PHILOSOPHY OF EDUCATION COURSE

CRITICAL JOURNAL REVIEW

LECTURER:

Prof. Drs. PARLIN PANGARIBUAN, M.A., PhD.

CREATED BY:

NAHDA NABILA

(4183322003)

CLASS:
BILINGUAL PHYSICS EDUCATION 2018

DEPARTMENT OF PHYSICS
FACULTY OF MATEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
2018
 PREFACE

Praise and gratitude writer say to God Almighty because His blessing, writer can
complete a Critical Journal Review Task. As for this paper describes reviews Journal titled
Progresivisme Pendidikan dan Relevansinya di Indonesia. This paper is structured to fulfil one
of the tasks of the course of philosophy of education.
On this occasion writer thanked him profusely to the lecturer of the course in question
who gave the assignment against the author. Writer would also like to thank those who helped
in the making of this paper that cannot mention one by one.
The preparation of this paper are far from perfect, and this is a good move from the actual
studies. Therefore, time limitations and the ability of writer, then the criticisms and suggestions
of building ever-writer expect this paper may be useful for others in particular and other parties
with an interest in General.

Medan, November 25th 2018

Writer
 TABLE OF CONTENTS

PREFACE 2

TABLE OF CONTENT 3

CHAPTER I: PREMINILARY 4

1.1 Background 4

1.2 Problem Outline 4

1.3 Purpose 4

CHAPTER II: THE CONTENT OF JOURNAL 5

2.1 Identity of journal 5

2.2 Summary of Journal 5

2.3 Valuation of Journal 7

CHAPTER III: COVER 9

3.1 Conclusion 9

3.2 Suggestion 9

BIBILOGRAPHY 10
 CHAPTER I
PREMINILARY

1.1. Background
Education is an important part that cannot be separated from human life. Every human
being must be educated, depending on whether the education he obtained was received
formally or informally. Education plays an important role in community life, where
education contributes to the development of the mindset of members of the community that
will affect the social life of the community itself. This paper aims to look at the condition
of education in Indonesia from the standpoint of progressivism, with the hope that it can
give a little input to the development of education in Indonesia. Based on the discussion
conducted, it turns out that progressivism which emphasizes the freedom of the individual
in creating children can be an attractive offer for the development of education in Indonesia.
vocational high school which according to the author is full of offers of creativity can be
reappointed as a government effort in addressing the issue of education in relation to the
world of work. By providing more space and being open to the development of vocational
high schools, it is hoped that the progress of education in Indonesia can be further improved.
1.2. Problem Outline
1. What are the advantages and disadvantages of the journal?
2. How does the idea have implications for progressivism in education?
3. What is the philosophy of Progressivism that?

1.3. Purpose
1. To get the advantages and disadvantages of the journal.
2. To know the implication of progressivism in Indonesia’s education system.
3. To know the description of the philosophy of progressivism.
 CHAPTER II
DISCUSSION

2.1. Identity of journal

a. Title : Progresivisme Pendidikan dan Relevansinya di Indonesia

b. Journal : UNIERA
c. Volume :2
d. Number :2
e. Year : 2013
f. Writer : Ricardo F. Nanuru

2.2. Summary of Journal

Progression is a school of philosophy that focuses on students by providing skills and
knowledge needed not only to survive, but also to succeed in contemporary and
competitive societies.
Henderson (1959: 121) argues that progressivism education is based on Rousseau's
philosophy of romantic naturalism, and John Dewey's pragmatism. The basis of
Rousseau's underlying progressivism is the view of human nature, while Dewey's
pragmatism is a view of interest and freedom in the theory of knowledge.

Progressivism education is a theory with the education system which emphasizes the
freedom and freedom of children from the pressure of teaching with the rote system,
dictating the subject matter and authorizing the textbook. Progressivism educators
believe that students learn better when they are genuinely concerned about what is
learned, namely the subject matter that they like and vice versa will happen that they will
not learn well if they are pressed to memorize and remember various kinds of facts - facts
that are considered useless. Children should learn through direct contact with a learning
object, place and people as they are read or listened to. "Child-centered progressives see
school as a place where children would be free to experiment, to play and to express
themselves" (Ornstein and Levine, 1985: 204).

As for the educational principles adopted by this school, they can be briefly registered:
- Children are left free to develop naturally
- Attention is driven directly to experience, because this is considered to be the best driver
of teaching.
- The teacher must be a resource person and a guide in learning activities.
- Progressivism schools should be a laboratory for education reform and a place to
experiment (Ornstein and Levine, 1985: 203)
Similar opinions were expressed by Kneller (1971: 134), namely that the principle of
education of progressivism is:
1. Education is life itself, not preparation for life. A good life is an intelligent life, that
is life which includes interpretation and reconstruction of experience.
2. Teaching must be directly related to the various interests of the child.
3. Learning through problem solving must take precedence over learning through subject
matter
4. The role of the teacher is not direct but to provide guidance to the child.
5. Schools need to encourage cooperation rather than competition. In other words, this
Progressivism model of education strongly emphasizes that the child must be taught to
be an independent person, to become a confident thinker. In this case, the child is directed
to learn and study the problems that he considers most interesting, namely by choosing
the subject matter to be studied by himself, then setting a definition for himself on the
problem being studied or what he is working on. Next he will express what he feels and
what he believes. The teacher's role here is to help students learn and discipline the child
so that he remains consistent for what he has chosen as the problem he is most interested
in.

This flow views that the curriculum must be flexible, not rigid, can change at any time,
not bound by certain doctrines. He must be open. So, the curriculum can be changed and
shaped according to the wishes of the student. That is, the curriculum must be able to
accommodate student creativity. With this description, it can be said that on the one hand
this education system might encourage children's creativity, but it would be difficult to
direct it to the point and purpose of the child's creativity.

in America, in that country there is an integrated curriculum, teaching methods that are
student centered (student centered teaching method), teaching on the basis of individual
abilities and interests (individualized instruction), and alternative schools. Then, what
about other developed countries like China? China divides its education into four sectors,
namely basic education, technical and vocational education, higher education, and adult
education. In fact, the government also provides preschool education whose material
includes games, class activities, sports, daily activities and physical work (Wenie Martin
Dahlia, 2010: 1).
The Competency Based Curriculum (KBK) and Education Unit Level Curriculum
(KTSP) are developing educational curricula in Indonesia. If we look at the concept of
procuring the curriculum, our curriculum is not inferior to the curriculum applied in other
developed countries, such as America. However, what happens in our country is very
difficult to implement what has been conceptualized. In applying the curriculum, there
were many inconsistencies.

Many people say that the government is very unfair to the distribution of all things in the
education sector, say uneven distribution. Not all schools have adequate facilities to
support the ongoing education system. However, there are also schools with adequate
facilities, but the school cannot maximize the functions of these educational support
facilities.

In fact, in the opinion of the author, the Vocational High School (SMK) has adequately
answered the problem of education in Indonesia, if managed properly by the government.
The purpose of education, curriculum, and other matters concerning education which is
recommended by the flow of educational progressivism is actually reflected in
Vocational Schools.

The condition of Vocational Schools which are no longer being developed and the
number of SMKs is minimal, makes Vocational Schools seem to be less meaningful.
Many people have high prestige, it makes him prefer high school,

Vocational school according to the author is an experience based school like that
developed by Dewey. Experience is a key term if you do not want to be called the core
of education in school. Learning based on experience will make students not be confused
and overwhelmed when faced with the real conditions of the world of work later.
Hopefully SMK will become an offer that continues to be echoed by the government so
that people will no longer feel the hesitation to enter SMK.
2.3. Valuation Of Journal
2.3.1. Advantages of Journal
 The definitions in any discussion according to the experts. So the reader more
easily understand each subject matter of discussion.
 The language used is easy to understand

2.3.2. Disadvantages of Journal

 The existence of writing that is not appropriate or can be said to deviate from the topic
of the journal.

2.3.3. Implication
To see the implications of further progressivism, then the following will be
examined aspects of education in the philosophy of idealism, learners, participants
include educators, curriculum, educational methods, educational purposes and his
views against the school.
Learners
Progressivism educators believe that students learn better when they are genuinely
concerned about what is learned, namely the subject matter that they like and vice
versa will happen that they will not learn well if they are pressed to memorize and
remember various kinds of facts - facts that are considered useless. Children should
learn through direct contact with a learning object, place and people as they are read
or listened to
Learner’s Educator
The teacher must be a resource person and a guide in learning activities. Teaching
must be directly related to the various interests of the child.

The Curriculum
Curriculum must be flexible, not rigid, can change at any time, not bound by certain
doctrines. He must be open. So, the curriculum can be changed and shaped
according to the wishes of the student. That is, the curriculum must be able to
accommodate student creativity. With this description, it can be said that on the one
hand this education system might encourage children's creativity, but it would be
difficult to direct it to the point and purpose of the child's creativity.

Teaching Methods

Educational objectives
Educational objectives of idealism is shaping up to be protégé a perfect man
useful to the people.
 CHAPTER III

CLOSING

1.1. Conclusion
The philosophy of education of idealism can be viewed from three branches of
philosophy, namely ontology as a branch that changes the general theory of all things,
epistemology which discusses knowledge and axiology which addresses values.
 Ontology from the philosophy of idealism education states that reality and truth are
essentially spiritual-quality ideas or things. Therefore, the first thing that needs to be
reviewed in students is understanding as a spiritual being and having an ontological
and idealistic life. Thus education aims to guide students to become beings who have
personality, morality and preach all things that are all good and high level.
 The epistemological aspect of idealism is that knowledge should be ideal and spiritual
that can guide human life to a more noble life. Such knowledge is not solely bound to
physical things, but prioritizes spiritual ones.
 Whereas the axiological aspect of idealism places value on a fixed and idealistic plane.
This means that educators should not make students swayed by something that is
relative or temporary.
Idealism is a school of philosophy that holds that the world of ideas and ideas is the
essence of reality. And put forward the human mind. So that something can be realized on the
basis of human thought. In education, idealism is a school that contributes greatly to the
advancement of education.

3.2 Suggestion

It's good the language and sentences used in the journal using the word that is easy to
understand for the reader the reader more easily digest and understand the content of the journal
without having to concentrate very seriously to read it.
 BIBILOGRAPHY

Rusdi. 2013. Filsafat Idealisme (Implikasinya dalam Pendidikan). Jurnal Dinamika Ilmu.
Vol.13. No. 2.