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Jurnal Filsafat Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 26207990     EISSN : 26207982     DOI : http://dx.doi.org/10.23887/jfi.v3i3
Core Subject : Education,
Education
Jurnal Filsafat Indonesia is a scientific journal published by LPPM Ganesha Educational University, which publishes scientific articles on the development and research in philosophy. Journal of Philosophy is published three times a year, in April, June, and September. Editorial Team Journal of Philosophy accepts manuscripts in the field of philosophy which have never been published in other media. The Editorial Team has the right to edit the text to the extent that it does not change the substance of its contents.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 330 Documents
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Menyingkap Fenomena Korupsi di Indonesia: Refleksi Sistematik Filsafat Sejarah Anton Bakker: Uncovering the Phenomenon of Corruption in Indonesia: A Systematic Reflection on Anton Bakker's Philosophy of History Mohamad Khusnial Muhtar; Hafidz Iman; Adrianus Yohanes Mai
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.87645

Abstract

Corruption is a socio-political phenomenon that is deeply unsettling but has always been present throughout Indonesia’s history. This article dissects the genealogy of corruption in Indonesia and critically analyze it through the systematic reflection framework of Anton Bakker’s philosophy of history. A Systematic Literature Review (SLR) method is applied to collect, analyze, and synthesize literature data using a historical-philosophical approach. The findings reveal that corruption practices have been identified since the ancient Nusantara kingdom era through patron-client systems that facilitated the abuse of power. This pattern underwent massive institutionalization during the colonial period due to exploitative monopoly systems and has continued to evolve, permeating all sectors of life in the modern era. Bakker’s theoretical analysis exposes that the dimension of materiality—such as bureaucratic complexity and weak law enforcement—serves as the structural pillar of corruption, while distorted spirituality—marked by opportunistic mentality—strengthens the persistence of such practices. Human existential freedom, however, offers the potential for historical transformation through the reorientation of integrity and honesty values. A holistic approach integrating structural reform (materiality) and cultural transformation (spirituality) is concluded to be the key strategy for effective and sustainable corruption eradication
Kearifan Lokal : Logika Mistika atau Nilai-Nilai Pemecahan Masalah Bersama: Local Wisdom: Mystical Logic or Values ​​for Solving Common Problems Fitri Alfariz; Septiana Dwiputri Maharani
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.88047

Abstract

Abstract This paper explores local wisdom as a source of knowledge that is not merely regarded as "mystical logic" or a mystical belief difficult to prove scientifically, but also as collective values beneficial for addressing social and environmental issues. Local wisdom, encompassing knowledge passed down through generations, plays a vital role in environmental management, cultural identity preservation, and community welfare improvement. Integrating local wisdom into education is believed to enrich learning experiences, support cultural preservation, and contribute to the Sustainable Development Goals (SDGs). Examples of local wisdom, such as the Alam Takambang Jadi Guru concept in Minangkabau and the sasi system in Maluku, demonstrate that these values can promote environmental conservation, resource management, and strengthen social relationships. The main challenges faced by local wisdom, such as resistance from younger generations and the pressures of modernization, underscore the importance of adaptive strategies to maintain its relevance and effectiveness. In conclusion, local wisdom not only reflects mystical logic but also embodies essential values such as togetherness, spirituality, moral codes, and self-reliance that are relevant to sustainable community development and offer significant contributions to addressing global challenges
Revitalisasi Moral Feeling Thomas Lickona melalui Estetika Musik Etnik: Sebuah Pendekatan Filsafat Pendidikan Berbasis Budaya: Thomas Lickona's Revitalization of Moral Feeling through Ethnic Music Aesthetics: A Culture-Based Educational Philosophy Approach Fitri Alfariz; Rr. Yudiswara Ayu Permatasari
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.93054

Abstract

The escalating moral degradation among students highlights a critical failure in character education, which remains heavily dominated by cognitive aspects (Moral Knowing), thereby neglecting the affective dimension. This study aims to critically examine Thomas Lickona’s educational philosophy to uncover a novel perspective addressing this crisis. Employing a qualitative method with a philosophical approach, this research proposes that Ethnic Music Aesthetics serves as the "missing link" to effectively activate the often-overlooked Moral Feeling. The findings reveal that ethnic music embodies a unique epistemological structure: a dialectic between Objective Structure (adherence to rhythmic laws as a metaphor for social order) and Subjective "Rasa" (deep cultural emotion). This analysis demonstrates that internalizing the aesthetics of traditional music simultaneously cultivates discipline and refined empathy, surpassing the limitations of conventional verbalistic methods. Consequently, integrating Lickona’s philosophy with ethnic music aesthetics is not merely art preservation but a vital pedagogical strategy. This approach transforms moral knowledge into living character, fostering a harmony between intellectual intelligence and cultural identity.
“Ori” And Head Transplantation: An Ethical Inquiry into Identity, Responsibility, And Personhood in Yoruba Thought: “Ori” dan Transplantasi Kepala: Sebuah Penyelidikan Etis tentang Identitas, Tanggung Jawab, dan Kepribadian dalam Pemikiran Yoruba Samson Anuoluwapo Towolawi; Anifowose Adeola Oluwaseun
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.96266

Abstract

Biomedical science is becoming more of a challenge to received ethical suppositions concerning personhood, identity and the boundaries of medical intervention. The most controversial of these developments is the proposal of head transplantation, which is a hypothetical procedure that goes down to question the moral responsibility, the scope of informed consent and human dignity. The current discussion on head transplantation takes place to a great extent in Western philosophical and bioethical paradigms that prefer psychological continuity and brain-centred explanations of identity. This paper adds to these arguments by considering the issue of head transplantation through the perspectives of Yoruba moral philosophy, and especially, the notion of the term, Ori. The paper takes a normative moralistic approach to interpreting Orient, where the term is intended to be understood in metaphysical terms, instead of using it as the place of moral agency, responsibility, and social recognition. By dissecting the concept and making a comparative discussion with the present-day bioethics, which discuss the issue of face and limb transplantation, the paper contends that brain continuity is not enough to ensure continuity of ethics. Yoruba ethics emphasizes embodied agency and communal recognition as the key factors in the maintenance of moral identity, which is frequently deemphasised in mainstream bioethical theOries. The paper has concluded that although head transplantation is a speculative process, cross-cultural views can help in the ethical analysis of the same. The application of Yoruba ethical ideas to bioethics worldwide is useful in enhancing global bioethics by expanding the scope of evaluative criteria beyond personal autonomy and cognitive persistence to provide a more comprehensive way of explaining the notion of personhood in the face of the emerging biomedical technologies.
Filsafat Idealisme sebagai Kajian Pendidikan Kewarganegaraan di Era Moderenitas: The Philosophy of Idealism as a Study of Civic Education in the Era of Modernization Zulkifli Alamsah Sutanto; Ade Sopyan Hadi; Asep Anggi Buldani; Maya Maya Mashita; Taufiq Eka Riandhana
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.101845

Abstract

Character education has become a very important aspect in today’s life, as has a positive impact the quality of education. A highquality education influences individuals’ philosophical perspectives, particularly within the framework of idealist philosophy. This study aims to analyze idealist philosophy as a perspective in Civic Education in the era modernity. This study uses a literature review approach and research method. The literature review is employed explore various theories related to the research problem a reference for discussing the research findings. The literature was collected from books and journals obtained from various sources, including national and international journals available in databases such as Google Scholar, Taylor and Francis, and other reliable sources. The data collection technique consisted of several steps, including identifying articles and books related to the main topic the study, and categorizing the articles based on their relevance to the topic and the year of publication. This study finds that idealist philosophy is reflected civic education in the current era modernity. When idealist philosophy is viewed from the perspective civic education, it emphasizes the reality that every individual is encouraged to improve their spiritual quality, such practicing worship according to their own beliefs. In addition, this perspective encourages mutual respect among individuals and supports the application rules in each country. The contribution of this study shows a concern that encourages people to care for and show love toward others as something meaningful and valuable, and to create harmony within the law that can be applied in daily life.
Etika Menurut Tri Dharma dalam Budaya dan Filsafat Cina: Ethics According to Tri Dharma in Chinese Culture and Philosophy Lasiyo Lasiyo
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.103936

Abstract

This article aims to explore Chinese philosophy, particularly that developed by three main schools of thought. These three schools are often referred to as The Great Tradition or Popular Religion by Orientalists. In Indonesia, The Great Tradition is known as Sam Kaw or Tri Dharma, which consists of Confucianism, Taoism, and Buddhism. This tradition of thought has its historical roots in the efforts of Tung Chung Shu during the Han dynasty, who succeeded in unifying various aspects of philosophy and culture that developed in China. Conceptually, Confucianism emphasizes human ethics that focus on human social and moral relationships, Taoism emphasizes ethics in harmony with natural law, while Buddhism emphasizes the achievement of perfect happiness through the path of Bodhisattva. This study uses an abstraction analysis method with an interpretive-comparative approach that begins with a conceptual description. The results show that the ethical values contained in the Tri Dharma have a major contribution to the development of global ethics. This contribution is not only relevant to the fields of science and philosophy, but can also be used as a reference for consideration in formulating ethical strategies to face future generations.
Melampaui Literasi Fungsional: Menganalisis “Kebebasan Belajar” melalui Perspektif Radikal Tan Malaka dan Paulo Freire: Melampaui Literasi Fungsional: Menganalisis “Kebebasan Belajar” melalui Perspektif Radikal Tan Malaka dan Paulo Freire Nofi Maria Krisnawati; Mhd Saleh; Ade Pifianti; Mumun Mulyati; Siti Hilmah
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.105571

Abstract

This research addresses the problem of traditional education systems that often function as static, one-way knowledge transfer mechanisms, which tend to reinforce social inequalities and maintain the status quo of oppression. To tackle this, the study explores the radical perspectives of Tan Malaka and Paulo Freire, who viewed education not merely as a formal process but as a fundamental tool for social liberation and justice. Utilizing a qualitative research method through a systematic literature review, the study deconstructs and synthesizes core concepts from Tan Malaka’s Madilog and Paulo Freire’s Pedagogy of the Oppressed. The findings reveal that while both figures share a common vision of fostering critical consciousness to challenge socially unfair treatment , they employ distinct philosophical lenses: Tan Malaka utilizes a Marxist approach focused on class struggle and systematic structural change to achieve national independence and social equality , whereas Freire emphasizes a humanist, dialogical pedagogy that replaces the "banking concept" of education with inclusive, two-way interaction between teachers and students. Ultimately, the study concludes that integrating these perspectives provides a robust, progressive framework for modern education to address global challenges such as economic inequality and social injustice.
The Death Penalty and Human Dignity: A Constitutional and Philosophical Critique Within Indonesian Law: Hukuman Mati dan Martabat Manusia: Kritik Konstitusional dan Filosofis dalam Hukum Indonesia Ellora Sukardi; Jacobus Tarigan
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.105771

Abstract

This article analyses the diverse paradigms of death penalty from its debatable perspectives, starting from the views of the church, concept of human dignity, history of Christianity, as well as from the general world history. The death penalty is still and will always be a matter of debate, because of the nature of human dignity which placed the highest among all creatures and status in this world. Therefore, the purpose of this article is to see that the death penalty is not actually a necessity to fight crime, considering that the purpose of punishment in contemporary legal discourse is to improve and develop the quality of life of a person who is considered to have committed a crime. Furthermore, it is such a struggle to make the death penalty more humane, dignified, and civilized, so abolishing this kind of penalty shall be done to reflect how the law is upheld for the society in a dignified manner. This article uses normative research by referring to some laws and regulations in Indonesia as well as the official documents from the Catholic church. The findings showed that no one should presume to have the right under any circumstances to directly end an innocent human life, so the death penalty shall be abolished in the law enforcement in Indonesia.
Komparasi Filsafat Moral antara Deontologi Immanuel Kant dengan Ajaran Karma Yoga dalam Bhagawad Gita: A Comparison of Moral Philosophy between Immanuel Kant's Deontology and the Teachings of Karma Yoga in the Bhagawad Gita Kadek Adi Artama; Ida Bagus Wika Krishna; Ayu Veronika Somawati
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.106319

Abstract

This article examines the comparative philosophy of Immanuel Kant's deontological ethics and karma yoga in the Bhagavad Gita by positioning them as two normative ethical systems that developed in the Western and Eastern intellectual traditions. This research departs from the gap in research in the form of the tendency of previous studies to discuss the two concepts separately, normatively, or theologically, without a systematic philosophical comparative framework. This research uses a descriptive-comparative method with a qualitative approach, and is supported by a literature review of relevant primary and secondary sources. The comparative analysis framework is constructed by identifying and comparing the fundamental elements of both ethical systems, including the source of morality, the motivational basis for moral action, the structure of obligations, and the ultimate goal of ethics. The results show that deontology and karma yoga have several structural points of contact, particularly in their emphasis on self-control, the implementation of moral obligations, and the claim of ethical universality. However, fundamental differences are evident in the epistemological and metaphysical foundations of morality, namely between autonomous rationality and the divine principle, in the motivational orientation of moral action, and in the ultimate goal of ethics, between rational virtue and liberation (moksha). Theoretically, this research contributes to the enrichment of comparative ethical studies across traditions by showing that the conceptual differences between Kantian deontology and karma yoga are not dichotomous, but can be understood through comparable philosophical structures but starting from different basic assumptions.
Pendangkalan Makna Pendidikan dalam Implementasi Kurikulum Merdeka Menurut Perspektif Gert Biesta: The Shallowing of the Meaning of Education in the Implementation of the Independent Curriculum According to Gert Biesta's Perspective Fransiskus De Gomes; Rukiyati Rukiyati
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.106955

Abstract

This article examines the erosion of the educational meaning within the implementation of the Kurikulum Merdeka (Indonesian Independent Curriculum) through the lens of Gert Biesta’s philosophy of education. Although Kurikulum Merdeka is normatively projected as an effort to restore teachers’ pedagogical autonomy, foster students’ creativity, and actualize the Profile of Pancasila Students, its implementation in schools frequently becomes trapped in technocratic patterns that emphasize administrative procedures, performativity, and measurable learning outcomes. This phenomenon aligns with Biesta’s critique of learnification, namely the reduction of education to standardized learning activities that overlook its fundamental function as a process of subject formation. This study employs a literature-based inquiry using critical analysis, critical interpretive synthesis, and hermeneutic reading to examine Biesta’s key works, academic literature on curriculum critique, and policy documents related to Kurikulum Merdeka. The analysis is conducted through thematic coding of concepts such as learnification, performativity, the three functions of education (qualification, socialisation, subjectification), and the role of the diplomatic teacher. The findings reveal that the implementation of Kurikulum Merdeka faces three fundamental issues: the dominance of technocratic logic that reduces teachers’ roles to administrative facilitators; an imbalance between the functions of qualification and socialisation compared to subjectification, which constitutes the core of education according to Biesta; and the limited dialogical space that enables students to appear as ethical subjects. The gap between the curriculum’s philosophical vision and its practical enactment stems from an educational culture that remains bureaucratic and outcome-oriented. This article argues for the need to reorient Kurikulum Merdeka toward a more humanistic, democratic, and world-centered form of education by positioning teachers as moral agents who mediate students’ relationships with reality in a responsible manner.

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