TUGAS FILSAFAT MARSIGIT Educational Philosophy, ONTOLOGY, EPISTEMOLOGY, AND AXIOLOGY OF THE SCIENCE STUDIES

Educational Philosophy

“ONTOLOGY, EPISTEMOLOGY, AND AXIOLOGY OF

THE SCIENCE STUDIES”

Submitted to fulfill one of the final tasks of Educational Philosophy

Supporting Lecturers:

1.     Prof. Dr. Marsigit, M.A (Yogyakarta State University)

2.     Prof. Ruyu Hung, Ph.D. (National Chiayi University)

Presented by:

HERU PURNOMO

ID Number:19706261001

PRIMARY SCHOOL DOCTORAL PROGRAM

GRADUATE SCHOOL

YOGYAKARTA STATE UNIVERSITY

2019

ACKNOWLEDGEMENTS

Praise the authors say to Allah SWT because of his blessings and gifts in the form of health, opportunity, and free time so that the final project of this philosophy of education can be completed..

In the process of preparing this final project, the author experienced many problems, especially about the substance, cohesiveness of the material, and translation. However, due to the effort and persistence, finally the final project of the Philosophy of Education course with the title "Ontology, Epistemology, and Axiology Of The Science Studies" can be completed on time. Therefore, the authors thank all parties, especially lecturers; Prof. Dr. Marsigit, M.A. and Prof. Ruyu Hung, Ph.D. and fellow students of the Basic Education Doctoral Program. Hopefully the assistance provided will be rewarded according to Allah SWT.

The author realizes that this final project is still not perfect both from the form of compilation and material content. Suggestions and constructive criticism are expected for the good in the future. Finally, hopefully this paper can benefit us all.

Yogyakarta, Desember 23^th 2019

Author,

CHAPTER I

INTRODUCTION

A.          Background

The study of this paper seeks to discuss science education in the philosophy of education in terms of ontology, epistemology, and axiology in the learning process. Science in primary education is very interesting to be studied more deeply what the nature of science learning itself philosophically, how the process occurs and the benefits of science learning for students. As explained by James Conant (Samatowa, 2011) defines science from the aspects of ontology and epistemology, namely a series of concepts and schemes of experimentation and observation, and useful for further observation and experimentation.

Education, as one of a series of problems inherently inherent in human life, can be analyzed systematically, integrally, fundamentally and objectively through philosophical studies as well as science learning. This is like how Science is taught by its nature, namely as a process, product, attitude, and technology will be a means to develop cognitive, affective, and science process skills through a series of learning in school. This is in line with the enactment of the 2013 curriculum that aims to shape Indonesian people who are productive, creative, innovative, and effective through strengthening integrated attitudes, knowledge, and skills. However, so far there are still many obstacles in the application of learning in schools, especially at the elementary school level.

Based on the scope of the study as stated in the introduction above, the review of the philosophy of science learning in this paper is directed to answer the problem: (a) what is the nature of reality, the object of science learning (ontology), (b) how to obtain knowledge in science learning (epistemology), and (c) what are the useful values ​​of Science Learning (axiology).

B.           Importance of the problem

Importance of the problems in this paper includes the following:

1.            What is meant by ontology, epistemology, and axiology in education?

2.            What is an overview of the ontology, epistemology, and axiology of science learning?

C.          Objectives

The purpose of making this scientific paper is:

1.      Can explain the concepts of ontology, epistemology and axiology education well and correctly.

2.      Able to explain the review of science learning from ontology, epistemology, and axiology

CHAPTER II

DISCUSSION

A.          Overview of ontology, epistemology and axiology of education

The word Ontology, Epistemology, and Axiology according to the language comes from Greek. The word Ontology comes from the word "Ontos" which means "being (existing)". Nursalim (2013: 395) explained that the Ontology of science encompasses science, what is the nature of truth and reality inherent in scientific knowledge, which is inseparable from the philosophical perception of what and how (which) "exists" (being, Sein, het, zijn ). Also explained by Bahrun (2013: 36) Ontology is the most common part of philosophy, or is part of metaphysics, and metaphysics is one chapter of philosophy. The object of the study of ontology is that there is not bound to one particular embodiment, ontology discusses what exists universally, which is trying to find the core contained in every reality that includes all reality in all its forms.

Epistemology comes from the Greek meaning knowledge, knowledge. The word consists of two syllables namely logia meaning knowledge and episteme meaning about knowledge. So the understanding of etymology can be said that epistemology is knowledge of knowledge. Explained by Bahrum (2013: 39) The study of epistemology discusses how the process of gaining knowledge, what things must be considered to get the right knowledge, what is called truth and what are the criteria. Kaelan (Mahfud, 2018: 88) explains that Epistemology is a branch of philosophy that discusses science which covers various scopes including human resources, character, and truth.

Axiology comes from the word "Axios" which means "useful". The three words added with the word "logos" means "science, teachings, and theories". Nursalim (2013: 397) Axiology includes normative values ​​in giving meaning to truth or reality as we encounter in our lives exploring various regions, such as social areas, symbolic areas or physical material. More than those values ​​are also shown. Also explained according to Muhsin in Sobirin (2010: 65) explained the Axiology answered, for what knowledge in the form of science is used? How is the relationship between the uses of these with moral principles? How the determination of objects examined is based on moral choices? What is the relationship between procedural techniques which are the operationalization of the scientific method with moral norms? The three parts of philosophy can be seen fundamentally about education.

Philosophy is a science that tries to study knowledge as a whole which seeks to open the problems experienced by humans arising from all thoughts and experiences of humans in the field, philosophy tries to answer the questions experienced by humans comprehensively that occur in their lives in the real world they experience, humans need a way to improve themselves namely education, education is a way that humans do to improve themselves, but in education certainly will pose a fundamental question, so we need an answer that is structured in all views, measured, comprehensive and fundamental for a science.

The goals of educational philosophy 1) provide a foundation and at the same time provide direction to the process of implementing education. 2) help clarify educational goals. 3) Carry out criticism and correction of the implementation process. 4) Evaluating the methods of the education process. Philosophy in searching for answers is done in a scientific, objective way, giving accountability based on human reason, as well as answering human problems in the field of education, according to Jalaludin, (2007: 125) in principle philosophy puts things based on the ability of human reasoning ability. Truth in the context of philosophy is the truth that depends entirely on the ability of human reasoning ability. The ability to think or reason is a form of human reason activity through knowledge received through the five senses, processed and intended to achieve truth.

Based on the description above that education is inseparable from the foundation of ontology, epistemology, and axiology. Ontology discusses what you want to know about the theory of "there" in other words how the nature of the object being studied to produce knowledge. Epistemology discusses how the process of gaining knowledge. And axiology discusses the values ​​related to the usefulness of the knowledge acquired. By discussing these three elements, humans will understand the nature of knowledge. Without the true nature of knowledge, people will not be able to appreciate science as it should.

B.           Overview of the ontology of learning in elementary schools

In primary schools in the process of learning, science is very closely related to learning experienced by students and is real (concrete), because the learning process in elementary schools must provide meaningful experiences for students, as well as the real world experienced by students in the learning process. Patta Bundu (2006: 11-13) explains that science consists essentially of science as a product, process, and scientific attitude. Strengthened by the opinion of King (2002; 8) explained that science learning activities in elementary schools should emphasize observation, collection, and data collection. Through his observations, also explained by Sri Sulistyorini, 2007: 39 science deals with how to find out about nature systematically, so that science is not only mastering the systematic collection and science is not only mastering a collection of knowledge in the form of facts, concepts or principles only, but also a process of discovery. Based on the explanation above, it can be concluded that the scientific nature of products, processes, and scientific attitudes can only be obtained from finding out about the natural environment systematically through direct observation, data collection and data collection which will produce a concept, principle facts with an investigation process.

Piaget also believes that cognitive development occurs in six stages. Each stage is related to age and is composed of different ways of thinking. According to Piaget, more information does not make a child's mind more advanced. Piaget explained (Santrock, 2014: 47) dividing schemes that occur in children to understand their world through 4 periods or major stages that correlate with development with age are as follows: 9 1) Sensory-Motor Stage 2) Preoperational Stage 3) Stage Concrete Operations 4) Formal Operational Stage. In elementary school children at the concrete operational stage of age 7-12 years, therefore the learning process of SD must be adjusted to the mining stage of the students. It was explained that the Concrete Operational Phase generally children of this stage had understood logical operations with the help of concrete objects. This ability is realized in understanding the concept of eternity, the ability to classify and harmonize, able to see an object from a different perspective objectively. Children at this stage are mature enough to use logical thinking, but only physical objects exist today (because they are called concrete operational stages).

Suharsimi Arikunto (2011: 132) the process or activity of learning material takes place in the process of teaching and learning (instructional). In formulating instructional objectives of learning must be endeavored so that changes can occur in students including intellectual abilities, attitudes, and skills (Suharsimi Arikunto, 2011: 133). The results of learning science, of course, must be linked to the objectives of science education in elementary schools, 3 aspects must be mastered by students in learning in elementary schools, namely knowledge, skills, and attitude. Therefore, the lesson objectives describe the learning outcomes that students must have and the way students obtain these learning outcomes by considering aspects of student readiness as well as what students experience in their world.

Results of learning science students are expected to be able to understand science concepts and their relevance to their daily lives. In terms of processes students are expected to have the ability to develop knowledge, ideas, and apply the concepts they obtain to explain and solve problems found in everyday life (Hendro Darmodjo and Jenny R.E Kaligis, 1992: 11). In terms of attitudes and values, ​​students are expected to have an interest in introspection, a responsibility to be able to work together and be independent and to recognize and foster a love of the natural surroundings so that they realize the majesty of God Almighty.

C.          An overview of the epistemology of learning in elementary schools

How the science learning process in elementary schools in the learning process? Science learning in the 2013 curriculum was prepared by taking into account science process skills which include basic science process skills and integrated science process skills. Basic process skills include measuring (observing), observing (observing), inference (inferring), prediction (predicting), classification (classifying), and communication (communicating). Advanced science process skills include controlling variables, interpreting data, formulating hypotheses, defining operational variables, designing experiments, conducting experiments. In the implementation of the 2013 Curriculum, science learning activities are developed using a scientific approach (observing, measuring, questioning, experimentation, communicating) and other science process skills. According to Shepperd and Ragan (1982; 327) science is involved in the curriculum of primary school education to help students achieve intellectual, social and mental development. This relates to the competencies students must have after studying science. The competencies in question are:

1.         Understand the scientific method used by researchers

2.         Appreciate the achievements and appeal of a scientific career

3.         Understanding the contribution of science lessons in achieving optimal body health

The 2013 curriculum emphasizes the modern pedagogic dimension in learning, which uses a scientific approach. The scientific approach (scientific approach) in learning as referred to includes observing, asking, reasoning, trying, forming networks for all subjects. A process skill approach stresses the development of investigative skills are often associated with scientific inquiry (Chiapetta & Koballa, 2010: 131). The process skills approach is an approach that emphasizes the development of inquiry skills in the form of scientific methods. Science learning in the 2013 curriculum emphasizes aspects of process skills. Science process skills are classified into basic process skills and integrated process skills. Abdullah Aly and Eni Rahma (2008: 18) that "science is a theoretical approach that is obtained or arranged in a specific or special way that is observing experimentation, inference, preparation of theory, experimentation, observation, and so on hooks linking between ways that one with others"

The above process skills are the basis for developing a scientific approach to the 2013 curriculum. Scientists in the 2013 curriculum are often called the emergence of 5M (observing, measuring, trying, associating, and communicating). Process skills can emerge more than the 5M mentioned earlier, for example classifying, analyzing, predicting, inferring and other process skills. According to Daryanto (2014: 51), the application of a scientific approach to learning involves process skills such as observing, classifying, measuring, predicting, explaining, and concluding. In carrying out these processes, teacher assistance is needed. However, the teacher's assistance must decrease with increasing student maturity or higher student classes.

1.         Observing is the ability to sense objects and problems. In sensing use the five senses and produce facts. In learning, this observation can be developed when finding problems. Explained by Hosnan, 2014: 40 that Observing is an "intentional and systematic study of social phenomena and psychological symptoms through observation and recording". Observing activities carried out to "understand the characteristics and extent of the significance of the interrelation of elements/elements of human behavior in social phenomena that are complex in certain cultural patterns". In learning activities; students observe the object to be studied

2.         Questioning According to Borich, Gary D (2007: 303), some research data shows that not all questions can activate students in the learning process. Preliminary studies show that 70-80% of all questions involve questions in the form of memories from events or facts and only 20-30% of questions direct students to higher-order thinking processes. Some higher-level thinking processes include clarifying, expanding, generalizing, and making inferences. Questions for higher-order thinking are important for students to address various problems and symptoms related to science and other problems in social life. Furthermore, Borich, Gari D (2007: 304), stating function questions in the learning process include: 1) Interest getting and attention-getting 2) Diagnosing and checking 3) The recalling specific facts or information 4) Managing 5) Encouraging 6) Structuring and redirecting learning 7) Allowing expression of Effect From kutsainsn it can be summarized that the function of the question, among others, 1) Growing interest and attention 2) Diagnose and check 3) Asking return specific facts or information 4) Manage 5) Provide the higher-level thinking 6) Draw and directing learning 7) Provide an expression of attitude

3.         Reasoning (Associating) According to the Ministry of Education and Culture (2013: 301), the term reasoning activities in the context of learning in the 2013 Curriculum with a scientific approach refers to many theories of association learning or associative learning. The term association in learning refers to the ability to group a variety of ideas and associate various events and then put them into pieces of memory. During the transfer of special events to the brain, experiences are stored about other events. The experiences that have been stored in the brain's memory are related and interact with previous experiences that are already available. This process is known as association or reasoning. From a psychological perspective, associations refer to connections between conceptual or mental entities as a result of similarities between thoughts or closeness in space and time.

4.         Experimenting Trying is the stage of conducting an investigation. Investigation can be in the form of observational activities or experimental activities observation activities are activities to obtain data through observations, for example, observations of living and non-living objects. Experimental activity is an activity of giving treatment to an object and then seeing the results

5.         Communication is the stage for reporting the results of an investigation. Communication can take the form of oral communication and written communication. An example of oral communication is activities conveying the results of trials verbally, expressing opinions. Written communication, for example, conveys the results of experiments in the form of tables, graphs, diagrams, reports and so forth. According to Hosnan, 2014: 76 that in communicating activities students are expected to be able to present their findings to be displayed in front of the general public so that the courage to provide comments, suggestions, or improvements about what is presented by his colleagues

D.          Overview of axiology of learning in elementary schools

Learning in elementary school can equip students with the knowledge, skills, and attitudes they have so that students are expected to be able to maintain and preserve what is in their environment for future life. Students can develop their scientific attitude in daily life. Described according to Iskandar, (2001: 13-14) some characteristics of the scientific attitude are 1. The objective to the facts, its meaning that it is not interfered by feelings of pleasure or displeasure.  2.  Not in a hurry to conclude if there is not enough data to support that conclusion. 3. Open-minded means to consider the opinions or findings of others even if the opinion or discovery is contrary to his findings. 4. Do not confuse facts with opinions. 5. Be careful. 6. Want to investigate

The process of learning science in elementary schools will teach students the belief in the greatness of God Almighty based on the existence that has created creatures and their complementary content, admiration for the beauty, and the orderliness of His natural creation. With learning, science is expected to be able to develop knowledge and understanding of scientific concepts that are useful and can be applied in the daily lives of students in their environment. Suyanto explained in Novita Sari (2013: 2) that habituation not only teaches knowledge about right and wrong, but also can sense good and bad values, and is willing to do it from the smallest scope such as family up to broader coverage in the community.

Moreover, it also can be developing curiosity, positive attitudes, and awareness of the interrelationships between the learned science, the environment, technology, and society in general. Empowering process skills to investigate the natural environment to solve problems and make decisions quickly when dealing directly with their environment will provide a valuable experience for students. This is reinforced by the opinion of Feez, (2010: 44) argues that: As we know that ... have a curiosity and a strong enthusiasm for everything and adventurous attitude and possess a strong interest in observing the environment. He has a strong adventurous attitude. Introduction to the surrounding environment is a positive experience for early childhood interest in science. Raise awareness to participate in maintaining, protecting and preserving the natural environment. raise awareness to respect nature and all its order as one of God's creations. obtain knowledge, concepts, and scientific skills as a basis for continuing education to Junior high school.

CHAPTER III

CONCLUSION

A.    Conclusion

Education is inseparable from the foundation of ontology, epistemology, and axiology. Ontology discusses what you want to know about the theory of "there" in other words how the nature of the object being studied to produce knowledge. Epistemology discusses how the process of gaining knowledge. And axiology discusses the values ​​related to the usefulness of the knowledge acquired.

The dimension of an ontology of science learning is the nature of the learning process in elementary schools which must truly provide meaningful experiences for students, as well as the real world experienced by students in the learning process to shape students' character both products, processes and scientific attitudes. Based on a review of the epistemological dimension (how to gain knowledge) science learning activities are developed with a scientific approach (observing, measuring, questioning, experimenting, communicating) and other science process skills to help students achieve intellectual, social and mental development. This relates to the competencies students must have after studying science

The axiological review (the benefits of knowledge) is learning science in elementary schools can equip students with knowledge, skills, and attitudes they have so that students are expected to be able to maintain and preserve what is in their environment for future life. Gain confidence in the greatness of God Almighty based on the existence, beauty, and regularity of His created nature. Develop knowledge and understanding of scientific concepts that are useful and can be applied in everyday life. Develop curiosity, positive attitudes and awareness of the interrelationships between science, the environment, technology, and society. Develop process skills to investigate nature while solving problems and making decisions. Raise awareness to participate in maintaining, preserving and preserving the natural environment. Raise awareness to respect nature and its order as one of God's creations and obtaining knowledge, concepts and science skills as a basis for continuing education to Junior High School.

B.     Suggestions

This paper can add to our knowledge and insight about ontology, epistemology, and axiology of the scientific studies. The author realizes that the paper made is far from perfect, therefore constructive criticism and suggestions are highly expected by the author to perfect the next paper.

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