Aliran Aliran dalam Pendidikan
DOI:
https://doi.org/10.55606/jubpi.v3i1.3596Keywords:
Philosophy, Schools, educationAbstract
Education as a systematic effort to form a complete human being has given birth to various schools of thought that have developed throughout history. Each school has unique characteristics in understanding the nature of education, goals, methods and roles of educators and students. The traditionalist school of education emphasizes the importance of inheriting past values and knowledge through structured methods. Meanwhile, progressivism prioritizes students' learning experiences with a flexible and contextual approach. Existentialism focuses on individual freedom in determining the direction of education, while essentialism focuses on mastering basic knowledge and core skills. The flow of social reconstructionism encourages education as a tool to improve social conditions and create better social change. This research aims to provide a comprehensive overview of the basic concepts of various schools of education, so that it can become a theoretical basis for developing educational models that are relevant to today's challenges.
References
Adriansyah, R., Ma’shum, H. S., & Permana, H. (2022). Analisis Aliran-Aliran Pemikiran Dalam Pendidikan Islam. Al-I'tibar: Jurnal Pendidikan Islam, 9(1), 29-34.
Adriansyah, R., Ma’shum, H. S., & Permana, H. (2022). Analisis Aliran-Aliran Pemikiran Dalam Pendidikan Islam. Al-I'tibar: Jurnal Pendidikan Islam, 9(1), 29-34.
Andriyanti, N. L. P. L. (2021). Tinjauan Teori Pendidikan Klasik. Metta: Jurnal Ilmu Multidisiplin, 1(4), 202-207.
Fahrizal, M. A. (2020). Teori-teori Pendidikan dalam Aliran Klasik.
Kholifatun, U. N. (2024). Peserta Didik (Dalam Pandangan Aliran Nativisme, Empirisme, Naturalisme Dan Konvergensi dalam Tinjauan Pendidikan Islam). Ta'dib: Jurnal Pendidikan Agama Islam, 2(2), 86-96.
Mahmudatunnisa, I., & Mawardi, K. (2023). Perkembangan Motorik Halus Anak (Studi Empirisme dan Nativisme dalam Pendidikan). Indo-MathEdu Intellectuals Journal, 4(3), 2497-2511.
Musdalifah, M. (2019). Peserta Didik Dalam Pandangan Nativisme, Empirisme, Dan Konvergensi. Idaarah: Jurnal Manajemen Pendidikan, 2(2), 243-251.
Nadirah, S. (2013). Anak Didik Perspektif Nativisme, Empirisme, Dan Konvergensi. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 16(2), 188-195.
Safitri, N., Aristanti, I., Mahbubah, I. N., Arianingrum, D., & Wicaksono, I. (2023). Analisis Bibliometrik Tentang Tren Penelitian Aliran-Aliran Perkembangan (Nativisme, Empirisme, Dan Konvergensi). Jurnal Review Pendidikan dan Pengajaran (JRPP), 6(4), 4207-4213.
Suhadi, A., Karim, A. N., Pamungkas, G. A., Ramadani, N., Efi, N., Fatimah, S., & Rinawati, A. (2023). Relevansi Aliran Pendidikan Dengan Sistem Pembelajaran Di Madrasah Ibtidaiyah. Tarbi: Jurnal Ilmiah Mahasiswa, 2(3), 668-679.Suswandari, M. (2017). Selayang pandang implikasi aliran pendidikan klasik. Jurnal Komunikasi Pendidikan, 1(1), 33-44.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Wafiq Zahira Mardatilah, Rivo Kurnia Ilahi, Rahmi Putri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.