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Results in Journal Studies in Philosophy of Science and Education: 11

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Azmil Abidah, Hasan Nuurul Hidaayatullaah, Roy Martin Simamora, Daliana Fehabutar, Lely Mutakinati
Studies in Philosophy of Science and Education, Volume 1, pp 38-49; doi:10.46627/sipose.v1i1.9

Abstract:
The Covid-19 pandemic is now beginning to spread to the world of education. The Ministry of Education and Culture (MOEC) is currently based on official information, ready with all scenarios, including encouraging online learning for students. This article is a kind of position paper—it clearances one side of a debatable opinion about a hot issue. The aim of a position paper is to persuade the reader that our opinion is valid and defensible. In regards to our position as researchers, then, the point of view is separated into four parts: The philosophy of “Merdeka Belajar”, physical distancing, social distancing and self-quarantine, digital learning in Indonesia to face Covid-19, ‘Merdeka Belajar’, digital learning, Covid-19, and authors’ view.
Agnestasya Ayu Sayekti, Tsaniyah Nabilah Rachmawati
Studies in Philosophy of Science and Education, Volume 1, pp 4-6; doi:10.46627/sipose.v1i1.6

Binar Kurnia Prahani, Utama Alan Deta, Mochammad Yasir, Sri Astutik, Paken Pandiangan, Sayidah Mahtari, Husni Mubarok
Studies in Philosophy of Science and Education, Volume 1, pp 21-37; doi:10.46627/sipose.v1i1.8

Abstract:
The Kampus Merdeka lately becomes the center of attention for the education circle in Indonesia. The government via Indonesian Minister of education and culture believed that the Kampus Merdeka as an effort to freedom for the education system more supportive of students and lecturers in achieving quality learning meaningful to face the disruption of the current era. This paper presents the authors' views on "Kampus Merdeka" which was promoted by the Indonesian government. Also, the authors will underline the concept of "Kampus Merdeka" in accordance with Paulo Freire's critical pedagogy. From our point of view, we give a position this concept is developed based on the thinking of Paulo Freire. As we know, Freire's educational model offered a model of education for freedom. In this case, the term ‘freedom’ means a transformation in a real system that is competitively related and complex.
Moch Yusuf Efendi, Tsung-Hui Cheng, Elok Halimah Sa'diyah, Desi Wulandari, Ahmad Qosyim, Nadi Suprapto
Studies in Philosophy of Science and Education, Volume 1, pp 7-20; doi:10.46627/sipose.v1i1.7

Abstract:
Having the development of learning materials of the history of physics with Socratic learning dialogue, we implemented them to the two classes in a public university in Indonesia. The materials consisted of a lesson plan, student worksheets, evaluation sheets, and rubrics that fulfill the criteria of construct, content, and empirical validity. However, the discussion of this paper focused on the results of empirical validity. Learning materials were trialed and tested on a limited participant (10 university students from a public university in Surabaya - S), then the real classes included 40 students from a public university in Surabaya, Indonesia- S1 and S2 (20 students for each class). The data analysis technique used a descriptive statistical analysis with percentages and logical analysis. The research findings included: 1) the student's assessment of the learning materials (especially the handout and student worksheet) were categorized as good, 2) the feasibility of the learning materials during the real teaching activities obtained: the implementation of history of physics learning at S1 and S2 for each item was a quite good category, and 3) assessment of critical thinking students who are oriented Socratic dialogue showed that over 60% and 70% of S1 and S2 student answers lead to Socratic thinking, respectively. The implication of the study is the availability of physics history learning materials that are ready to be used in conducting lectures in the following semester.
Nadi Suprapto, Chih-Hsiung Ku, Tsung-Hui Cheng, Binar Kurnia Prahani
Studies in Philosophy of Science and Education, Volume 1, pp 1-3; doi:10.46627/sipose.v1i1.3

Abstract:
This small piece of the paper introduces the Studies in Philosophy of Science and Education (SiPoSE). As an international peer-reviewed journal, SiPoSE aware of the quality of the content. The rational, the purpose, and the scope are illustrated as the opening speech of the journal. Since the number of philosophy journals is still lacking in accommodating the ideas of philosophers in the world especially in the domain of science education and education in general, therefore, the existence of SiPoSE will fill the void of scientific discussion, especially in terms of Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE).
Studies in Philosophy of Science and Education; doi:10.46627/sipose

Abstract:
SiPoSE : Studies in Philosophy of Science and Education is an international peer-reviewed journal that focuses on Philosophy of Science (POS) and Philosophy of Education (POE). The journal concerns in philosophical, theoretical, practical, psychological, and conceptual issues in science education and education in general. The SiPoSE is published three times a year in April, August, and December. The SiPoSE welcomes any research papers on Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE) in any technical knowledge domain: original theoretical works, literature reviews, research reports, position papers, book review, and review articles. The articles should be original, unpublished and not in consideration for publication elsewhere at the time of submission to the SiPoSE.
Suryawahyuni Latief, Wolter Parlindungan Silalahi, Yeni Rachmawati
Studies in Philosophy of Science and Education, Volume 1, pp 59-73; doi:10.46627/sipose.v1i2.10

Abstract:
This paper performs a narrative analysis of the basic philosophy of education book. The book, “becoming critical” was written by Carr and Kemmis (1986). Authors rise up again this old book due to the whole content is essential for educator, students from undergraduate to doctoral level. In simple, the book narrated three basic educational research methodologies among all chapters: technical-theoretical-positivism, practical-interpretative-hermeneutics, and critical-reflection-emancipatory paradigm. Narrative is the central mechanism for meaning making. It is the multiple representations used to reference and make sense of human experience. Dealing with the pros and cons of those paradigms, this paper gives a brief memory to educator in doing research in education. To sum up, this paper illustrated education, knowledge, and action research.
Fenny Rizky Amelia
Studies in Philosophy of Science and Education, Volume 1, pp 74-86; doi:10.46627/sipose.v1i2.28

Abstract:
The purpose of this study was to seek depth information how international students maintain their relationship to stay feeling close with their romantic partners although separated by distance or live in a different country, the difficulties and the reasons they choose to remain in the long-distance relationship. Semi-structured interviewed were conducted to four international students. Five themes emerged, they are “keep in touch”, “this is my look”, “trustworthiness as foundation”, “family’s support”, and “relationship’s goal is get married”. The participants utilize many ways of communication to keep in touch well because it also becomes a difficulty for the relationship if it is not done seriously. Since many of the participants have got support from their family, it makes them more believed that this relationship would be no matter even in a long-distance relationship. Admittedly, the distance has both beneficial and negative aspects, but how the couples handle it through the communication, always trust each other and share the relationship’s goal, determined the maintenance and help to feel close in the long-distance relationship.
Nadi Suprapto
Studies in Philosophy of Science and Education, Volume 1, pp 50-55; doi:10.46627/sipose.v1i2.24

Abstract:
A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different or contrary to the conceptions of the scientists. There are five kinds of misconceptions, namely: (a) preconceived notions; (b) non-scientific beliefs; (c) conceptual misunderstandings; (d) misconceptions of local languages (vernacular misconceptions); and (e) factual misconceptions. The causes of misconceptions are four parts: students, teachers, teaching materials or literature, context and teaching methods. It is expected that by knowing the types and causes of students' misconceptions in understanding science, it will be easier for teachers to find solutions in teaching science concepts. Examples of data related to misconceptions in physics are illustrated to reinforce explanations.
Beni Setiawan
Studies in Philosophy of Science and Education, Volume 1, pp 87-96; doi:10.46627/sipose.v1i2.30

Abstract:
Reform and innovation are important issues in the educational field. Education is dynamic and changing depends on globalization demands. To counterbalance for these changes, there are two strategies to make education change. Top down and bottom up strategies. Top down and bottom up have advantages and disadvantages to the reform and innovation of educational. For instance, the advantage of top-down is the government have the power to make policy, do research about national curriculum and implement that policy in the education area, especially at school but for making policy, regulation, research and implement government have spent more money without significant result. In another hand, the benefit of bottom-up is the innovation of education easily to find and grow up because they have involved directly in the change in school, also understand what they need in education because the teachers and the principle have strong connection with the students and indirectly evaluate the national curriculum which is appropriate or not. Nevertheless, school community as the representative of bottom-up did not have the power to bring that innovation in the top level because there is no connecting purpose between government and school. In addition, the big effect is the top-down, bottom-up has the different points of view to look into education. Furthermore, to solve that problem, there are some approaches could be bond to both strategies such as the collaborative, negotiate, conceptual, and strategic clarification, school-based management and strong site councils. Based on several previous researchers that approach is the best option for bridging the educational purpose between top down and bottom up.
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