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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar English Teaching and Linguistics Journal (ETLiJ)
Nurul Hidayati
Universitas Riau
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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SUMBER PENGETAHUAN DALAM FILOSOPI PENDIDIKAN Nurul Hidayati; Nurin Farzana; Mahdum; Jimmi Copriady
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36882

Abstract

ABSTRAK Penelitian ini mengkaji secara komprehensif tentang sumber pengetahuan dalam filosofi pendidikan dan relevansinya terhadap proses pembelajaran kontemporer. Melalui pendekatan Systematic Literature Review yang mengadopsi pedoman PRISMA 2020, kajian ini menganalisis berbagai artikel ilmiah dengan periode publish tahun 2021-2025 yang membahas epistemologi pendidikan, keyakinan epistemik, dan implikasinya terhadap proses pembelajaran. Hasil analisis menunjukkan bahwa pemahaman tentang sumber pengetahuan sangat dipengaruhi oleh keyakinan epistemologis individu yang membentuk pendekatan mereka terhadap pembelajaran dan pengajaran. Tradisi rasionalisme yang menekankan peran akal budi dan empirisme yang mengutamakan pengalaman sensori dapat diintegrasikan melalui perspektif konstruktivisme untuk menghasilkan kerangka epistemologis yang lebih komprehensif. Temuan empiris mengungkap bahwa dimensi kompleksitas keyakinan epistemik berdampak positif terhadap kreativitas dan prestasi akademik, sementara orientasi pada kepastian absolut dapat menghambat eksplorasi intelektual. Variasi keyakinan epistemologis di kalangan pendidik berdasarkan pengalaman mengajar dan perbedaan kultural menunjukkan perlunya pendekatan kontekstual dalam desain pembelajaran. Penelitian ini menyimpulkan bahwa kesadaran epistemologis yang eksplisit dalam pendidikan dapat meningkatkan pemahaman peserta didik tentang hakikat pengetahuan dan mendorong pengembangan keterampilan berpikir kritis yang esensial di era digital. Implikasi pedagogis mencakup perlunya integrasi refleksi epistemologis dalam program pendidikan guru dan pengembangan kurikulum yang mengakomodasi keberagaman orientasi epistemologis peserta didik. Kata Kunci: sumber pengetahuan, filosofi pendidikan, keyakinan epistemik, konstruktivisme, pembelajaran kontemporer ABSTRACT This study comprehensively examines sources of knowledge in educational philosophy and their relevance to contemporary learning process. Through a Systematic Literature Review approach adopting PRISMA 2020 guidelines, this study analyzes various scientific articles that published from 2021-2025 period discussing educational epistemology, epistemic beliefs, and their implications for learning processes. The analysis reveals that understanding of knowledge sources is significantly influenced by individual epistemological beliefs that shape their approaches to learning and teaching. The rationalist tradition emphasizing the role of reason and empiricism prioritizing sensory experience can be integrated through constructivist perspectives to produce a more comprehensive epistemological framework. Empirical findings reveal that the complexity dimension of epistemic beliefs positively impacts creativity and academic achievement, while orientation toward absolute certainty can inhibit intellectual exploration. Variations in epistemological beliefs among educators based on teaching experience and cultural differences indicate the necessity for contextual approaches in learning design. This research concludes that explicit epistemological awareness in education can enhance students' understanding of knowledge nature and promote development of critical thinking skills essential in the digital era. Pedagogical implications include the need for integrating epistemological reflection in teacher education programs and developing curricula that accommodate diversity of students' epistemological orientations. Keywords: sources of knowledge, philosophy of education, epistemic beliefs, constructivism, contemporary learning
Learning Style Preferences Among Indonesian EFL University Students: A Learning Style Survey Analysis Muthia Sandra Riphasa; Marnita Marnita; Afdhal Dzikri; Agung Prasetya; Nurul Hidayati
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.30904

Abstract

This study investigated the multidimensional learning style preferences of Indonesian EFL university students using the Learning Style Survey (LSS). A quantitative descriptive survey design was employed involving 35 university students enrolled in English as a Foreign Language (EFL) courses and selected through convenience sampling. Data were collected using a questionnaire consisting of 46 items representing eleven learning style dimensions, namely Visual, Auditory, Kinesthetic, Extroverted, Introverted, Closure-Oriented, Open, Deductive, Inductive, Impulsive, and Reflective learning styles. Prior to data collection, the instrument was tested for validity and reliability, resulting in 37 valid items and high internal consistency (Cronbach’s Alpha = 0.908). The collected data were analyzed using descriptive statistics to determine the mean scores and standard deviations of each learning style dimension. The findings revealed that Reflective learning style emerged as the most preferred dimension, followed by Closure-Oriented and Visual learning styles. In contrast, Open (Perceiving) learning style showed the lowest level of preference among the participants. These findings indicate that Indonesian EFL university students tend to prefer learning environments that encourage reflection, provide clear instructional structures, and incorporate visual support during the learning process. This study contributes to the existing literature by providing empirical evidence of multidimensional learning style preferences beyond the traditional visual, auditory, and kinesthetic framework. The findings suggest that English language teachers should design instructional activities that integrate reflective learning opportunities, structured classroom procedures, visual support, and balanced deductive and inductive teaching approaches to accommodate diverse learner preferences and enhance students' learning experiences.
Co-Authors Afdhal Dzikri Agung Prasetya Jimmi Copriady Mahdum Marnita Marnita Muthia Sandra Riphasa Nurin Farzana