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Raya Amanda Nur Islami
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Education Social Sciences Other

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A PHILOSOPHY-BASED LEARNING AS THE FOUNDATION FOR DEVELOPING CRITICAL THINKING SKILLS IN ELEMENTARY SCHOOLS Raya Amanda Nur Islami; Yusuf Tri Herlambang
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6540

Abstract

Philosophy is often regarded as a discipline intended only for adults, even though thinking and questioning are natural instincts of children. In basic education, the Philosophy for Children (P4C) approach has the potential to serve as a fundamental framework for developing critical, reflective, and ethical thinking skills from an early age. This study aims to examine the implementation of philosophy in primary education and its relevance to character formation and the cultivation of children’s critical thinking abilities. The research employed a qualitative literature review by analyzing various national and international studies related to P4C. Thematic analysis was conducted to identify recurring patterns, key concepts, and the practical implications of applying philosophy in primary school contexts. The findings indicate that philosophy-based learning, through dialogic discussion and the Socratic method, enhances students’ critical thinking, empathy, communication, and moral awareness. In conclusion, philosophy education in elementary schools plays a crucial role in shaping students’ intellectual growth and reflective character. Therefore, integrating the P4C approach into the curriculum represents a strategic pathway toward more humanistic and contextually relevant education.
THE DARK SIDE OF SCHOOL LIFE: AN ANALYSIS OF ELEMENTARY SCHOOL STUDENT BEHAVIOR THAT THREATENS THE LEARNING ENVIRONMENT Raya Amanda Nur Islami; Yeni Yuniarti
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6613

Abstract

Deviant behavior in elementary schools such as bullying, harassment, and verbal or physical aggression reflects a moral crisis and weak social control within the learning environment. This study employs a Systematic Literature Review (SLR) with a qualitative approach to analyze forms of deviant student behavior that threaten the school climate, identify their causal factors, and formulate effective prevention strategies. Thematic analysis of national and international studies reveals that such behavior is influenced by internal factors, including low emotional intelligence, empathy, and learning motivation, as well as external factors, such as authoritarian parenting, negative peer environments, and weak school supervision. These behaviors negatively impact academic achievement, psychological well-being, and students’ social adjustment. Effective prevention requires collaboration among schools, families, and communities through social-emotional learning programs, teacher training in behavior management, safe reporting mechanisms, and strict anti-bullying policies. The findings have practical implications for teachers and policymakers in Indonesia to strengthen character education, empathy, and moral reasoning within the curriculum and to promote a safe, inclusive, and supportive school environment.
Co-Authors Yeni Yuniarti, Yeni Yusuf Tri Herlambang, Yusuf Tri