies and objectives is crucial to ensure the effectiveness of this learning model. The significance of the results of this study lies in its contribution to the understanding of the role of project-based learning in progressive education, as well as how its application can improve the quality of learning in a wider context. The implications of this study suggest the need for better training for educators as well as stronger institutional support to optimise the use of this learning model, in the hope that it can positively influence the development of student competencies and encourage innovation in educational practices.
Harmonization of Science and Ethics in Creating Learning Oriented Towards the Improvement of Student Character Andi Yuyung; Syamsu Kamaruddin; Abdullah Sinring; Lutfi Lutfi
DIDAKTIKA Vol 30 No 2 (2024): Volume 30 Nomor 2 September 2024
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v30i2.9007

Abstract

This research aims to explore how the harmonization between science and ethics can be applied in the learning process to enhance students' character, with a focus on the challenges faced in integrating both aspects. Through a qualitative approach using the literature review method, this research identifies effective practices that support character-oriented learning. The findings show that the integrative application of science and ethics in learning not only enhances students' academic mastery but also strengthens their moral and social values. The significance of these findings for the development of holistic education, which not only pursues cognitive intelligence but also the formation of strong character, thereby creating a more responsible and ethical generation. Furthermore, the implications of this study emphasize the need for reforms in the education system that integrate ethical and scientific aspects, which are expected to improve the quality of education and prepare students to face global challenges.
Humanistic Learning Approach in Internalizing Students' Character in Elementary Schools Nour Ariyanti Amir; Syamsu Kamaruddin; Abdullah Sinring; Lutfi Lutfi
DIDAKTIKA Vol 30 No 2 (2024): Volume 30 Nomor 2 September 2024
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v30i2.9012

Abstract

Humanistic learning is an approach that emphasizes the importance of individual student experiences and moral values in the learning process. Therefore, this research aims to identify the effectiveness of the humanistic learning approach in internalizing students' character in elementary schools, with a focus on the impact of teaching methods on the development of students' attitudes and character behaviors. In elementary education, character internalization is crucial for building a foundation of positive attitudes and behaviors. The results of this approach indicate that students engaged in humanistic learning tend to show improvements in character aspects, such as honesty, discipline, and a positive attitude towards school. Additionally, they are also better able to face social challenges in their environment. By internalizing good character, it is hoped that students will not only become high-achieving individuals but also be able to contribute positively to society and their surroundings. This research highlights the need for the integration of a humanistic approach in the education curriculum, in order to optimize the formation of strong character among the younger generation, as well as to encourage best practices in education that are oriented towards the holistic development of children.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Saman Abdullah Pandang Abriadi Muhara Agrianur Rahman Akhmad Harum, Akhmad Alamsyah, Muh Nur Amiruddin Amiruddin Amirullah, M. Andi Dewi Riang Tati Dewi Andi Yuyung Ansari Ansari Anshari Anshari Anugerah, Muh. Fahmi Arliady Aswar Aswar Aswidy Wijaya Cipta Aulia Baina Zahra Aulia Evawani Nurdin Bahri bahri Bahri, Bahri Buhcori, Sahril Bundu Patta Bustan Bustan, Bustan Debbyanty Debbyanty Dewi, Andi Dewi Riang Tati Dian Rezki Amelia Firdaus Dwi Pita Reski Fadhlillah, Akbar Naim fadillah fasha Fakhri Yacob Farida Aryani Farida Aryani Farida Aryani Fatimah Azzahra Ayu Febriani Firdawati, Andi Fitri, Mutia Fitri, Qowiyyan Fitriana Fitriana Gunawan, Andi Syahrul Harry Bandaso Hasnawati Hasnawati Hayat, Muhammad Yusran Herlina Herlina Husain Syam Indarti, Nurhafidzah Irwandi Setiawan Jalil Jusman Jusman Kamaruddin, Syamsu Kamaruddin, Syamsu A Kamsani, Siti Rozaina Khaerul Mahfud Latif, Suciani Latri, Latri Lutfi Lutfi Maslina, Maslina Muh. Fatur Rahman Muh. Maaris Mubar Muhammad Anas Muhammad Anas Muhammad Hasim Muhammad Ibrahim Muhammad Ibrahim Muhammad Idris Muhammad Ilham Bakhtiar Muhammad Rais Niswati, Hajra Nour Ariyanti Amir Nur Afriany Syarifuddin Nur Indah Sari Nur Wahyuni Nur, Latifa Nuraida Nuraida Nurfahmidiniya S Nurfitri, Andi Nurkiama, Rezki Pasedan, Fausia Tiku Priska Efriani Luansi Ero Purwaka Hadi Purwaka Hadi Purwaka Hadi Qarimah, Inayah Ridhayanti Rahmawati Patta, Rahmawati Ratnawati Ratnawati Rerung, Selpi Rizal, A. Safitri, Nelli Sahril Buchori Sahril Buchori, Sahril Samad, Sulaiman Sandra Sukmaning Adji Setiawan, Irwandi Sinta Nurul Oktaviana Kasim Sinta Nurul Oktaviana Kasim Suciani Latif Suciani Latif Sudirman Sudirman Syahril, M. Fiqri Syamsu A Kamaruddin Tahir, Ahriyani Tokii, Adila Stevina Triyanto Pristiwaluyo Umar, Nur Fadhilah Wahid, Wahyu Kurniati Wildawati Wildawati Zaidin, M. Arifin Zaidin, M.Arifin Zulfikri Zulfikri, Zulfikri