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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Attractive : Innovative Education Journal Ulil Albab
Lamijan Hadi Susarno
Universitas Negeri Surabaya, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Social Sciences Other

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REKONSTRUKSI PENDIDIKAN DI SEKOLAH DASAR DALAM PERSPEKTIF FILSAFAT ILMU: MEMBANGUN KARAKTER DAN MENGEMBANGKAN POTENSI INDIVIDU SECARA HOLISTIK Bisma Nurillah Manahim; Budi Purwoko; Lamijan Hadi Susarno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37217

Abstract

This study aims to reconstruct elementary education from the perspective of philosophy of science, focusing on how education can play a role in building character and developing individuals holistically. The research uses a qualitative approach with a literature study methodology, analyzing theories of character education, constructivist learning, and multiple intelligences in elementary education. The findings reveal that most elementary schools still emphasize academic achievement (IQ), often neglecting the social, emotional, and kinesthetic development of students. Although efforts to integrate character education are made, they remain limited and are often treated as extracurricular activities rather than being embedded in the daily learning process. The study suggests a shift towards a more holistic educational approach, one that integrates cognitive, social, emotional, and moral aspects to foster well-rounded individuals who are not only academically capable but also socially responsible and emotionally intelligent. The research contributes to the understanding of holistic education and proposes recommendations for improving the integration of character education in elementary schools.
PENERAPAN FILSAFAT HUMANISME DALAM PENDIDIKAN SEKOLAH DASAR UNTUK MEMBANGUN KARAKTER ANAK YANG HOLISTIK DAN BERKELANJUTAN: PENERAPAN FILSAFAT HUMANISME DALAM PENDIDIKAN SEKOLAH DASAR Rizdana Galih Pambudi; Budi Purwoko; Lamijan Hadi Susarno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In 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.v10i04.37227

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan filsafat humanisme dalam pendidikan sekolah dasar untuk membangun karakter anak yang holistik dan berkelanjutan. Pendekatan yang digunakan adalah kualitatif dengan metode studi literatur, yang menganalisis teori-teori pendidikan humanistik dan aplikasinya dalam pendidikan dasar. Hasil penelitian menunjukkan bahwa prinsip-prinsip humanisme, seperti penghargaan terhadap martabat manusia, kebebasan berpikir, dan pengembangan potensi individu, dapat membantu pengembangan karakter anak secara menyeluruh, yang meliputi aspek kognitif, sosial, emosional, dan moral. Namun, tantangan utama dalam penerapannya adalah keterbatasan sumber daya dan paradigma pendidikan yang lebih berfokus pada hasil akademik. Penelitian ini menyarankan agar penerapan pendidikan berbasis humanisme ditingkatkan dengan memberikan perhatian yang lebih besar pada pengembangan karakter dan aspek non-akademik anak, serta menciptakan lingkungan yang mendukung kebebasan berpikir dan eksplorasi.
"Mapping Primary School Competencies: A Comparative Review of Curriculum Frameworks in Indonesia and Morocco" Mustamid Mustamid; Bachtiar Sjaiful Bachri; Lamijan Hadi Susarno
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 10: September 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i10.18503

Abstract

This study presents a comparative analysis of current primary school curriculum frameworks in Indonesia and Morocco, focusing explicitly on competency mapping, subject configurations, temporal allocations, and systemic assessment methodologies. Utilizing a qualitative document analysis method, the research systematically interprets contemporary official regulatory frameworks: Indonesia’s Kurikulum Merdeka (under Permendikbudristek No. 12/2024) and Morocco’s Roadmap 2022–2026 framework. The structural synthesis reveals that while Indonesia prioritizes a highly flexible, decentralized model integrated with the Pancasila Student Profile (P5) to cultivate holistic non-cognitive and cognitive competencies, Morocco favors a highly standardized, centralized configuration focused heavily on trilingual proficiency and targeted baseline remediation through the Teaching at the Right Level (TaRL) methodology in Pioneer Schools. Assessment designs also diverge; Indonesia relies on autonomous diagnostic and formative instructional loops, whereas Morocco mandates high-stakes, continuous operational testing to enforce institutional accountability. This comparative review provides significant structural insights into how developing economies manage the balance between institutional flexibility and baseline national standard enforcement.
Pengaruh Paket Flipped Classroom Berbantuan Video Microlearning dan Gaya Belajar terhadap Kemampuan Reading dan Speaking Siswa Sman 19 Surabaya Dyah Kartika Susanti; Mustaji; Andi Kristanto; Lamijan Hadi Susarno; Citra Fitri Kholidya
Attractive : Innovative Education Journal Vol. 8 No. 4 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i4.2962

Abstract

This study examines differences in students’ reading and speaking abilities based on instructional conditions and visual, auditory, and kinesthetic learning styles. It involved 350 students, comprising 174 students from SMAN 19 Surabaya who participated in a flipped classroom supported by microlearning videos and 176 students from SMAN 20 Surabaya who received conventional lecture-based instruction. Data were analyzed using Multivariate Analysis of Variance (MANOVA) to examine the effects of instructional conditions, learning styles, and their interaction. The mean reading scores were 77.66 and 66.79 for the flipped classroom and lecture-based groups, respectively, while the mean speaking scores were 77.80 and 65.46, respectively. These results indicate descriptive mean differences of 10.87 points in reading and 12.34 points in speaking. The findings suggest statistically significant multivariate differences associated with instructional conditions, learning styles, and their interaction. However, these results require verification against the original statistical output. An important limitation is that each instructional condition was implemented in only one school, making it difficult to distinguish instructional effects from school-level differences. Nevertheless, the findings highlight the potential of microlearning video-supported flipped classrooms to enhance students’ reading and speaking skills through independent learning, discussion, and communicative practice. Future research should involve multiple schools for each instructional condition and account for student clustering to establish stronger empirical evidence for effective English language teaching.
Co-Authors Andi Kristanto Bachtiar Sjaiful Bachri Bisma Nurillah Manahim Budi Purwoko Citra Fitri Kholidya Dyah Kartika Susanti Mustaji Mustamid Mustamid Rizdana Galih Pambudi