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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Ideguru: Jurnal Karya Ilmiah Guru
Asep Saiful Alfazr
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PARADIGMA FILSAFAT ILMU DALAM TRANSFORMASI PEMBELAJARAN MENDALAM DAN KODING: STUDI KASUS DI SEKOLAH DASAR PENERIMA BOS KINERJA Patimah Sahra, Ai; Asep Saiful Alfazr; Jenuri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35382

Abstract

Educational transformation in the digital age requires fundamental changes in how teachers understand the nature of science and the learning process. In this context, the philosophy of science paradigm becomes an important foundation that determines the direction of pedagogical innovation, including the application of deep learning and coding in elementary schools. This study aims to analyze how the philosophy of science paradigm plays a role in directing the transformation of deep learning and coding in elementary schools receiving BOS Kinerja (School Performance-Based Funding). The focus of the study is directed at teachers' perspectives on knowledge, technology, and reflective practices in building a 21st-century learning ecosystem. The method used is a qualitative approach with a case study design, conducted in high-ranking elementary schools based on the results of the National Education Report Card. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed thematically using the stages of reduction, categorization, and interpretation of meaning. The results of the study show that teachers who have a constructivist and humanistic paradigm are able to transform learning into a more meaningful, reflective, and collaborative process. Deep learning encourages the development of higher-order thinking and social empathy, while the application of coding plays a role in fostering computational thinking and creativity in students. The support of the BOS Kinerja policy strengthens innovation through the provision of resources and performance-based management. The conclusion of this study confirms that a paradigm shift in the philosophy of science among teachers is the key to the success of learning transformation in elementary schools. Philosophical awareness of the nature of science, values, and technology is the main foundation for sustainable and meaningful education. Keywords: Keywords: philosophy of science, deep learning, coding, elementary school, BOS Performance
Hakikat Ilmu dan Transformasi Pengetahuan: Kritik Filsafat Ilmu dalam Konteks Masyarakat Digital Asep Saiful Alfazr; Ai Patimah Sahra; Jenuri Jenuri
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 3 (2025): September 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i3.2127

Abstract

The main issue in this study is how the nature of science is understood in classical philosophy of science and how the transformation of digital knowledge poses new challenges to the epistemology, ontology, and axiology of science. The purpose of this study is to analyze the nature of science from the perspective of philosophy of science, examine the transformation of knowledge in the digital age, and formulate conceptual critiques to maintain the integrity of science. The research uses a qualitative approach with a library research method that focuses on classic books on the philosophy of science as well as national and international scientific articles on big data, artificial intelligence, virtual reality, and digital ethics. The results of the study show that the nature of science is dynamic: ontology extends to virtual reality, epistemology shifts towards data sources and algorithms with problems of validity and transparency, while axiology demands the integration of ethics and social responsibility in the use of technology. The conclusion of this study emphasizes that the philosophy of science plays an important role as a critical filter amid the crisis of validity, algorithmic bias, and degradation of values. Looking ahead, integrating the philosophy of science into education, strengthening digital literacy, and developing philosophy of science studies based on digital phenomena are strategic steps to maintain the relevance of science in contemporary society.
Co-Authors Ai Patimah Sahra Jenuri Jenuri Jenuri Patimah Sahra, Ai