Edmund Husserl’s Phenomenological Analysis and Its Implications for Educational Values

Jian Fareza (UIN Sunan Kalijaga Yogyakarta)
Maragustam Maragustam (UIN Sunan Kalijaga Yogyakarta)
Rifki Aulia (Magister Pendidikan Agama Islam, Universitas Islam Negeri Sunan Kalijaga, Yogyakarta)
Muhammad Alawi Sumairi (Magister Pendidikan Agama Islam, Universitas Islam Negeri Sunan Kalijaga, Yogyakarta)
Syahid Hadinata (Universitas Islam Negeri Sunan Kalijaga, Yogyakarta)

Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Vol. 5 No. 1 (2026): Action Research and Community Development

This paper examines the phenomenology developed by Edmund Husserl and its relevance to educational values. Phenomenology is a philosophical approach that emphasizes understanding phenomena based on direct human conscious experience. Through this approach, phenomena are understood not merely as empirical facts but also as experiences that hold meaning for human beings. This study employs a qualitative method using a library research approach, analyzing various literary sources related to Husserl's phenomenology. A descriptive-analytical analysis was conducted to understand the concept of phenomenology and its application to the study of educational thought. The findings indicate that Husserl's phenomenology emphasizes understanding experience through the concepts of epoché, phenomenological reduction, and the intentionality of consciousness. This approach is relevant to education as it facilitates a reflective understanding of the learning experience and embodies educational values ​​such as openness, critical thinking, and the development of learners' potential.