Cbr Umi.docx

CRITICAL BOOK REPORT "INTRODUCTION TO EDUCATIONAL PHILOSOPHY " Compiled to Meet the Course of Education Philosophy

Supporting Lecture: Vidya Dwi Amalia Zati, S.S., M.Hum By: Umi Lestari 4183151034

NATURAL SCIENCE EDUCATION PROGRAM STUDY FACULTY OF MATHEMATICS and SCIENCE MEDAN STATE UNIVERSITY 2018

FOREWORD I thank you for the presence of the Almighty God, because with His abundance of grace and grace I can still compile this "Critical Book Report" (CBR) report. This report is prepared to fulfill the task of the Educational Philosophy course . I have criticized the book by reviewing the book, drawing conclusions from each chapter on the book and comparing it to other books. I don't forget to thank the contributing parties , helping me in completing this report. In writing this report, I realize that there are still many errors that cause imperfections in this report . From that, I hope , the lecturer can provide criticism and suggestions for the perfection of this report. And hopefully this report can be accepted and assessed objectively by the lecturer.

Medan , October 02 2018

Compiler Umi Lestari NIM.4183151034

TABLE OF CONTENTS Page FOREWORD .....................................................................................................

1

CONTENTS ......................................................................................................

2

CHAPTER I INTRODUCTION ..........................................................................

3

1.1 Background ............................................................................................

3

1.2 Problem Formulation...............................................................................

3

1.3 Purpose of Discussion .............................................................................

3

1.4 Benefits .................................................................................................

3

CHAPTER II RESEARCH OF BOOKS ..................................... .................... ……..

4

CHAPTER III DISCUSSION ...................................................... .................... ……..

5

3.1 Main Book Identity.................................................................................

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3.2 Identity of Comparative Book .................................................................

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3.3 Conclusion Each Chapter in the Main Book .............................................

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3.4 Comparison of Main Books with Comparative Books ...............................

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CHAPTER IV CLOSING ...................................................................................

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4.1 Conclusions...................................................................................................

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4.2 Suggestion ....................................................................................................

24

Bibliography

CHAPTER I PRELIMINARY 1.1 BACKGROUND In line with the enactment of the Indonesian National Qualification Framework Curriculum (KKNI) at the State University of Medan (UNIMED), all students are charged six tasks in one semester in each subject, one of which is the Critical Book Report (CBR) course in Educational Philosophy. . Here I will criticize the book entitled "Educational Philosophy", which was written by Drs. Uyoh Sadulloh, M.Pd. This book discusses philosophy in education. Education as an effort to build human resources requires a very broad insight, because education concerns all aspects of human life, both in thought and in experience. Assessment of education is not enough only with the results of a scientific study, but other studies are needed , such as philosophical studies. Philosophical studies of education will help provide information about the nature of human beings as themselves , horizontally in relation to their fellow human beings and the universe, and vertically humans are God's creatures. 1.2 FORMULATION OF PROBLEMS 1. What are the scope of educational philosophy? 2. What are the strengths and weaknesses of the educational philosophy book by Uyoh Sadulloh, compared to other books? 1.3 PURPOSE 1. To find out the scope of the philosophy of education 2. To find out the strengths and weaknesses of the book of educational philosophy by Uyoh Sadulloh compared to other books. 1.4 BENEFITS 1. In order for the reader to have knowledge of the philosophy of education 2. So that the reader knows the strengths and weaknesses of the educational philosophy book

CHAPTER II RESEARCH BOOK 2.1 BOOK IDENSTITY Book title Author Publisher Prin Publish City Publication Year Number of pages No. ISBN Price

: INTRODUCTION To Educational Philosophy : Drs. Uyoh Sadulloh, M.pd : ALFABETA, CV : fifth : Bandung : January, 2017 : vii + 184 pages : 979-8433-71-5 : IDR 50,000.00

Education as an effort to build human resources requires a very broad insight, because education concerns all aspects of human life. Learning education is not enough just with the results of a scientific study, but other studies such as philosophical studies are needed. This book is devoted to people who study and study education and education, especially those related to its philosophical foundation Excellence of this book is able to provide information about the value, the source of value and how people can obtain the value for education in principle can not be separated from values. In addition, in terms of Language authors in this book uses communicative language sehing ga easy to understand by readers. However, this book also has weaknesses. The weakness in this book is that it gives less understanding to readers, especially beginners, so that the message expressed by the author is not conveyed to the reader. This book is worth reading because it discusses philosophy and philosophy of education as well as several schools related to the philosophy of education, which is expected with this book students willhave tamabah value or insight into education science.

CHAPTER III DISCUSSION 3.1 MAIN BOOK IDENTITY Book title Author Publisher Print

: INTRODUCTION To Educational Philosophy : Drs. Uyoh Sadulloh, M.pd : ALFABETA, CV : fifth

Publish City Publication Year Number of pages No. ISBN Price

: Bandung : January, 2017 : vii + 184 pages : 979-8433-71-5 : IDR 50,000.00

MAIN BOOK COVER

3.2 IDENTITY OF COMPARATIVE BOOKS Book title : PHILOSOPHY OF EDUCATIONAL (Human, Philosophy, and Education) Author : Prof. Dr. H. Jalaluddin and Prof. Dr. H. Abdullah ldi, M.Ed. Publisher : PT. Rajagrafindo Persada Print : third Publish City : Jakarta Publication Year : July, 2013 Number of pages : xvi + 244 pages No. ISB : 9 78-979-769-372-5 Price

:IDR50,000.00

MAIN BOOK COVER

3.3 CONCLUSION EVERY CHAPTER IN THE MAIN BOOK CHAPTER I PRELIMINARY A. Educational Practices and Educational Theory 1. Educational Practices According to Redja M. (Depdikbud: IKIP Bandung, 1991), the practice of education is a set of joint activities aimed at helping others to experience expected behavioral changes. The practice of education can be seen from three aspects, namely aspects of goals, aspects of the process of activities and aspects of encouragement (motivation). 2. Educational theory Runers (1963: 317) suggests three theories a) Theory is a hypothesis about all problems, can be tested, but does not need to be tested. b) Theory is the opposite of practice, is knowledge that is arranged systematically from relative general conclusions. c) Theory is interpreted as the opposite of punishments and observations, a deduction from axioms and theorems of a definite system (not necessarily tested), relatively less problematic and more widely accepted or believed. So the theory of education is a set of principles used by teachers to guide their students. B. Approaches - Approaches in Educational Theory 1. Science Approach The theory of education with a scientific approach is called the science of education. Henderson (1959) suggested that educational science in essence wanted to contribute knowledge gained through experiments, analysis, measurement calculations, classifications and comparisons. Types of educational science, Sociology of education, Educational Psychology, Educational Administration, Educational Technology, Evaluation of Education, Economic education, Population Education , Educational Ecology, Education guidance and counseling, curriculum development, educational planning, evaluation of the education system.

2. Philosophical approach The characteristics of the philosophical approach, can be seen from the object of assessment (using a philosophical approach), the purpose of the study (formulating what and how it should be about education), and the method of learning (through deep rational studies). 3. Religion approach The religious approach to education means that a religious teaching is used as a source of inspiration to develop theories or concepts of education that can be used as a basis for carrying out education. The theory of education with a religious approach will only be followed by the group or its adherents. 4. Multidisciplinary approach To produce a comprehensive and comprehensive concept in learning education not only by using just one approach or discipline. What we need to do is a comprehensive approach ( holistic approach) , an integrated multidisciplinary approach. 5. Approach to Writing Philosophy is the result of human thinking in all aspects of life in relation to the universe. Philosophy as a system of thinking has branches consisting of: metaphysics, epistemology, and axiology.

CHAPTER II PHILOSOPHY A. Understanding Philosophy The word "philosophy" comes from ancient Greek, which is from the words "philos" and "shopia". Philos means very deep love, and shopia means wisdom or policy. So the meaning of philosophy is literally a very deep understanding of wisdom or policy. Philosophy means thinking, but not all think can be categorized as philosophizing. Thinking that is categorized as philosophizing is if the thinking contains three characteristics, namely radical, systematic and universal. B. Philosophical Models 1. Speculative philosophy , is a systematic way of thinking about everything that exists 2. Prescriptive philosophy , testing what is called good and evil, right and wrong, or good and bad. 3. Analytical philosophy , divided into two, namely: Linguistic analysis focuses on the analysis of language, words, terms, and meanings in language. The positivistic logical analytic model is known as neo positivism by Bertrand Russel who has its roots in and continues the positivism philosophy of Comte which is the foundation of the quantitative approach in the development of science, by placing mathematics as the basis for all branches of science. C.Mission of Philosophy Titus (1959) suggests that there are three main tasks of philosophy, namely: 1. Get a comprehensive view 2. Finding the meaning and values of everything 3. Analyze and integrate criticism of concepts.

D. Field of Philosophy Immanuel Kant proposed four questions that must be answered by philosophy, namely: 1. What can I expect? 2. What can I know? 3. What should I do? 4. Is that human?

Philosophy discusses three main problems, namely the problem of being, problem of knowledge, and problem of value. 1. Metaphysics Metaphysics is a branch of philosophy that questions the nature of the knots behind the world of phenomena. 2. Systemology Epistimologi is a branch of philosophy that discusses or examines the origin, structure, methods, and validity of knowledge. Types of knowledge: a. Knowledge of revelation b. Intuitive knowledge c. rational knowledge d. Empirical knowledge e. Knowledge of authority Knowledge theory: a. Correspondence theory b. Coherence theory c. Pragmatism theory

3.Acsiology Axiology is a branch of philosophy that studies value or in other words axiology is a value theory. Value characteristics a. Objective or subjective value b. Absolute value or change Types of values a. Ethics Ethics is a theory of values, theoretical discussion of values, morality which contains the basics for moral conduct. b.Estetics Aesthetics are values related to our artistic creations and experiences related to art. E. Philosophy and Science Science in a narrow sense is defined as natural science, which is quantitative and objective. Science only talks about everything tangible that can be touched by using senses. Common features of science include 1. The results of science are accumulative and shared property. 2. Science results are not absolute truth. 3. Science is objective One of the differences between philosophy and science is that science is analytical and only works on one knowledge as its formal object, while philosophy is synopsis knowledge, meaning seeing everything by emphasizing it in its entirety, because it has its own characteristics that are not in its parts. F. Philosophy and Religion According to Randall and Buchler (1942), first religion was defined with trust in the supernatural, or popularly defined as trust in God. Both religions are defined by belief or belief.

CHAPTER III EDUCATIONAL PHILOSOPHY A. Education Education in a special sense is only limited as an adult's effort to guide an immature child to reach maturity. But in the RI Law No. 2 of 1989 concerning SISDIKNAS, stated that education is a conscious effort to prepare students through guidance, teaching or training activities for their future roles. Basic principles of education: 1. 2. 3.

education lasts a lifetime responsibility for education is a shared responsibility for humans education is a must

The purpose of education is a picture of the views of human beings. In Law No. 2 of 1989 explained "national education aims to educate the lives of the nation and develop a whole human being ." Langeveld (1965) classified five types of educational tools, namely: 1. 2. 3. 4. 5.

protection understanding similarity of direction in mind and deed feeling of unity education because of self-interest.

B. Understanding Educational Philosophy The philosophy of education according to Al-Syaibany (1979: 30) is: "the implementation of philosophical views in the field of education. This philosophy reflects one aspect in terms of implementing a general philosophy and focuses on the implementation of the principles and beliefs that form the basis of a general philosophy in solving practical educational problems. "

C. The Need for Educational Philosophy Why does education need philosophy? Because the problems of education are not only about the implementation of education, which is limited to experience. Therefore , education requiresphilosophy that can solve the problems of life and human life. D. Educational Philosophy Program Role Educational philosophy must be able to provide guidance to educational planners, and people who work in the field of education. This will color their actions wisely and wisely, connecting their educational efforts with the general philosophy , philosophy of the nation and the country. E. What determines someone's educational philosophy Educational philosophy consists of what a person believes to be about education, is a collection of principles that guide one's professional actions. So beliefs, principles that determine one's philosophy of education .

CHAPTER IV MAZHAB-MAZHAB EDUCATIONAL PHILOSOPHY A. Philosophy of Idealism Education Idealism philosophy considers that the ultimate reality is spirit, not matter, not physical. Human nature is spiritual, that is what is called 'mind'. Educational Implications Power (1982: 89) presents the implications of the philosophy of idealism education as follows: a. Educational Objectives Formal and informal education aims to shape character and develop basic talents or abilities, as well as social goodness. b. Student Position Free to develop his basic personality and abilities / talents. c. Teacher's role Collaborating with nature in the process of human development, especially responsible for creating a student education environment. d. Curriculum Liberal education to develop rational abilities, and practical education to obtain employment. e. Methods Dialectic methods are preferred, but other effective methods can be utilized. B. Philosophy of Realism Education Basically realism is a philosophy that views reality in a duality. Realism holds that the essence of reality is composed of the physical world and the spiritual world. Kneller divides realism into twoforms, namely national realism and naturalist realism. Educational Implications Power (1982) presents the implications of the philosophy of realism education as follows: a. Educational Objectives Life adjustment and social responsibility. b. Student Position In terms of learning, mastering reliable, trustworthy knowledge. In terms of discipline, good rules are essential for learning. Mental and moral discipline is needed to get good results.

c. Teacher's role Mastering knowledge, skilled in teaching techniques and sternly demanding student achievement. d. Curriculum The comprehensive curriculum includes all useful knowledge. Contains liberal knowledge and practical knowledge. e. Methods Learning depends on experience, either directly or indirectly. The delivery method must be logical and psychological. Conditioning (SR) method is the main method for realism as a follower of behaviorism. C. Philosophy of Materialism Education Materialism holds that the essence of realism is material not spiritual, not spiritual, or supernatural. The general characteristics of materialism in the eighteenth century are based on an assumption that reality can be developed in properties that are undergoing changes in motion in space. Educational Implications Power (1982) suggested the implications of the philosophy of materialism education as follows: a. Theme A good human being that is efficiently produced with the educational process is controlled scientifically and thoroughly. b. Educational Objectives Behavioral change, preparing people according to their certainty, for complex social and personal responsibilities. c. Curriculum Educational content includes knowledge that is reliable, and organized, always related to behavioral goals. d. Method All lessons are produced by conditioning (SR conditioning), operant conditioning, reinforcement, programming lessons and competence. e. Student Position There is no freedom. Behavior is determined by external forces. The lesson has been designed. Students are prepared for life. They are required to learn.

f. Teacher's role The teacher has the power to design and control the educational process. The teacher can measure the quality and character of student learning outcomes. D. Philosophy of Education Pragmatism Pragmatism is seen as Native American philosophy. But based on the philosophy of British empiricism, which argues that humans can know what humans are experiencing. It means that the meaning of everything depends on its relation to what is done. Another term that can be given to pragmatism philosophy is instrumentalist (assuming that in this life the ultimate goal is not known, but only the intermediate and temporary goals which are tools to achieve the next goal) and experimentalism (philosophy using the experimental method). Educational Implications Power (1982) put forward the implications of the pragmatism education philosophy as follows: a. Educational goals Member experience for the discovery of new things in social and personal life. b. Student Position An organism that has extraordinary and complex abilities to grow. c. Curriculum Contains proven experience that can be changed. Interest and needs of students brought to school can determine the curriculum. Eliminating the difference between liberal education and practical education or occupational education. d. Method Active method, namely learning by doing (learning while working). e. Teacher's role Supervise and guide students' learning experiences, without disturbing their interests and needs. E. Philosophy of Educational Existentialism Philosophy existentialism is unique, namely focusing on individual experiences. If other philosophies relate to the development of systems of thought, existentialism gives individuals a way of thinking about life, what it means to me, what is right for me , which means existentialism emphasizes creative choices.

Educational Implications Power (1982) presents the implications of the philosophy of existentialism education as follows: a. Educational Objectives Member of a broad and comprehensive experience in all forms of life. b. Student Status Rational beings with free choice and responsibility for their choices. A commitment to fulfilling personal goals. c. Curriculum The priority is the liberal curriculum. The curriculum width is the basis for human freedom. Freedom has rules. Therefore, in schools social education is taught, to teach "respect" (respect) for freedom for all. Respect for freedom for others is essential. Freedom can lead to conflict. d. Teacher's role Protect and maintain academic freedom, where maybe the teacher today , tomorrow the day after tomorrow may become a student. e. Methods There is no deep thought about the method, but any method used must refer to the way to achieve happiness and good character. F. Philosophy of Progressivism Education Progressionivism is a movement and association founded in 1918. The progressives expect a very rapid change, so as to quickly reach the goal. Progressive philosophy found the correct knowledge of today may not be true in the future. The best way to prepare students is to equip them with problem solving strategies. Progressive is based on the belief that it must be child-centered rather than focusing on the teacher or the content area. G. Educational Philosophy of Perenilaism Perenialisme considers the situation of the world today is full of chaos, uncertainty, and disorder, especially in the moral, intellectual, and socio-cultural life. The path taken by the perennialists was to go backwards to reuse values in ancient and medieval times. The aim of education according to perennial thinking is to ensure that students gain knowledge of unchanging big principles or ideas. The background to perennial philosophy is the philosophies of Plato, Aristotle, Thomas Aquina

H. Philosophy of Essentialism Education Essentialism movements emerged in the early 1930s, with several pioneers such as C. Bagley, Thomas Briggs, Frederick Breed, and Isac L. Kendell. In this philosophy the main function of the school is to convey cultural heritage and history to the younger generation. The principles of essentialism education are: 1. Education must be done through hard work. 2. The initiative in education is emphasized on the teacher 3. The core education process is the assimilation of predetermined subjects. 4. Schools must understand traditional methods that are linked to mental discipline. 5. The ultimate goal of education is to improve public welfare as a real demand for democracy. I. Philosophy of Educational Reconstructionism As stated by Caroline Pratt (1984), "The greatest value of a school must produce humans who can think effectively and work constructively, which at the same time can make a world better than today to live in it." In short, schools do not have to transmit knowledge about the existing social order, but must also try to reconstruct it. Educational Implications Power (1982) put forward the implications of the reconstruction education philosophy as follows: a. Themes Education is a social enterprise. The school's mission is to improve social reconstruction. b. Educational Objectives Education is responsible for creating ideal social rules. Cultural transmission is essential in a pluralistic society. Cultural transmission must recognize these diverse cultural facts. c. Curriculum The school curriculum should not be dominated by a majority culture or by a culture that is determined or preferred. All related cultures and values have the right to get a place in the curriculum. d. Student Position

The cultural values of students who are taken to school are valuable. Personal nobility and social responsibility are enhanced, when respect is received from all cultural backgrounds. e. Methods As a continuation of progressive education, the activity method is justified (learning by doing). f. Teacher's role The teacher must show true respect (sincerity) towards all cultures, both in the teaching and in other matters. School lessons must represent the culture of the community.

CHAPTER V PSYCHOLOGICAL ORIENTATION THAT INFLUENCES EDUCATIONAL PHILOSOPHY

A. Humanistic Psychology Humanistic psychology emphasizes personal freedom, choice, sensitivity, and personal responsibility. The purpose of education according to this orientation is individual selfactualization. Humanistic psychology is derived from philosophy humanism . B. Behavioristic Behaviorism is based on the principle that desired human behavior is a product of accidental design. According to people, behavioristic, is an illusion that says that humans have a free will. C. Constructivistic Constructivism focuses on mental processes and strategies that students use to learn rather than learning behavior . Students create or shape their own knowledge through levels and interactions with the world.

3.4 COMPARISON OF THE MAIN BOOK WITH THE COMPARISON BOOK BOOK TITLE

CRITERIA

ADVANTAGES OF BOOKS

LACK OF BOOKS The skin color of the book is monotonous or less

Introduction to Educational Philosophy

Book Skin

Book skin is made of thick and watertightmaterial so it doesn't tear easily.

varied, and the skin of the back of the book is just plain white, there is no introduction or review or biodata of the

author. The book will look more attractive if the components (including book skin / cover) are complete and beautiful. In this book, there is not even a single illustration

Picture Illustration

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illustration, it is better if each chapter or discussion is accompanied by an illustration as a supporting material to make it easier for the reader to understand

Layout

The sheet in the book is in accordance with the actual layout, starting from the cover, the identity of the book, the

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preface, the contents list, the discussion up to the bibliography Use of Language

There are some The language used is terms that are easy to understand poorly

understood. It would be better if this book is equipped with a glossary This book is an introductory book, all of its contents discuss the scope of

Discussion

the philosophy of education, starting from the understanding of philosophy to the implications of the schools of philosophy

-

Drs. Uyoh Author

Educational Philosophy

Book Skin

(Human,Philosophy and Education)

Sadulloh, M.Pd Book skins are made of thick material and the contents of thebook are also made of thick material so it is not easily torn. Images on the book

-

skin also support the contents of the book.

Picture Illustration

-

In this book, there is not even a single illustration illustration, it is

better if each chapter or discussion is accompanied by an illustration as a supporting material to make it easier for the reader to understand Placement of sheets in the contents of the Layout

book is in accordance with the layout of the book that should be.

-

This book does not provide a glossary, itis better if a book Use of Language

The language used in this book is not too difficult to understand.

Discussion

This book discusses the Philosophy ofEducation.

Author

1. Prof. Dr. H. Jalaluddin 2. Prof. Dr. H. Abdullah ldi, M.Ed.

is accompanied by a glossary so that the reader can understand the meaning of the terms contained in the book. .

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CHAPTER III COVER 3.1 CONCLUSION 1. The main book is a suitable book as a guidebook, because the main book clearly discusses the entire scope of the educational philosophy compared to the comparison book. 2. Philosophy is literally. Deep love for wisdom or policy. 3. Education as a process of value transformation that education concerns conscience, values, feelings, knowledge and skills. 4. Educational philosophy according to Al-Syaibany (1979: 30) is: "the implementation of philosophical views in the field of education.

3.2 SUGGESTIONS It is suggested to the author of the book, so that in the future can pay more attention to the components that must be owned by the book, so that the book is more interesting to read. It is recommended for students or anyone to read the book "Philosophy of Education" because by reading the book, we have the knowledge, insight, that the theory of education is obtained not only from experiments but also from the philosophy of experts.

BIBLIOGRAPHY Sadulloh, Uyoh. 2011. Introduction to Educational Philosophy . Bandung: CV. Alfabeta Jalaluddin, Abdullah. 2013. Educational Philosophy (Human, Philosophy, and Education) . Jakarta: PT Rajagrafindo persada