Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Journal of Social Work and Science Education
Irzaleny, Meli
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Religion Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media

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Bridging Theory and Practice: A Systematic Review of Educational Philosophy in Digital Learning Contexts Sylvianica, Devi; Angraini, Dewi; Susanti, Yeni; Irzaleny, Meli; Herawati, Netti
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1337

Abstract

The integration of digital technology into education presents both transformational opportunities and complex challenges for today's learning systems. This research aims to bridge classical educational philosophy theories—particularly pragmatism, constructivism, and humanism with the realities of digital learning. Using the Systematic Literature Review (SLR) method, this research synthesizes findings from scientific articles published between 2020 and 2025 to analyze the application of philosophical principles in technology-based pedagogical practices. The results show that educational philosophy continues to play a crucial role in shaping meaningful digital learning by fostering critical thinking, creativity, independent learning, and ethical awareness. However, issues such as the digital divide, shallow learning engagement, and ethical dilemmas related to data privacy remain key challenges. The novelty of this research lies in its integrative philosophical mapping that connects classical theories with the dynamics of 21st-century digital learning. Practically, the results of this study emphasize the importance of designing a digital education framework grounded in humanistic and reflective values. This research provides conceptual contributions for educators, policy makers, and learning designers to ensure that technology functions as a means of supporting the humanitarian goals of education, not as a determinant of the direction of education itself.
Reconstructing Education through Progressivism: A Systematic Review of Recent Evidence Rostari, Tri Emelia; Sari, Tanti Permata; Elesti, Yesmi; Irzaleny, Meli; Sulastri, Sulastri
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1333

Abstract

This study aims to examine how the principles of progressivist educational philosophy are implemented in contemporary learning practices and to analyze their influence on the effectiveness of the teaching and learning process. The review addresses a clear research gap, namely the lack of recent systematic syntheses that critically examine progressivism-based learning within the context of modern educational challenges and empirical classroom practices. This study employs a Systematic Literature Review (SLR) method by analyzing peer-reviewed journal articles published between 2019 and 2024. Relevant studies were retrieved from reputable databases such as Google Scholar, Scopus, and ERIC, using predefined inclusion criteria (focus on progressivist learning, empirical or conceptual relevance to education) and exclusion criteria (non-educational focus, non-peer-reviewed sources, and incomplete data). The results indicate that progressivist approaches consistently enhance learning quality by fostering student activeness, creativity, critical thinking, and intrinsic motivation. The synthesis highlights the central role of teachers as facilitators and the effectiveness of experiential learning in connecting educational content with real-life contexts. The novelty of this study lies in its integrative synthesis of recent literature that positions progressivism not only as a philosophical foundation but also as a practical framework for addressing current educational demands. Practically, the findings imply that educators and policymakers can adopt progressivist principles to design more student-centered, adaptive, and future-oriented learning environments.
Co-Authors Dewi Angraini, Dewi Elesti, Yesmi Netti Herawati Rostari, Tri Emelia Sari, Tanti Permata Sulastri Sulastri Sylvianica, Devi Yeni Susanti