Multidimensional Science Education: Overview Of Philosophy Foundations (Ontology, Epistemology, Axiology)

Hamidi Hamidi, Muhammad Sarjan, Iswari Fauzi, Rindu Rahmatiah, Muhammad Yamin, Sudirman Sudirman, Asrorul Azizi, Agus Muliadi, Yusran Khery, Muh. Zaini Hasanul Muttaqin, Mulia Rasyidi, Bakhtiar Ardiansyah

Abstract

Natural science or science is a part of human life that has existed since the beginning of human existence, knowing himself and the natural surroundings. This study aimed to examine Dimensional Science Education based on three philosophical foundations: ontology, epistemology, and axiology. The method used in this article is the literature review method. The library sources used are books and articles that are by this article. The analysis used is content analysis. The study results show that, in essence, science is a science of natural phenomena that is poured into facts, concepts, principles, and laws that are tested for truth through a series of activities in the scientific method. The essence of products and processes cannot be distinguished or separated because they have a bound relationship with one another in conducting scientific observations so that they can form a scientific attitude. Dimensional Science Education is divided into three dimensions, namely Product Dimension (ontology), Process Dimension (epistemology), and Scientific Attitude Dimension (Axiology). These three dimensions are interrelated. It can be interpreted that science learning must include these three dimensions. Therefore, Science education contains not only formulas and theories but a process and scientific attitude to obtain scientific concepts about the universe.



Keywords


science education; multidimensional; philosophy

Full Text:

PDF


References


1. Mubhar, M. Z. (2015). Metode Memperoleh Ilmu Pengetahuan Alam [Methods of Acquiring Natural Science]. AL-QALAM, Jurnal Kajian Islam & Pendidikan, 7(1), 131–145 (in Indonesian).

2. Bambang, E. P. (2018). Manusia Sebagai Subjek Dalam Pendidikan Kebhinekaan [Human as Subject in Diversity Education]. Jurnal Edukasi, 5(1), 32. doi: 10.19184/jukasi.v5i1.8015 (in Indonesian).

3. Paparang, S. T., & Sinaulan, R. L. (2022). Telaah Lingkungan Hidup, Pembangunan Berkelanjutan dan Pencemaran. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(3), 1681. doi: 10.37905/aksara.8.3.1681-1694.2022 (in Indonesian).

4. Imro’atun Istikhomah, R., & Wachid, A. (2021). Filsafat Sebagai Landasan Ilmu dalam Pengembangan Sains [Philosophy as the Foundation of Science in Science Development]. Jurnal Filsafat Indonesia, 4, 59–64 (in Indonesian).

5. Umar, U. (2018). Filsafat ilmu: suatu tinjauan pengertian dan objek dalam filsafat pengetahuan [Philosophy of science: a review of definitions and objects in the philosophy of knowledge]. EL-Muhbib: Jurnal Pemikiran Dan Penelitian Pendidikan Dasar, 2(2), 160–170. doi: 10.52266/el-muhbib.v2i2.392 (in Indonesian).

6. Wardani. (2019). Integrasi ilmu keislaman dan filsafat: perspektif filsafat ilmu [Integration of Islamic science and philosophy: a philosophy of science perspective]. Jurnal Ilmiah Ilmu Ushuluddin, 18(1), 1. doi: 10.18592/jiiu.v18i1.3014 (in Indonesian).

7. Atika, N., & Salminawati. (2022). Filsafat dan sains islam tentang fenomena alam [Islamic philosophy and science on natural phenomena]. Journal Of Social Research, 1(5), 334–340. doi: 10.55324/josr.v1i5.73

8. Muslih, M. (2020). Filsafat Ilmu Imre Lakatos dan Metodologi Pengembangan Sains Islam [Imre Lakatos' Philosophy of Science and Islamic Science Development Methodology]. Tasfiyah, 4(1), 46. doi: 10.21111/tasfiyah.v4i1.3962 (in Indonesian).

9. Pratiwi, S. N., Cari, C., & Aminah, N. S. (2019). Pembelajaran IPA Abad 21 dengan Literasi Sains Siswa [21st Century Science Learning with Student Science Literacy]. Jurnal Materi Dan Pembelajaran Fisika (JMPF), 9(1), 34–42 (in Indonesian).

10. Zarman, W. (2020). Pendidikan IPA Berlandaskan Nilai Keimanan: Konsep dan Model Penerapannya [Science Education Based on the Value of Faith: Concepts and Implementation Models]. N. d.: Deepublish (in Indonesian).

11. Fadli, M. R. (2021). Hubungan Filsafat dengan Ilmu Pengetahuan dan Relevansinya Di Era Revolusi Industri 4.0 (Society 5.0) [The Relationship between Philosophy and Science and Its Relevance in the Era of Industrial Revolution 4.0 (Society 5.0)]. Jurnal Filsafat, 31(1), 130. doi: 10.22146/jf.42521 (in Indonesian).

12. Irsan, I. (2021). Implemensi Literasi Sains dalam Pembelajaran IPA di Sekolah Dasar [Implementation of Science Literacy in Science Learning in Primary Schools]. Jurnal Basicedu, 5(6), 5631–5639. doi: 10.31004/basicedu.v5i6.1682 (in Indonesian).

13. Roviati, E., & Widodo, A. (2019). Kontribusi Argumentasi Ilmiah dalam Pengembangan Keterampilan Berpikir Kritis [Contribution of Scientific Argumentation in the Development of Critical Thinking Skills]. Titian Ilmu: Jurnal Ilmiah Multi Sciences, 11(2), 56–66. doi: 10.30599/jti.v11i2.454 (in Indonesian).

14. Syarifuddin, S. (2018). Pancasila sebagai filsafat ilmu dan implikasi terhadap pengembangan ilmu pengetahuan dan teknologi [Pancasila as a philosophy of science and implications for the development of science and technology]. EL-Muhbib: Jurnal Pemikiran Dan Penelitian Pendidikan Dasar, 2(2), 115–127. doi: 10.52266/el-muhbib.v2i2.356 (in Indonesian).

15. Mesiono, M. (2018). Esensi Pendidikan Presfektif Analisis Filsafat Pendidikan [Essence of Education from the Perspective of Philosophy of Education Analysis]. ITTIHAD, 2(2), 207–217 (in Indonesian).

16 Ruth, I., & Situmeang, V. O. (2021). Hakikat Filsafat Ilmu dan Pendidikan dalam Kajian Filsafat Ilmu Pengetahuan [The Nature of Philosophy of Science and Education in the Study of Philosophy of Science]. Jurnal IKRA-ITH Humaniora, 5(1) (in Indonesian).

17. Daniah, D. (2020). Pentingnya inkuiri ilmiah pada praktikum dalam pembelajaran ipa untuk peningkatan literasi sains mahasiswa [The importance of scientific inquiry in practicum in science learning to improve students' science literacy]. PIONIR: Jurnal Pendidikan, 9(1). doi: 10.22373/pjp.v9i1.7178 (in Indonesian).

18. Wathoni, L. M. (2018). Integrasi Pendidikan Islam dan Sains: Rekonstruksi Paradigma Pendidikan Islam [Integration of Islamic Education and Science: Reconstructing the Paradigm of Islamic Education]. N. d.: Uwais Inspirasi Indonesia (in Indonesian).

19. Noperman, F. (2020). Pendidikan Sains dan Teknologi: Transformasi sepanjang masa untuk kemajuan peradaban [Science and Technology Education: Timeless transformation for the advancement of civilisation]. N. d.: Unib Press (in Indonesian).

20. Zeng, A., Shen, Z., Zhou, J., Wu, J., Fan, Y., Wang, Y., & Stanley, H. E. (2017). The science of science: From the perspective of complex systems. Physics Reports, 714–715, 1–73. doi: 10.1016/j.physrep.2017.10.001

21. Evagorou, M., Erduran, S., & Mäntylä, T. (2015). The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works. International Journal of STEM Education, 2(1). doi: 10.1186/s40594-015-0024-x

22. Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2016). Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences. Organizational Research Methods, 19(2), 159–203. doi: 10.1177/1094428115624965

23. Agus Pujawan, I. K. A., & Astawan, I. G. (2021). Assessment Instrument of Social Attitude and Science Learning Outcomes of Grade IV Elementary School. Jurnal Ilmiah Sekolah Dasar, 4(4), 604–613.

24. Hodson, D. (1998). Science fiction: the continuing misrepresentation of science in the school curriculum. Curriculum Studies, 6(2), 191–216. doi: 10.1080/14681369800200033


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.




Copyright (c) 2022 Hamidi, Muhammad Sarjan, Iswari Fauzi, Rindu Rahmatiah, Muhammad Yamin, Sudirman, Asrorul Azizi, Agus Muliadi, Yusran Khery, Muh. Zaini Hasanul Muttaqin, Mulia Rasyidi, Bakhtiar Ardiansyah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.