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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Yusuf Tri Herlambang
Master of Elementary School Teacher Education, Universitas Pendidikan Indonesia, Bandung, West Java, 40625
Education Social Sciences Other

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BASIC EDUCATION IN THE AI ERA: A CRITICAL ANALYSIS IN A PHILOSOPHICAL PERSPECTIVE Fitri Oktafiyana; 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.v14i4.6512

Abstract

The development of Artificial Intelligence (AI) has brought significant transformations in basic education, presenting opportunities as well as philosophical and ethical challenges. This research examines the integration of AI in basic learning from a humanistic perspective, with a focus on the development of students' morals, character, and identity. The method used is a qualitative Systematic Literature Review (SLR), examining the literature of the last five years. Thematic and interpretive analysis identified key issues: the ethical use of AI, the role of teachers, student data privacy, school and family collaboration, and curriculum integration. The results show that AI that focuses solely on efficiency risks eroding human values, while a holistic approach that combines cognitive, affective, and social-emotional aspects supports the responsible and humanistic use of AI. This humanistic framework guides teachers, students, and society to create a learning environment that enhances academic achievement while shaping character and social responsibility. In conclusion, the integration of AI in primary education must be accompanied by mature philosophical and ethical reflection so that students develop into academically intelligent, morally mature individuals, and ready to face the challenges of the digital age critically and creatively.
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.
ETHICS WITHIN THE SUNDANESE LOCAL WISDOM “TRISILAS”: A PHILOSOPHICAL STUDY OF MORAL DISENGAGEMENT AMONG STUDENTS: ETIKA DALAM NILAI KEARIFAN LOKAL ”TRISILAS” (SILIH ASIH, ASAH, ASUH): STUDI FILSAFAT TENTANG MORAL DISENGAGEMENT DI KALANGAN SISWA Nandia Kiranti; Yusuf Tri Herlambang; Dinie Anggraeni Dewi
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.v14i4.6556

Abstract

The development of technology and digital media has influenced the moral behavior of young generations, marked by the increasing phenomenon of moral disengagement such as cyberbullying, lack of empathy, and weak social responsibility among students. This study aims to analyze the Sundanese local wisdom values silih asah, silih asih, and silih asuh (Trisilas) as an ethical foundation for addressing moral disruption among students. The method used is a systematic literature review (SLR) employing the PRISMA approach on 20 scientific articles published between 2020 and 2025. The analysis results indicate that Trisilas values function as a moral and social strengthening mechanism capable of reducing moral disengagement tendencies by fostering empathy, responsibility, and solidarity within educational environments. Silih asah develops intellectual reflection, silih asih cultivates emotional concern, and silih asuh reinforces students’ social responsibility. The integration of these values in modern education aligns with virtue ethics, which emphasizes moral habituation through communal culture. Thus, the internalization of Trisilas local wisdom can serve as an effective strategy to build students’ character and moral awareness in the digital era while simultaneously strengthening the nation’s cultural identity and spirituality in facing global challenges.
Co-Authors Dinie Anggraeni Dewi Fitri Oktafiyana Nandia Kiranti Raya Amanda Nur Islami