SUMBER PENGETAHUAN DALAM FILOSOPI PENDIDIKAN
DOI:
https://doi.org/10.23969/jp.v10i04.36882Keywords:
Kata Kunci: sumber pengetahuan, filosofi pendidikan, keyakinan epistemik, konstruktivisme, pembelajaran kontemporerAbstract
ABSTRAK
Penelitian ini mengkaji secara komprehensif tentang sumber pengetahuan dalam filosofi pendidikan dan relevansinya terhadap proses pembelajaran kontemporer. Melalui pendekatan Systematic Literature Review yang mengadopsi pedoman PRISMA 2020, kajian ini menganalisis berbagai artikel ilmiah dengan periode publish tahun 2021-2025 yang membahas epistemologi pendidikan, keyakinan epistemik, dan implikasinya terhadap proses pembelajaran. Hasil analisis menunjukkan bahwa pemahaman tentang sumber pengetahuan sangat dipengaruhi oleh keyakinan epistemologis individu yang membentuk pendekatan mereka terhadap pembelajaran dan pengajaran. Tradisi rasionalisme yang menekankan peran akal budi dan empirisme yang mengutamakan pengalaman sensori dapat diintegrasikan melalui perspektif konstruktivisme untuk menghasilkan kerangka epistemologis yang lebih komprehensif. Temuan empiris mengungkap bahwa dimensi kompleksitas keyakinan epistemik berdampak positif terhadap kreativitas dan prestasi akademik, sementara orientasi pada kepastian absolut dapat menghambat eksplorasi intelektual. Variasi keyakinan epistemologis di kalangan pendidik berdasarkan pengalaman mengajar dan perbedaan kultural menunjukkan perlunya pendekatan kontekstual dalam desain pembelajaran. Penelitian ini menyimpulkan bahwa kesadaran epistemologis yang eksplisit dalam pendidikan dapat meningkatkan pemahaman peserta didik tentang hakikat pengetahuan dan mendorong pengembangan keterampilan berpikir kritis yang esensial di era digital. Implikasi pedagogis mencakup perlunya integrasi refleksi epistemologis dalam program pendidikan guru dan pengembangan kurikulum yang mengakomodasi keberagaman orientasi epistemologis peserta didik.
Kata Kunci: sumber pengetahuan, filosofi pendidikan, keyakinan epistemik, konstruktivisme, pembelajaran kontemporer
ABSTRACT
This study comprehensively examines sources of knowledge in educational philosophy and their relevance to contemporary learning process. Through a Systematic Literature Review approach adopting PRISMA 2020 guidelines, this study analyzes various scientific articles that published from 2021-2025 period discussing educational epistemology, epistemic beliefs, and their implications for learning processes. The analysis reveals that understanding of knowledge sources is significantly influenced by individual epistemological beliefs that shape their approaches to learning and teaching. The rationalist tradition emphasizing the role of reason and empiricism prioritizing sensory experience can be integrated through constructivist perspectives to produce a more comprehensive epistemological framework. Empirical findings reveal that the complexity dimension of epistemic beliefs positively impacts creativity and academic achievement, while orientation toward absolute certainty can inhibit intellectual exploration. Variations in epistemological beliefs among educators based on teaching experience and cultural differences indicate the necessity for contextual approaches in learning design. This research concludes that explicit epistemological awareness in education can enhance students' understanding of knowledge nature and promote development of critical thinking skills essential in the digital era. Pedagogical implications include the need for integrating epistemological reflection in teacher education programs and developing curricula that accommodate diversity of students' epistemological orientations.
Keywords: sources of knowledge, philosophy of education, epistemic beliefs, constructivism, contemporary learning
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