Pendekatan Filosofis dan Ilmiah dalam Memahami Manusia dan Pengetahuan: Implikasinya terhadap Pendidikan Jasmani Holistik

Muh Aswar; Aura Farrel; Senja Ariya Putra; Carsiwan Carsiwan

doi:10.31539/jpjo.v8i1.10607

Muh Aswar Universitas Pendidikan Indonesia
Aura Farrel Universitas Pendidikan Indonesia
Senja Ariya Putra Universitas Pendidikan Indonesia
Carsiwan Carsiwan Universitas Pendidikan Indonesia

DOI: https://doi.org/10.31539/jpjo.v8i1.10607

Abstract

This article explores philosophical approaches in understanding human nature and knowledge and examines their implications for holistic physical education. This study analyzes literature from various related disciplines, such as philosophy and education, through a comprehensive literature review. From a philosophical perspective, this study examines key concepts such as basic human nature, human potential, and the role of physical activity in the overall development of individuals. In addition, this study also examines how humans acquire knowledge through experience and learning. By integrating insights from multiple sources, the study offers a powerful synthesis of the implications of philosophical approaches to holistic physical education. The main implications discussed include setting goals and values of physical education that are in line with basic human nature, the development of teaching strategies that are appropriate to the way humans learn, and the integration of physical, cognitive, and affective aspects in the learning process. In addition, the study also highlights the importance of an interdisciplinary approach in physical education.

Keywords: Human nature, Holistic physical education, Individual development, Interdisciplinary, Philosophical approach

This article explores philosophical approaches in understanding human nature and knowledge and examines their implications for holistic physical education. This study analyzes literature from various related disciplines, such as philosophy and education, through a comprehensive literature review. From a philosophical perspective, this study examines key concepts such as basic human nature, human potential, and the role of physical activity in the overall development of individuals. In addition, this study also examines how humans acquire knowledge through experience and learning. By integrating insights from multiple sources, the study offers a powerful synthesis of the implications of philosophical approaches to holistic physical education. The main implications discussed include setting goals and values of physical education that are in line with basic human nature, the development of teaching strategies that are appropriate to the way humans learn, and the integration of physical, cognitive, and affective aspects in the learning process. In addition, the study also highlights the importance of an interdisciplinary approach in physical education.

Keywords: Human nature, Holistic physical education, Individual development, Interdisciplinary, Philosophical approach

References

Abdi, E., & Juniu, S. (2015). Interdisciplinary Integrated Physical Education Program Using a Philosophical Approach. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8, 2749–2755. https://api.semanticscholar.org/CorpusID:53338642

Akromullah, H. (2019). Kebenaran Ilmiah Dalam Perspektif Filsafat Ilmu (Suatu Pendekatan Historis dalam Memahami Kebenaran Ilmiah dan Aktualisasinya dalam Bidang Praksis). TAJDID : Jurnal Ilmu Keislaman Dan Ushuluddin. https://api.semanticscholar.org/CorpusID:199324880

Alfaruki, A. (2024). Hakikat Ilmu Pengetahuan dalam Islam (Analisis Filosofis dan Implikasinya). Al-Iqro’: Journal of Islamic Studies, 1(1), 58–82. https://doi.org/10.54622/aijis.v1i1.274

Altavilla, G., Furino, F., Marika, D. P., & Raiola, G. (2015). Physical Skills, Sport Learning And Socio-Affective Education. Sport Science, 8, 44–46. https://api.semanticscholar.org/CorpusID:145627981

Anggraeni Aisyah. (2020). Menegaskan Manusia Sebagai Objek dan subjek Ilmu Pendidikan. Jurnal PPKn & Hukum, 15(1), 60–74.

Burlui, R. M., & Moisescu, P. C. (2022). The Role Of Physical Education In The Well-Being And School Performance Of Pupils. The Science of Physical Culture. https://api.semanticscholar.org/CorpusID:251114251

Casimir, A. (n.d.). Physical Education and African Philosophy: The Role of Virtue and Value in Maintaining Body, Soul and Societal Development. Open Journal of Philosophy. https://doi.org/https://doi.org/10.4236/ojpp.2013.31a038

Chiva-Bartoll, Ó., & Fernández-Río, J. (2021). Advocating for Service-Learning as a pedagogical model in Physical Education: towards an activist and transformative approach. Physical Education and Sport Pedagogy, 27, 545–558. https://api.semanticscholar.org/CorpusID:235508028

Condello, G., Mazzoli, E., Masci, I., de Fano, A., Ben-Soussan, T. D., Marchetti, R., & Pesce, C. (2021). Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial. International Journal of Environmental Research and Public Health, 18. https://api.semanticscholar.org/CorpusID:237939462

Depaepe, M. (n.d.). Philosophy and history of education: Time to bridge the gap? International Journal of Phytoremediation. https://doi.org/https://doi.org/10.1111/j.1469-5812.2007.00236.x

Djamaluddin, A. (2014). Filsafat Pendidikan (Educational Phylosophy). Istiqra’, 1(2), 129–135.
Eyler, J. R. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching. https://api.semanticscholar.org/CorpusID:210801187

Faiz, A., Putra, N. P., & Nugraha, F. (2021). Memahami Makna Tes, Pengukuran (Measurement), Penilaian (Assessment), Dan Evaluasi (Evaluation) Dalam Pendidikan. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1696–1705.

Fauziyah, A. (2023). Perbandingan Pandangan Hakikat Manusia antara Islam dan Pemikiran Barat: Perspektif Teologis dan Filsafat. PERSEPTIF: Jurnal Ilmu Sosial Dan Humaniora. https://api.semanticscholar.org/CorpusID:267186505

Forte, P., Pugliese, E., Ambretti, A., & D’Anna, C. (2023). Physical Education and Embodied Learning: A Review. Sport Mont. https://api.semanticscholar.org/CorpusID:264107392

Frias, J. M. (2019). Improving learning experiences by using Humanism and Constructivism teaching approaches in the classroom. https://api.semanticscholar.org/CorpusID:250141289

Galindo, R., Ammermann, J., García, F. E. K., Gelius, P. C., & Abu-Omar, K. (2023). O.6.2-9 Beyond human and public health: a comprehensive analysis of different health concepts in physical activity promotion. The European Journal of Public Health, 33. https://api.semanticscholar.org/CorpusID:261777407

Griffo, J. M., Hodges-Kulinna, P., Marttinen, R. H. J., & Battistella, S. (2020). A systematic review of integrative practices in physical education (2009–2018). International Journal of Educational Research, 104, 101689. https://api.semanticscholar.org/CorpusID:226492644

Handayani, N. (2023). Integrasi Filsafat, Agama dan Konseling (General Review Integratifitas Konseling dengan Epistimologi Islam). MUHAFADZAH. https://api.semanticscholar.org/CorpusID:256313222

Hermanto, H. (2021). Pengalaman Belajar Anak: Mengukur Tingkat Prestasi Siswa Sekolah Dasar yang Menempuh Pendidikan Taman Kanak-Kanak. https://api.semanticscholar.org/CorpusID:236279461

Huda, M. N., & Priyanto. (2022). Sikap Dan Kepuasan Kerja Dalam Dunia Pendidikan. Ta’dibi : Jurnal Manajemen Pendidikan Islam. https://api.semanticscholar.org/CorpusID:260804276

Kaittani, D., Kouli, O., Derri, V., & Kioumourtzoglou, E. (2017). Interdisciplinary Teaching in Physical Education. https://api.semanticscholar.org/CorpusID:54618017

Liu, J., Xiang, P., Lee, J., & Li, W. (2017). Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory. Journal of Teaching in Physical Education, 36, 292–302. https://api.semanticscholar.org/CorpusID:149422816

Macovei, R.-A., & Popescu, V. (2022). Conceptual Approaches Regarding the Added Value of Physical Education in the Integrated Teaching Process. Revista Romaneasca Pentru Educatie Multidimensionala. https://api.semanticscholar.org/CorpusID:252059985

Makhmudah, S. (2017). Hakikat Ilmu Pengetahuan dalam Perspektif Modern dan Islam. AL-MURABBI: Jurnal Studi Kependidikan Dan Keislaman, 4(2), 202–217. https://doi.org/10.53627/jam.v4i2.3173

McNamee, M. (1998). Philosophy and Physical Education: Analysis, Epistemology and Axiology. European Physical Education Review, 4, 75–91. https://api.semanticscholar.org/CorpusID:145190445

Minghelli, V., D’Anna, C., & Paloma, F. G. (2021). Bio-Psycho-Social Approach To Motor-Sport Activities In Educational Field: A Multidimensional Functioning. https://api.semanticscholar.org/CorpusID:244621993

Munafò, C. F. (2016). The Role of the Social Constructivism in Physical Education. International Journal of Science Culture and Sport, 4, 489–497. https://api.semanticscholar.org/CorpusID:151547595

Octaviana, D. R., & Ramadhani, R. A. (2021). Hakikat Manusia : Pengetahuan (Knowladge), Ilmu Pengetahuan (Sains), Filsafat Dan Agama. Jurnal Tawadhu, 5(2), 3–6.

Padmasari, V. (2020). Kurangnya Motivasi Belajar Bagi Anak Putus Sekolah. https://api.semanticscholar.org/CorpusID:242979753

Papaioanou, A., Milosis, D. C., Kosmidou, E., & Tsigilis, N. (2020). Multidimensional structure of goal orientations: The importance of adopting a personal development goal in physical education. Psychology: The Journal of the Hellenic Psychological Society. https://api.semanticscholar.org/CorpusID:267164582

Reid, A. (2013). Physical Education, Cognition and Agency. Educational Philosophy and Theory.

Rewita, S. (2022). Konsep Dan Karakteristik Filsafat. Journal Of Social Research. https://api.semanticscholar.org/CorpusID:252630675

Ridwan, M., Syukri, A., & Badarussyamsi, B. (2021). Studi Analisis Tentang Makna Pengetahuan Dan Ilmu Pengetahuan Serta Jenis Dan Sumbernya. Jurnal Geuthèë: Penelitian Multidisiplin, 4(1), 31. https://doi.org/10.52626/jg.v4i1.96

Rudge, L. T. (2010). Holistic Education: An Analysis of its Pedagogical Application. https://api.semanticscholar.org/CorpusID:146253530

Sakti, R. H., Jalinus, N., Abdullah, R., Ridwan, R., & Refdinal, R. (2022). Filsafat pada Pendidikan Kejuruan yang Mengacu Pada Perkembangan Zaman dan Pengalaman Pada Negara-Negara Berkembang: Perspektif Teori. EDUKATIF : JURNAL ILMU PENDIDIKAN. https://api.semanticscholar.org/CorpusID:257491840

Salian, M. P., & Kumar, D. A. (2022). Physical Education is a Philosophy of Health. International Journal For Multidisciplinary Research. https://api.semanticscholar.org/CorpusID:251749421

Secanell, I. L., Morales, J. G., & Agreda, N. H. (2021). Mindfulness y educación física en la población universitaria. Una revisión sistemática (Mindfulness and physical education in University population. A systematic review). https://api.semanticscholar.org/CorpusID:236226069

Silva, A. C. Da, Costa, G. P. Da, & Pinheiro, M. J. C. (2024). Educação E Projeto Interdisciplinar: Atuação Do Professor. Rcmos - Revista Científica Multidisciplinar O Saber. https://api.semanticscholar.org/CorpusID:269299071

Situmeang, I. R. V. O. (2021). Hakikat Filsafat Ilmu dan Pendidikan dalam Kajian Filsafat Ilmu Pengetahuan. IKRA-ITH HUMANIORA: Jurnal Sosial Dan Humaniora, 5(1), 76–92.

Soto, J. (2020). The Physical Education And Values It Promotes: International Perspective. FIEP Bulletin On-Line, 90. https://api.semanticscholar.org/CorpusID:218932729

Stolz, S. A. (2014). The Philosophy of Physical Education: A New Perspective. https://api.semanticscholar.org/CorpusID:141907617

Sukma Anggreini, I., Muhyi, M., & Ketut, I. (2023). Hakikat Ilmu Dan Pengetahuan Dalam Kajian Filsafat Ilmu. Jurnal Ilmiah Wahana Pendidikan, 9(17), 396–402. https://doi.org/10.5281/zenodo.8310477

Sutisna, S. (2019). Pengantar Filsafat Ilmu Pengetahuan. An-Nidhom : Jurnal Manajemen Pendidikan Islam. https://api.semanticscholar.org/CorpusID:241918640

Suwarlan, E., Ip, S., Pol, M. I., Anggoro, T., & Widiawati, S. I. P. Y. (n. d. . (2023). Filsafat Ilmu. Cv. Eureka Media Aksara.

Tahawali, M. (2018). Kompetensi Guru Dalam Meningkatkan Motivasi Belajar Siswa Dijaman Melenia Di Sekolah Madrasah Aliyah Negri Banggai Kabupaten Banggai. Jurnal Pendidikan Islam AL-ILMI. https://api.semanticscholar.org/CorpusID:239820520

Teraoka, E., Ferreira, H. J., Kirk, D., & Bardid, F. (2020). Affective Learning in Physical Education: A Systematic Review. Journal of Teaching in Physical Education. https://api.semanticscholar.org/CorpusID:221822908

Thompson, D., Peacock, O. J., Western, M. J., & Batterham, A. M. (2015). Multidimensional Physical Activity: An Opportunity, Not a Problem. Exercise and Sport Sciences Reviews, 43, 67–74. https://api.semanticscholar.org/CorpusID:11365560

Vaziri, H., Tay, L., Keith, M. G., & Pawelski, J. O. (2018). History, literature, and philosophy: A systematic review of positive functioning. The Journal of Positive Psychology, 14, 695–723. https://api.semanticscholar.org/CorpusID:149855173

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3. https://api.semanticscholar.org/CorpusID:11616230

Wiklander, P., Fröberg, A., & Lundvall, S. (2023). Searching for the alternative: A scoping review of empirical studies with holistic perspectives on health and implications for teaching physical education. European Physical Education Review, 29, 351–368. https://api.semanticscholar.org/CorpusID:255721613

Wright, P. M., Gordon, B., & Gray, S. (2020). Social and Emotional Learning in the Physical Education Curriculum. https://api.semanticscholar.org/CorpusID:228888200