REKONSTRUKSIONALISME SEBAGAI PARADIGMA FILSAFAT PENDIDIKAN: ANALISIS KONSEPTUAL DAN IMPLIKASINYA BAGI DUNIA PENDIDIKAN

Mohammad Ishlahudin; Muhammad  Dhiyauddin; Ulin Nuha

Authors

Mohammad Ishlahudin Sekolah Tinggi Agama Islam Yogyakarta Author
Muhammad Dhiyauddin Sekolah Tinggi Agama Islam Yogyakarta Author
Ulin Nuha Sekolah Tinggi Agama Islam Yogyakarta Author

Keywords:

Reconstructionism, Philosophy of Education, Social Transformation, Curriculum, Contemporary Education

Abstract

Amidst a multidimensional global crisis characterised by social inequality, moral degradation, and the disruption of values due to modernisation, education is faced with demands to no longer be neutral and reproductive, but rather transformative. This article aims to analyse reconstructionism as a philosophical paradigm of education and examine its implications for educational goals, curriculum orientation, and the role of education in the contemporary context. This study uses a qualitative approach with library research through conceptual analysis of relevant scientific literature published between 2020 and 2025. Data analysis techniques were carried out through data reduction, thematic categorisation, and critical interpretation of the main concepts of reconstructionism. The results of the study show that reconstructionism positions education as an instrument of social reconstruction oriented towards the formation of critical awareness, social justice, and moral responsibility. The implications of this paradigm are evident in the shift in educational goals from academic achievement to social transformation, the redesign of curricula based on social issues, and the strengthening of the role of teachers as agents of change. The conclusion of the study affirms that reconstructionism offers an alternative philosophical framework that is relevant to addressing the challenges of 21st-century education. The novelty of this article lies in the systematic and contextual integration of a conceptual analysis of reconstructionism with contemporary educational issues.

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