PERAN FILOSOFI PENDIDIKAN DALAM MEMBENTUK GURU REFLEKTIF DAN HUMANIS PADA PROGRAM PENDIDIKAN PROFESI GURU: KAJIAN KEPUSTAKAAN

Nyoman Astawan; I Nyoman Sadwika; I Ketut Muada

Authors

Nyoman Astawan Universitas PGRI Mahadewa Indonesia
I Nyoman Sadwika Universitas PGRI Mahadewa Indonesia
I Ketut Muada Universitas PGRI Mahadewa Indonesia

Keywords:

educational philosophy, teacher education, reflective teacher, humanistic education, Teacher Professional Education Program

Abstract

ABSTRACT

Educational philosophy plays a strategic role in the formation of professional teachers, particularly within the context of the Teacher Professional Education Program (Program Pendidikan Profesi Guru PPG), which has tended to emphasize technical and instructional aspects. This article aims to conceptually examine the role of educational philosophy as a foundational framework for developing reflective and humanistic teachers in PPG. The study employs a qualitative approach using a literature review method through the analysis of reputable scholarly books, peer-reviewed journal articles, and relevant educational policy documents. The findings indicate that educational philosophy functions as a value-based framework that shapes the orientation and objectives of teacher education and has direct implications for the selection and design of learning models in PPG. The integration of educational philosophical traditions such as idealism, progressivism, humanism, constructivism, and critical philosophy strengthens reflective, humanistic, and contextual learning approaches oriented toward ethical and humanistic values. The conceptual synthesis of this study underscores that strengthening educational philosophy should be positioned as an integrative foundation in PPG, ensuring that the development of professional teachers is not reduced to technical skills training but becomes a reflective, humanistic, and value-oriented educational process

Downloads

Download data is not yet available.

References

Affandi, L., & Tantra, D. (2022). Implication of Constructivism Philosophy on Teacher Professional Development: A Literature Review. Jurnal Pendidikan Progresif., 12(2). https://doi.org/http://dx.doi.org/10.23960/jpp.v12.i2.202232

Anand, J., & Gangmei, E. (2023). Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education. . . International Journal For Multidisciplinary Research., 5(6). https://doi.org/https://doi.org/10.36948/ijfmr.2023.v05i06.9459

Ardana, L., Yuniati, S., Kurniati, A., & Rahmi, D. (2025). The Importance of Pendidikan Profesi Guru (PPG) in Improving the Quality of Education in Indonesia. Jurnal Profesi Pendidikan, 4(1), 1–8. https://doi.org/https://doi.org/10.22460/jpp.v4i1.26153

Cifuentes-Medina, J., Torres-Ortiz, J., & Espejo-Lozado, R. (2020). Pedagogical Trends in Teaching Humanities in the Formation of Future Elementary School Teachers. Educación y Humanismo, 22(38), 1–16. https://doi.org/10.17081/eduhum.22.38.3628

Dwi Pita Reski1, Syamsu A. Kamaruddin2, A. S. (2024). Philosophy of Education in the Digital Age: The Balance between Technology and Humanism. Didaktika Jurnal Pemikiran Pendidikan, 30(2), 290–295. https://doi.org/10.30587/didaktika.v30i2.9065

Emilya, S. (2024). Systematic Literature Review Filsafat Idealisme dalam Pembentukan Karakter Siswa. Journal of Innovation in Teaching and Instructional Media, 5(1), 361–375. https://doi.org/https://doi.org/10.52690/jitim.v5i1.972

Handayani, M., & Djohar, A. (2020). Model Pendidikan Profesi Guru (PPG) Vokasi. Novasi Kurikulum, 12–22. https://doi.org/https://doi.org/10.17509/jik.v17i1.36805

Handayani, S., Muchtar, H., Puspita, R., Juningsih, J., & Anwar, R. (2024). Konsep Filsafat Progresivisme dalam Pengembangan Kurikulum Merdeka di SMAN 1 Sukanagara. . . Jurnal Visionary : Penelitian Dan Pengembangan Dibidang Administrasi Pendidikan., 12(1), 116–125. https://doi.org/https://doi.org/10.33394/vis.v12i1.10542

Hasanah, I. A., & Sukiman, S. (2025). Pendekatan humanistik dalam Kurikulum Merdeka: Strategi penguatan pembelajaran inklusif dan berdiferensiasi di Madrasah Ibtidaiyah. Pedagogik Journal of Islamic Elementary School, 8(2), 654–668. https://doi.org/https://doi.org/10.24256/pijies.v8i2.7518

Ibrahim, T., & Robandi, B. (2020). Representasi Kesadaran Agensi Moral Sebagai Guru: Studi Fenomenologi Pada Mahasiswa Pascasarjana Universitas Pendidikan Indonesia. Jurnal Pendidikan Karakter, 10(1), 69–89. https://doi.org/https://doi.org/10.21831/jpk.v10i1.30313

Ith Vuthy. (2025). Filsafat Pendidikan. Jurnal Ilmiah Literasi Indonesia, 2(1), 26–30. https://doi.org/doi.org/10.63822/t831s135

Kaloudis, T., Georgiadis, K., Travlos, A., & Theodorakis, Y. (2025). Fostering Reflective Thinking in Physical Education Teachers: An Action Research Study Promoting Paralympic Values and Inclusive Practices. Education Sciences, 15(7), 1–18. https://doi.org/https://doi.org/10.3390/educsci15070823

Ketaren, D. M. B., Nazila, R., & Sari, C. K. (2025). Revitalisasi pendidikan guru untuk menjawab tantangan abad 21. Jurnal Pendidikan Dan Kewarganegara Indonesia, 2(2). https://doi.org/https://doi.org/10.61132/jupenkei.v2i2.291

Labibah, F., Suciptaningsih, O. A., & Anggraini, A. E. (2025). Integrasi nilai-nilai filsafat etis dalam pengembangan media pembelajaran pendidikan dasar. Jurnal Pendidikan Dan Pembelajaran Indonesia, 5(1), 338–347. https://doi.org/https://doi.org/10.53299/jppi.v5i1.949

Lestari, P., & Mahrus, M. (2025). eran Guru dalam Pendidikan Karakter untuk Membentuk Tanggung Jawab dan Disiplin Siswa Sekolah Dasar. Journal of Nusantara Education, 4(2), 32–45. https://doi.org/https://doi.org/10.57176/jn.v4i2.137

Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135–157. https://doi.org/https://doi.org/10.1080/00131911.2013.839546

Maharani, T., Faiz, A., & Afendi, A. H. (2025). A humanistic approach to cultivating empathy in inclusive elementary schools: An analysis of teacher strategies. Journal of Innovation and Research in Primary Education, 4(4). https://doi.org/https://doi.org/10.56916/jirpe.v4i4.2198

Maslukiyah, N., & Rumondor, P. (2020). ). Implementasi Konsep Belajar Humanistik pada Siswa dengan Tahap Operasional Formal di SMK Miftahul Khair. Psikologika, 25(1), 97–110. https://doi.org/https://doi.org/10.20885/psikologika.vol25.iss1.art8

Maulana, I., Rahma, N., Mahfirah, N., Alfarizi, W., & Darlis, A. (2023). Meningkatkan Profesional Guru dengan Program Pendidikan Profesi Guru (PPG). Journal on Education, 3(2), 2158–2167. https://doi.org/https://doi.org/10.31004/joe.v5i2.867

Mohamed, M., Rashid, R., & Alqaryouti, M. (2022). Conceptualizing the complexity of reflective practice in education. Frontiers in Psychology, 1–8. https://doi.org/https://doi.org/10.3389/fpsyg.2022.1008234

Patty, M. A., Prastowo, A., & Sahmat, S. D. R. (2024). Humanizing learning: Implementing the humanistic approach in inclusive Islamic education at SD Muhammadiyah Wringinanom Gresik. HEUTAGOGIA: Journal of Islamic Education, 4(1), 87–106. https://doi.org/https://doi.org/10.14421/hjie.2024.41-07

Puspitasari, L., Idawati, I., Patta, N., & Indana, N. (2024). Analisis Peran Filsafat Idealisme Serta Implementasinya Pada Pendidikan. Elementar : Jurnal Pendidikan Dasar, 4(2), 164–173. https://doi.org/https://doi.org/10.15408/elementar.v4i2.42492

Rahmawati, L., Hamdanah, H., & Surawan, S. (2025). Inclusive education based on humanistic learning: Teachers’ innovation ability in learning at SMAN 4 Palangka Raya. Tunas: Jurnal Pendidikan Guru Sekolah Dasar, 10(2), 99–106. https://doi.org/https://doi.org/10.33084/tunas.v10i2.9655

Rahmi, E., & Kristiawan, M. (2024). Characteristics of educational management based on humanistic philosophy. Journal of Innovation in Teaching and Instructional Media, 4(3), 122–129. https://doi.org/https://doi.org/10.52690/jitim.v4i3.784

Rosidah, I., & Sugianti, S. (2025). Reflektivitas praktik pedagogis pendekatan pembelajaran mendalam sebagai prinsip pembelajaran pada mata kuliah Micro Teaching. Jurnal Pendidikan Bahasa, 15(3), 455–460. https://doi.org/https://doi.org/10.37630/jpb.v15i3.3463

Rosita, R., Safitri, R. D., Suwarma, D. M., Muyassaroh, I., & J. (2025). Pendekatan konstruktivisme terhadap peningkatan hasil belajar siswa SD. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 10(3), 238–247. https://doi.org/https://doi.org/10.26740/jrpd.v10n3.p238-247

Rosyid, D. F. (2025). The importance of applying educational philosophy in elementary education. CECE: Journal of Early Childhood Education, 2(2), 131–136. https://doi.org/10.12928/cece.v2i2.1486

Saimon, M., & Mtenzi, F. (2021). Reflective practices as the cornerstone for teacher development in the 21st century: Lessons from educators’ action research projects. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(2), 88–100. https://doi.org/https://doi.org/10.37134/jrpptte.vol11.2.7.2021

Simanjuntak, R. M., Nurfatanah, N., & Hanum, F. (2024). Peranan filsafat pada Program Pendidikan Profesi Guru dalam jabatan: Kajian ontologi, epistemologi, dan aksiologi. Jurnal Suluh Pendidikan, 12(2), 148–158. https://doi.org/https://doi.org/10.36655/jsp.v12i2.1612

Sriatun, S., Sugiono, S., Kurniasih, N., & Hendrizal, H. (2024). The Essence of Education. Education Achievement. Ournal of Science and Research, 5(2), 440–445. https://doi.org/https:/https://doi.org/10.51178/jsr.v5i2.1910

Suci, M., & Putra, R. A. A. (2025a). Reflective practice and teaching philosophy: Insights from experienced EFL teachers in Indonesia. New Language Dimensions, 6(1), 39–50. https://doi.org/https://doi.org/10.26740/nld.v6n1.p39-50

Suci, M., & Putra, R. A. A. (2025b). Reflective practice and teaching philosophy: Insights from experienced EFL teachers in Indonesia. New Language Dimensions, 6(1), 39–50. https://doi.org/https://doi.org/10.26740/nld.v6n1.p39-50

Sutrisno, S. (2021). Filsafat pendidikan sebagai landasan pengembangan praktik pendidikan. Jurnal Ilmiah Literasi Indonesia, 1(2), 45–54. https://ojs.indopublishing.or.id/index.php/jili/article/view/630

Syofiyanti, D. (2025). Pedagogical Perspectives: About the Meaning of Education, Teaching, and Training. Journal of Practice Learning and Educational Development., 5(1), 120–129. https://doi.org/10.58737/jpled.v5i1.419

Tasnim, Z., & Ahmed, R. (2022). Rise of Humanistic Education: Are Learners ‘Humans’ or Simply ‘Machines.’ Crossings: A Journal of English Studies, 13(1), 106–117. https://doi.org/https://doi.org/10.59817/cjes.v13i1.23

Wibowo, Y., Salfadilah, F., Amanabella, M., Malahati, F., & Atin, S. (2024). The Concept of Humanist Education: A Qur’anic Perspective. BESTARI, 21(1), 45–63. https://doi.org/https://doi.org/10.36667/bestari.v21i1.1558

Widodo, H. (2018). Pengembangan Respect Education Melalui Pendidikan Humanis Religius Di Sekolah. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 21(1), 110–122. https://doi.org/https://doi.org/10.24252/lp.2018v21n1i10