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All Journal Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa Journal of Social Humanities and Education: Scripta Humanika
Mutiara Citra Amalia
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Filsafat Pendidikan sebagai Konsep Pengembangan Kurikulum Pendidikan di SD 1 Panggarangan Mutiara Citra Amalia; Desty Endrawati Subroto; Intan Nurmaliya; Risti Fauziah; Putri Robiatul Aliyah
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 2 No. 3 (2025): Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v2i3.1878

Abstract

This study examines the role of philosophy in curriculum development at SD 1 Panggarangan. Philosophy of education, as a philosophical foundation, provides a strong framework for designing relevant and meaningful learning for students. This study aims to understand how the principles of educational philosophy, such as perennialism, essentialism, and progressivism, influence curriculum design at SD 1 Panggarangan. Using a descriptive qualitative method, this study gathers data via literature reviews and interviews to explain the research findings. The results show the philosophy of education plays an important role in determining the objectives, content, methods, and evaluation of the curriculum at SD 1 Panggarangan.
Pola Umum Bimbingan dan Konseling Perkembangan Berbasis Kelas bagi Mahasiswa PGSD Resti, Resti; Titi Sunarti; Zahra Fadla Amalia; Mutiara Citra Amalia; Faidah, Faidah
Jurnal Sosial Humaniora dan Pendidikan Vol 1 No 3 (2026): February: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/pn55c391

Abstract

Classroom-based developmental guidance and counseling has emerged as a strategic approach in elementary education, as students’ developmental support needs to be integrally embedded within daily instructional practices. Classroom teachers play a central role as facilitators of students’ academic, social, and emotional development; however, preservice elementary school teachers (PGSD students) often encounter limitations in their conceptual understanding and contextual application of guidance and counseling practices. This study aims to formulate a conceptual, integrative, and contextually relevant model of classroom-based developmental guidance and counseling to strengthen the professional competencies of PGSD students. The study employs a systematic comparative literature review with a qualitative-descriptive approach. Data were collected through a comprehensive review of scholarly literature retrieved from Google Scholar, ERIC, and SINTA databases, selected based on inclusion criteria encompassing the last ten years of publication, substantive relevance, and source credibility. Data analysis was conducted using thematic and comparative techniques to synthesize key concepts, principles, and models of developmental guidance and counseling. The findings indicate that a structured and preventive classroom-based developmental guidance and counseling model significantly enhances pedagogical competence, basic counseling skills, work readiness, and the development of professional and reflective dispositions among PGSD students in supporting the holistic development of learners.  
Co-Authors Desty Endrawati Subroto Faidah, Faidah Intan Nurmaliya Putri Robiatul Aliyah Resti Resti Risti Fauziah Titi Sunarti Zahra Fadla Amalia