Matematika Dalam Filsafat Pendidikan

Abstract

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong><strong></strong></p><p class="AfiliasiCxSpMiddle">Tujuan artikel ini adalah memberikan informasi mengenai pengertian filsafat matematika, pengertian filsafat pendidikan dan hubungan antara matematika dengan filsafat pendidikan. Jenis penelitian yang digunakan adalah penelitian deskriptif dan studi literatur (<em>library research</em>). Temuan dalam artikel ini adalah hubungan antara matematika dan filsafat pendidikan yang saling bersinergi satu sama lain. Kesamaan antara matematika dan filsafat adalah memiliki objek kajian yang sama yaitu begerak pada tingkat generalitas dan abstraksi yang tinggi, mempergunakan akal/ rasional dan tidak melakukan eksperimen, serta tidak memerlukan peralatan laboratorium. Namun, matematika dan filsafat juga memiliki perbedaan yaitu jenis metode dalam menelaah suatu kebenaran. Matematika menggunakan metode deduksi dimana kebenaran dari hasil penelaahannya harus dapat ditunjukan dengan serangkaian langkah pembuktian. Sedangkan filsafat menggunakan macam–macam metode rasional dimana proses pembuktian itu tidak harus terjadi tetapi harus berlangsung dengan alasan-alasan yang diperoleh dari penalaran serta dapat bersifat fleksibel.</p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Matematika, Filsafat, Pendidikan</p><p> </p><p class="Afiliasi"><strong><em>Abstract:</em></strong></p><pre><em>This study aims to inform the concept of philosophy in mathematics, the concept of philosophy in education, and the relationship between mathematics and the philosophy of education. This study follows a descriptive approach with a literature study (library research). The findings indicate the relationship between mathematics and educational philosophy that synergize with each other. The similarity between mathematics and philosophy is that they have the same object of study, namely dealing with a high level of generality and abstraction, using reason/rationality, not conducting experiments, not requiring laboratory equipment. However, mathematics and philosophy are also different in terms of the method in examining a truth. Mathematics uses deduction where the truth of the results of the study must be presented by steps of proving evidence. Meanwhile, philosophy uses various traditional methods where the process of proving evidence does not need to be presented, but it must take place with reasons derived from reasoning and can be flexible.</em><em></em></pre><pre><em> </em></pre><p class="Afiliasi" align="left"><strong><em>Keywords</em></strong><em>:</em></p><em>Mathematics, Philosophy, Education</em>

The view of mathematics education as science

“…In the historical trajectory of the two twin sisters of philosophy and mathematics, they grew up together under the tutelage of the philosopher and mathematician Pythagoras (572-497 BC). Sari (2021) said that the relationship between mathematics and the philosophy of education is a mutually sustainable relationship with each other. Mathematics and philosophy of education discuss knowledge based on reason and rationality.…”

Application of Realistic Mathematics Education (RME) To Improve The Students’ Mathematical Communication Ability

“…The mother or queen of all sciences is mathematics (Agustina, 2019;Sari & Armanto, 2022). Mathematics has an abstract nature that makes students experience problems when understanding the material.…”

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

“…The philosophy of mathematics education plays a pivotal role in shaping the direction of mathematics as an academic discipline and promoting critical thinking and reasoning abilities among students (Telaumbanua et al, 2023;Mackrell & Pratt, 2017;Situngkir & Dewi, 2022). This research examines the interplay between mathematics and educational philosophy to enhance the quality of mathematics education (Sari & Armanto, 2022;Simangunsong, 2021;Schulz, 2009;Campos, 2010). Incorporating education for sustainable development (ESD) into mathematics teacher education fosters a more holistic and interdisciplinary approach to mathematics education (Li & Tsai, 2021;Mackrell & Pratt, 2017).…”

“…Firstly, there is a pressing need for research that delves into the development and validation of innovative culture-based learning models in mathematics education. While existing studies have highlighted the potential benefits of integrating cultural contexts into mathematics learning (Lestari et al, 2018;Sari & Armanto, 2022;Supiarmo et al, 2022), there is a noticeable gap in the literature concerning the systematic development and rigorous validation of such models. Future research should prioritize the design and empirical validation of culture-based learning models to ensure their effectiveness in enhancing students' mathematical communication, self-efficacy, and problem-solving abilities within diverse cultural contexts.…”

“…Additionally, there is a dearth of research that examines the intersection of the philosophy of mathematics education and culture-based learning models. While individual studies have explored either the philosophical underpinnings of mathematics education or the integration of cultural elements in learning (Sari & Armanto, 2022;Mendrofa et al, 2022), there remains a gap in the literature concerning the synergistic relationship between these two domains. Future research should aim to bridge this gap by investigating how philosophical perspectives can inform the development and implementation of culturebased learning models in mathematics education, thereby enriching students' understanding of mathematical concepts within diverse cultural frameworks.…”