skip to main content
10.1145/3452144.3452151acmotherconferencesArticle/Chapter ViewAbstractPublication PagesicliqeConference Proceedingsconference-collections
research-article

Philosophical Foundation of Curriculum Development of Primary Teacher Education Study Program at STKIP Weetebula Southwest Sumba East Nusa Tenggara

Published: 25 April 2021 Publication History

Abstract

Philosophical foundation is essential for curriculum development as its foundation, direction and determining the goal of education. Thus the philosophical foundation in curriculum development guides the quality of learning, resources, content, learning process, students position, and assessment, also interpersonal relations of students with surroundings. This research aims to describe philosophical foundations of curriculum development in the Primary Teacher Education Study Program at STKIP Weetebula. This study is a qualitative descriptive research with literature review method. Literatures in this research involve curriculum documents of Primary Teacher Education Study Program as the primary data resource and other literatures related to philosophy education, curriculum development and society 5.0 as secondary data resources. Content analysis is used as the data analysis technique to choose, classify, compare and merge data from several documents so relevant data is established. Research findings show that curriculum development in the Primary Teacher Education Study Program at STKIP Weetebula already has a philosophical foundation of education which facilitates the learning process to welcome society 5.0. Curriculum development of the Primary Teacher Education Study Program at STKIP Weetebula is embedded in perennialism, essentialism, progressivism, and reconstructionism philosophy of education. These four philosophical underpinnings are encompassed eclectically through vision, mission, graduate profiles, learning outcomes, subject structures and subject matrix in Primary Teacher Education Study Program at STKIP Weetebula.

References

[1]
R. P. Wibawa and D. R. Agustina. 2019. Peran Pendidikan Berbasis Higher Order Thinking Skills (Hots) Pada Tingkat Sekolah Menengah Pertama Di Era Society 5.0 Sebagai Penentu Kemajuan Bangsa Indonesia. Equilibrium, vol. 7, no. 2, pp. 137--141.
[2]
Sunawan. 2019. Pengembangan Soft Skill dan Kompetensi Konselor Pada Era Society 5.0". in Prosiding Seminar Nasional Bimbingan Dan Konseling, vol. 3, no. 1, pp. 1--7.
[3]
S. A. and Ekanem and E. N. Ekefre. 2014. Philosophical Foundation of Curriculum Development in Nigeria: The Essencist Model. Journal of Educational and Social Research, vol. 4, no. 3, pp. 265--272.
[4]
J. M. Kuboja and B. M. Ngussa. 2015. Conceptualizing the Place of Technology in Curriculum Formation: A View of the Four Pillars of Curriculum Foundations. International Journal of Academic Research in Progressive Education and Development, vol. 4, no. 2, pp. 54--71.
[5]
D. Andrian, B. Kartowagiran, and S. Hadi. 2018. The Instrument Development to Evaluate Local Curriculum in Indonesia. International Journal of Instruction. vol. 11, no. 4, pp. 921--934.
[6]
A. Ghufron, "Filsafat Pengembangan Kurikulum. 2008. Fondasia, vol. 1, no. 9, pp. 1--10. [Online]. Available: http://staffnew.uny.ac.id/upload/131782837/penelitian/Fondasia+-+Filsafat+Pengembangan+Kurikulum.pdf.
[7]
B. Mitchell. 2016. Understanding Curriculum. Asian Journal of Humanities and Social Studies, vol. 4, no. 4, pp. 299--311.
[8]
E. W. Suprihatin. 2007. Filosofi Sebagai Landasan Pengembangan Kurikulum. Jurnal Manajemen Pendidikan, vol. 1, no. 3, pp. 48--59.
[9]
Helaluddin. 2018. Restrukturisasi Pendidikan Berbasis Budaya: Penerapan Teori Esensialisme Di Indonesia. Jurnal Dimensi Pendidikan dan Pembelajaran, vol. 6, no. 2, pp. 74--82.
[10]
A. H. Saidah. 2015. Pemikiran Essensialisme, Eksistensialisme, Perenialisme, Dan Pragmatisme Dalam Perspektif Pendidikan Islam. Jurnal Al-Asas, vol. 3, no. 1, pp. 1--8.
[11]
P. F. Oliva and W. Gordon. 2013. Developing the Curriulum. International Edition, Boston: Pearson.
[12]
A. Mubin. 2018. Pengaruh Filsafat Rekonstruksionisme Terhadap Rumusan Konsep Pendidikan Serta Tinjauan Islam Terhadapnya. Rausyan Fikr, vol. 14, no. 1, pp. 69--79.
[13]
M. Linarwati, A. Fathoni, M.M. Minarsih. 2016. Studi Deskriptif Pelatihan Dan Pengembangan Sumberdaya Manusia Serta Penggunaan Metode Behavioral Event Interview Dalam Merekrut Karyawan Baru Di Bank Mega Cabang Kudus. Journal of Management, vol. 2, no. 2, pp. 1--8.
[14]
Y. S. Lincoln & E. G. Guba. 1985. Naturalistic Inquiry. Beverly Hills CA: Sage Publications, Inc.
[15]
Krippendoff. 1993. Analisis Isi: Pengantar Teori dan Metodologi. Jakarta: Citra Niaga Rajawali Press.
[16]
N. Uyangör and H. H. Şahan. 2016. An Analysis of Educational Philosophies and Teacher Competencies. International Journal of Current Research, vol. 8, no. 4, pp. 30100--30106.
[17]
S. Bahri. 2018. Pengembangan Kurikulum Berbasis Multikulturalisme di Indonesia (Landasan Filosofis dan Psikologis Pengembangan Kurikulum Berbasis Multikulturalisme). Jurnal Ilmiah Didaktika., vol. 19, no. 1, pp. 69--88.
[18]
Ogwora, Eric Thomas, et.al. 2013. Philosophy as a Key Instrument in Establishing Curriculum, Educational Policy, Objectives, Goals of Education, Vision and Mission of Education. Journal of Education and Practice, vol. 4, no. 11, pp. 95--102.
[19]
S. Bahri. 2011. Pengembangan Kurikulum Tujuan Dasar dan Tujuannya. Jurnal Ilmiah Islam Futura, vol. 11, no. 1, pp. 1--20.
[20]
Suryadi. 2020. Pembelajaran Era Disruptif Menuju Masyarakat 5.0 (Sebuah Telaah Perspektif Manajemen Pendidikan)" in Prosiding Seminar Nasional Pendidikan Program Pascasarjana Universitas PGRI Palembang, vol. 0, pp. 16--29.
[21]
M. P. Rezkya. 2019. Generasi Milenial yang Siap Menghadapi Era Revolusi Digital (Society 5.0 dan Revolusi Industri 4.0) di Bidang Pendidikan Melalui Pengembangan Sumber Daya Manusia. in Seminar Nasional Pascasarjana UNNES, pp. 1117--1125.
[22]
R. L. Siregar. 2016. Teori Belajar Perenialisme. Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, vol. 13, no. 2, pp. 172--183.
[23]
P. Maftoon and N. Shakouri. 2013. On Situating the Stance of Perennialism in the History of Curriculum Development in Iran: A Philosophical Look. International Journal of Language Learning and Applied Linguistics World, vol. 3, no. 4, pp. 55--64.
[24]
A. Acquah, A. Adjei, and J. K. Mensah. 2017. School of Thoughts of the Essentialist Philosophers on the Aims of Education, Role of Education and the Focus of Education: Implications for Curriculum Development and Practice in Ghana. Jurnal of Philosophy, Culture and Religion, vol. 32, pp. 1--7.
[25]
W. Samkange. 2015. Analyzing the Philosophy of Progressivism in Relation to Contemporary Education Practice in Zimbabwe. Scholars Journal of Arts, Humanities and Social Sciences, vol. 3, no. 9B, pp. 1485--1488.
[26]
M. Nursikin. 2016. Aliran-aliran Filsafat Pendidikan dan Implementasinya Dalam Pengembangan Kurikulum Pendidikan Islam. Attarbiyah: Journal of Islamic Culture and Education, vol. 2, no. 2, pp. 303--334.
[27]
Muhmidayeli. 2011. Filsafat Pendidikan. Bandung: Refika Aditama.
[28]
M. Fadlillah. 2017. Aliran Progresivisme Dalam Pendidikan di Indonesia. Jurnal Dimensi Pendidikan dan Pembelajaran, vol. 5, no. 1, pp. 17--24.
[29]
Nur Ahid. 2006. Konsep Dan Teori Kurikulum Dalam Dunia Pendidikan. Islamica, vol. 1, no. 1, pp. 12--29.
[30]
M. L. Breithorde and L. Swiniarski. 1999. Constructivism and Reconstructionism: Educating Teachers for World Citizenship. Australian Journal of Teacher Education, vol. 24, no. 1, pp. 1--17.
[31]
C. Kooli, C. Zidi, and A. Jamrah. 2019. The Philosophy of Education in the Sultanate of Oman: Between Perennialism and Progressivism. American Journal of Education and Learning, vol. 4, no. 1, pp. 36--49.
[32]
G. F. Kneller. 2000. Foundations of Education. New York: John Willey & Son Inc,

Index Terms

  1. Philosophical Foundation of Curriculum Development of Primary Teacher Education Study Program at STKIP Weetebula Southwest Sumba East Nusa Tenggara

    Recommendations

    Comments

    Information & Contributors

    Information

    Published In

    cover image ACM Other conferences
    ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality Education
    September 2020
    868 pages
    ISBN:9781450375726
    DOI:10.1145/3452144
    Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

    Publisher

    Association for Computing Machinery

    New York, NY, United States

    Publication History

    Published: 25 April 2021

    Permissions

    Request permissions for this article.

    Check for updates

    Author Tags

    1. Curriculum Development
    2. Philosophy of Education
    3. Primary Teacher Education

    Qualifiers

    • Research-article
    • Research
    • Refereed limited

    Conference

    ICLIQE 2020

    Contributors

    Other Metrics

    Bibliometrics & Citations

    Bibliometrics

    Article Metrics

    • 0
      Total Citations
    • 93
      Total Downloads
    • Downloads (Last 12 months)7
    • Downloads (Last 6 weeks)2
    Reflects downloads up to 16 Feb 2025

    Other Metrics

    Citations

    View Options

    Login options

    View options

    PDF

    View or Download as a PDF file.

    PDF

    eReader

    View online with eReader.

    eReader

    Figures

    Tables

    Media

    Share

    Share

    Share this Publication link

    Share on social media