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All Journal FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Yosef
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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KESADARAN DIRI PESERTA DIDIK TERHADAP PERUNDUNGAN BERLATAR BUDAYA DI SMA DAN MA Yosef; Delvina Faulin
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 8 No. 4 (2025): Vol 8, No 4 Juli 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v8i4.27672

Abstract

This study aims to determine the differences in the level of self-awareness of cultural bullying between high school and MA students based on school type and gender. The research approach used was comparative quantitative, with a sample size of 340 students selected through simple random sampling technique from a population of 2,989 students. The sample consisted of 127 students of SMA Negeri 1 Belitang, 85 students of SMA Negeri 1 Buay Madang, and 128 students of MAN 1 OKU Timur. The categorization results showed that 125 students (37%) were in the medium category, 85 students (25%) in the low category, 83 students (24%) in the high category, 24 students (7%) very high, and 23 students (7%) very low. The results of ANOVA and Independent Samples t-test showed that there was no significant difference between SMA and MA students (p = 0.276 > 0.05), nor by gender (p = 0.784 > 0.05). Thus, school type and gender do not have a significant influence on the level of self-awareness in dealing with cultural bullying.
Filsafat Ilmu sebagai Fondasi Pengembangan Penelitian Pendidikan: Kajian Literatur: Penelitian Hendriyadi; Rahmi Susanti; Yosef; Umi Chotimah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3887

Abstract

This study aims to examine the role of philosophy of science as a foundation in the development of educational research through a literature review approach. Departing from the need to strengthen the epistemological, ontological, and axiological foundations in educational research, this study highlights the problem of weak conceptual frameworks in many studies that impact the quality of scientific findings. The analysis was conducted by examining various relevant literature, including Popper's theory of falsificationism, Kuhn's views on scientific paradigms, and Habermas's ideas on the importance of knowledge. The method used was a systematic literature review with source searches through indexed national and international journals. The results of the study indicate a gap between educational research practices and epistemological standards of philosophy of science, particularly regarding paradigm clarity, methodological validity, and theoretical justification. This study offers a model for strengthening educational research based on philosophy of science that places critical, reflective, and transformative rationality as its main pillars. These findings emphasize that the integration of philosophy of science not only improves research quality but also expands academic contributions and educational practice. Thus, this study makes a theoretical contribution to the development of the state of the art in methodological studies while offering a novel integrated conceptual framework for educational research in the contemporary era.
Literature Review: Implikasi Filsafat Ilmu terhadap Pembelajaran Berbasis Penemuan dan Pemecahan Masalah Reni Oktarina; Rahmi Susanti; Yosef; Umi Chotimah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3906

Abstract

Penelitian ini bertujuan untuk menganalisis implikasi filsafat ilmu terhadap pengembangan pembelajaran berbasis penemuan (discovery learning) dan pemecahan masalah melalui pendekatan literature review. Kajian ini berangkat dari kebutuhan untuk memperkuat landasan epistemologis, ontologis, dan aksiologis dalam praktik pembelajaran yang menuntut kemampuan berpikir kritis dan eksploratif peserta didik. Dengan menelaah berbagai teori seperti rasionalisme Descartes, empirisme John Locke, konstruktivisme Piaget, dan falsifikasionisme Karl Popper, penelitian ini mengidentifikasi persoalan bahwa implementasi pembelajaran penemuan sering kali belum terarah secara filosofis dan metodologis. Analisis literatur menunjukkan adanya gap antara tuntutan pembelajaran abad ke-21 dengan kerangka filosofis yang diterapkan dalam praktik pembelajaran di kelas. Hasil kajian memperlihatkan bahwa filsafat ilmu dapat memberikan kerangka pemikiran yang kuat untuk meningkatkan kualitas proses inkuiri, pengujian hipotesis, dan refleksi dalam pembelajaran penemuan dan pemecahan masalah. Penelitian ini juga menghasilkan novelty berupa model konseptual integratif yang menghubungkan prinsip-prinsip filsafat ilmu dengan langkah-langkah pembelajaran berbasis penemuan. Selain itu, penelitian ini menawarkan state of the art dengan memetakan hubungan sistematis antara teori epistemologi dan desain pembelajaran modern berbasis inquiry. Dengan demikian, penelitian ini menegaskan pentingnya integrasi filsafat ilmu dalam pendidikan sebagai dasar untuk membangun pembelajaran yang lebih rasional, reflektif, dan berorientasi pada pembentukan kemampuan berpikir tingkat tinggi.
Co-Authors Delvina Faulin HENDRIYADI Rahmi Susanti Reni Oktarina Umi Chotimah