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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Shinta Anugrah Ikhtiarini
Universitas Negeri Semarang
Education

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DIMENSI ONTOLOGIS, EPISTEMOLOGIS, DAN AKSIOLOGIS DALAM FILSAFAT PENDIDIKAN SEBAGAI FONDASI PEMBANGUNAN SUMBER DAYA MANUSIA Shinta Anugrah Ikhtiarini; Amin Yusuf
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8711

Abstract

Education plays a fundamental role in shaping human resources (HR) that are qualified, ethical, and competitive amid global challenges. This study aims to analyze the roles of the ontological, epistemological, and axiological dimensions in the philosophy of education as the conceptual foundation for holistic human resource development. The research employs a qualitative-descriptive method through a literature review approach, examining various philosophical theories of education, particularly the humanistic theory proposed by Abraham Maslow and Carl Rogers. The findings reveal that the ontological dimension explains the nature of humans as rational, social, and spiritual beings who must be developed comprehensively; the epistemological dimension directs the process of acquiring knowledge through critical, reflective, and scientific thinking; while the axiological dimension determines the moral and ethical values that guide education toward humanity and social responsibility. The integration of these three dimensions forms an educational system that balances intellectual, emotional, and spiritual intelligence. In conclusion, the consistent application of these philosophical dimensions in education will produce human resources who are not only academically competent but also possess strong character, high ethical standards, and adaptive capabilities to meet the nation’s development needs.
MANUSIA DAN KEBUDAYAAN DALAM PERSPEKTIF PENDIDIKAN TRANSFORMATIF: DARI PEWARISAN MENUJU PENCIPTAAN NILAI BARU Shinta Anugrah Ikhtiarini; Prof. Dr. Wasino, M.Hum.; Argitha Aricindy Ph.D
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.10774

Abstract

Transformative education views humans as active subjects in the process of cultural formation and renewal. Education is no longer merely a means of transmitting static cultural values, but a vehicle for developing critical awareness and creativity in creating new values relevant to the progress of the times. This study aims to analyze how transformative education can shift the paradigm of passive cultural inheritance into a creative process of new cultural creation. The method used is a qualitative-descriptive approach with literature analysis based on Paulo Freire’s theory of liberating education. The results show that transformative education plays a vital role in fostering reflective ability, critical thinking, and social awareness among learners to re-evaluate existing cultural values and reconstruct them according to the needs of contemporary society. Education encourages the creation of a balance between the preservation of local culture and modern innovation. In conclusion, transformative education serves as an essential medium for shaping individuals not only as inheritors but also as creators of new culture that is adaptive, inclusive, and rooted in human values.
Co-Authors Amin Yusuf Argitha Aricindy Ph.D Prof. Dr. Wasino, M.Hum.