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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Journal of Social Work and Science Education
Septi, Elni
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Other

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Teacher Professionalism in the Perspective of Philosophy of Education: A Systematic Literature Network Analysis Septi, Elni; Kristiawan, Muhammad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48973

Abstract

Teacher professionalism has long been understood not merely as technical skills but as ethical, epistemological, and ontological practice rooted in philosophy of education. However, previous studies tend to be fragmented between empirical investigations and philosophical reflections. This study employs Systematic Literature Network Analysis (SLNA), integrating systematic review and bibliometric analysis, to map the research landscape on teacher professionalism and examine its philosophical foundations. Literature searches were conducted through Scopus using a structured strategy, yielding 249 articles, of which 138 met inclusion criteria. Bibliometric analysis using VOSviewer identified four major thematic clusters: pedagogical competence, professional integrity, continuous development, and social responsibility. Temporally, research themes evolved from early focus on technical skills toward ethics, professional epistemology, and existential meaning of teaching. Systematic review findings indicate that teacher professional development interventions are positively associated with conceptual understanding, scientific process skills, and student engagement, with pooled effect size of g = 0.67 (95% CI: 0.52–0.82), indicating moderate-to-large positive impact. Philosophical analysis reinforces these findings by highlighting teachers' roles as moral agents, epistemic subjects, and ontological entities within educational praxis. SLNA integration demonstrates that teacher professionalism cannot be fully understood from empirical dimensions alone but requires strong philosophical foundations to address 21st-century educational challenges. This study provides comprehensive landscape of teacher professionalism while underscoring necessity of synthesizing empirical evidence and philosophical reflection as basis for advancing educational theory, policy, and practice.
The Role of the Philosophy of Science in Critical Thinking and Ethical Decision-Making: A Systematic Literature Review Jelestari, Nerma; Septi, Elni; Sunayah, Sunayah; Astria, Yeni; Angraini, Dewi
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1343

Abstract

The philosophy of science plays a vital role in shaping scientific inquiry, guiding the way knowledge is constructed, validated, and applied across disciplines. However, there remains a lack of comprehensive understanding regarding its relevance and application in the context of contemporary education and technology. Therefore, this study aims to systematically review recent research trends and conceptual developments related to the philosophy of science within the 21st-century academic landscape. This study employed a Systematic Literature Review (SLR) approach using publications indexed in Scopus from 2015 to 2025. A total of 85 articles were analyzed through bibliometric mapping and qualitative synthesis to identify emerging patterns and dominant themes. The results reveal three major synthesized themes: (1) the integration of the philosophy of science in educational practices to strengthen epistemological awareness; (2) its role in navigating the ethical and epistemic challenges of digital technology; and (3) its contribution to fostering critical and reflective scientific thinking. The novelty of this study lies in highlighting the evolving interface between philosophy of science and technological transformation in education. Practically, the findings provide a conceptual framework for integrating philosophical reflection into scientific and technological curricula. This study contributes to the advancement of science and technology by offering a holistic understanding of how philosophical foundations can support the development of responsible, innovative, and reflective scientific practices.
Co-Authors Astria, Yeni Dewi Angraini, Dewi Jelestari, Nerma Muhammad Kristiawan Sunayah, Sunayah