Status Of Pedagogical Science

STATUS OF PEDAGOGICAL SCIENCE A. Introduction Pedagogy is the science of educating children or the science of child education. In relation to this statement, the question arises: is pedagogy classified as an autonomous science like other sciences? To be able to answer this question, we need to first get clarity about what is meant by science. In addition, we also need to get clarity about the requirements that must be met so that a system of knowledge can be classified as an autonomous science. If this question has been answered, then we will be able to assess the status of pedagogical science. Questions about the scientific status of a system of knowledge - as is the case with pedagogy - are natural to arise in the hearts of anyone who pays attention to it. This attention may be because they are interested in conducting studies in order to develop it further, and/or because they are interested in applying it in practice. For those who are interested in conducting studies in order to develop it further, clarity about the status and characteristics of pedagogical science will provide clarity about what, why and how to conduct studies on pedagogy. Thus, they will not get lost in the vast "jungle" of scientific knowledge; they will not encroach on the object of study of science that is not their field; they will not make mistakes in choosing the research methods and techniques that they will use; they will not mix one branch of science with another, etc. Meanwhile, for those who are interested in applying pedagogy in the practice of educating children, the clarity of the scientific status of pedagogy will provide confidence regarding the nature of the truth and usefulness of the theoretical system in pedagogy, so that they are willing and able to apply it with proportional confidence and hope. B. Definition of Science a. Definition of Science. Etymologically, the term science comes from the word alama (Arabic) which means to know. George Thomas White Patrick in his book "Introduction to Philosophy" states that in Latin there is also the word scio, scire (as the origin of the word science) which also means to know. Based on the origin of the word, science means knowledge (Anshari, 1983:47). There are various types of knowledge, as described by Kneller (1971:212-217) various types of knowledge are classified into: 1. Revealed knowledge. 2. Intuitive knowledge. 3. Rational knowledge. 4. Empirical knowledge. 5. Authoritative knowledge. In contrast to the classification above, there are also those who classify the various types of knowledge into: 1. Commonsense knowledge. 2. Scientific knowledge. 3. Philosophical knowledge. 4. Religious knowledge. If we use the term science etymologically and in general (as understood by the general public in everyday life), then all knowledge - as stated above - is classified as science. However, in the context of academic studies, since the modern era as pioneered by Francis Bacon (1560-1626), Galileo Galilei (1564-1642), Newton (1642-1727), etc., the term science has undergone a change in meaning. Science has a specific meaning, namely that it only concerns scientific knowledge. Furthermore, as stated by Titus et al. (1959:78) there are three possible uses of the term science. First, the term science is used to refer to bodies of knowledge, for example: physics, chemistry, psychology, etc. Second, the term science is used to refer to a body of systematic knowledge, namely concepts, hypotheses, laws, theories, etc. that are systematically arranged and have been built through the work of scientists over the years. Third, the term science is used to refer to a certain way of working, namely the scientific method. From the contents of Titus et al.'s statement as described above, we can understand that the meaning of the term science basically has two dimensions, namely (1) as a result of study (as contained in the first and second uses of the term science as stated by Titus, et al.), and (2) as a method of study, namely the scientific method (as contained in the third use of the term science as stated by Titus et al.). The two dimensions of meaning contained in the term science are actually inseparable, because both are closely related in building a single understanding of science. In line with this, Victor F. Lenzen stated that the limitations of science indicate a critical activity of discovery and also as systematic knowledge based on the critical activity of discovery and also as systematic knowledge based on the critical activity of discovery (Runes, 1962. Finally, it can be concluded that today, operationally and substantially, the term science contains the meaning of scientific work methods and scientific work results. Science is scientific knowledge produced through scientific methods. b. Requirements (Criteria) of Science. There are three main requirements that must be met by an autonomous scientific discipline. The three requirements in question are: 1. Having its own object of study (formal object) that distinguishes it from the objects of study of other scientific disciplines. 2. Methodical, namely using a certain method (scientific research method) that is appropriate in order to study the object of study. 3. Systematic, meaning that the results of the study are a unity of knowledge about the object of study that is arranged in an integrated manner. Some argue that in addition to the three requirements (criteria) above, there is one more requirement that must be met by an autonomous scientific discipline. One condition in question is the occurrence of progress, meaning that the knowledge system in question is progressing or continuing to develop. However, there are also those who oppose this opinion. The reason is that whether or not knowledge as the content of a science increases or whether or not a science advances will depend on whether or not there are scientists who are involved in developing the science in question. This will not determine the status of science, but will only determine whether or not the science in question is "alive". c. Clusters and Branches of Science. The rapid development of science has given rise to various new disciplines, therefore the structure/systematics of science at this time has become very complex. On this occasion the author does not intend to describe this in its entirety, but will only present the main clusters and branches of science, which are needed in order to understand the status of pedagogical science. As stated by Suriasumantri (1990), up to the 20th century it is known that approximately 650 branches of science have developed. All of these branches of science initially came from two main branches, namely natural philosophy which later became the cluster of natural sciences and moral philosophy which later became the cluster of social sciences. In line with that, Dilthey groups science into two groups, namely: 1. Humanities (Geisteswissenschften) or (human sciences) which also includes social sciences, and 2. Natural sciences (Naturwissenschaften or natural sciences) (Veerhak and Imam, 1991:68). C. Status of Pedagogical Science Among scientists, many have stated that pedagogy has the status of an autonomous science. According to many experts, the scientific view of educational phenomena (pedagogy) is a separate science, on par with the sciences of humanism (science humaines or human sciences) such as economics, law, sociology, etc. (Driyarkara, 1980:60). Let us examine the opinion above by referring to the three requirements (criteria) of science as previously stated, namely regarding: 1) The object of study. 2) The method of study 3) The systematic nature of the results of the study. 1. Object of Pedagogical Study It can be formulated that the object of scientific study includes various things as far as humans can experience. The object of scientific study is divided into: (1) Material object, and (2) Formal object. A material object is something studied by a science in its material form, while a formal object is a specific or distinctive form of a material object studied by a science. Each scientific discipline has certain material objects and formal objects. Some scientific disciplines may have different material objects, but may also have the same material objects. However, as an autonomous science, each science must have a specific formal object that is different from the formal objects of other sciences. The material object of pedagogy is humans, this material object of pedagogy is the same as the material object of psychology, sociology, economics, etc. However, pedagogy has its own formal object, or has a specific formal object that is different from the formal objects of psychology, economics, etc. The formal object of psychology is the mental process and human behavior; the formal object of economics is the fulfillment of human life needs through the process of production, distribution and exchange; while the formal object of pedagogy is "educational phenomena" or "educational situations" (Driyarkara, 1980:69; Langeveld, 1980:124). 2. Pedagogical study (research) method All disciplines in studying their study objects certainly use scientific methods, as does pedagogy. In the context of its operation, scientific methods are described in scientific research methods. The scientific research methods are divided into two types, namely: (1) qualitative research methods, and (2) quantitative research methods. Those included in qualitative research methods include phenomenology, hermeneutics, and ethnomethodology, while those included in quantitative research methods include experimental methods, quasi-experimental methods, correlational methods, etc. Certain groups of philosophers and scientists argue that qualitative research methods are research methods for the humanities, while quantitative research methods are research methods for the natural sciences. On the other hand, in the golden age of modern science, namely the golden age of sciences based on the philosophy of Positivism and the Newtonian paradigm, there were philosophers and scientists who argued that the natural sciences and the humanities (geisteswissenschaften or human sciences) or the social sciences (social sciences) including pedagogy, in their studies should use quantitative research methods or natural research methods. According to them, a "science" (including pedagogy) if it does not use natural science research methods (quantitative research methods) then its scientific status is doubtful. Experts in the field of human sciences, including pedagogy experts, believe that the material object of human sciences (namely humans) is different from the material object of natural sciences. As stated by C. Veerhak and R. Haryono Imam (1991:69), the humanities have unique characteristics regarding their research objects. These unique characteristics include: First, the research object of the humanities, namely humans, is not only a physical object, but humans as a whole. Humans essentially transcend the status of objects around them. Second, the uniqueness of this research object is related to the concept of space and time (spatio-temporal). In the natural sciences, space and time can be clearly measured using statistical systems, units, etc. On the other hand, in the context of human life, space and time as mere "measures" are inadequate and do not correspond to human experience itself. Humans experience space in their social environment (society), while time is experienced, lived and viewed as a history that goes far beyond a series of events alone. More specifically, the phenomenon of education as a formal object of pedagogical study which is classified as a social science or human science, is different from natural phenomena which are used as formal objects of the natural sciences. The implication is that qualitative research methods are considered appropriate to be used as methods in pedagogical studies. The type of qualitative research method that is commonly applied in pedagogical studies is the phenomenological method. This is as practiced by Langeveld in order to conduct a study on Theoretical Pedagogy. In line with the opinion above, Driyarkara (1990:68) states that in accordance with the nature of educational science (meaning: pedagogy) which is included in the group of "sciences humaines". In principle, a method called phenomenology is used. Here we see that in its research, pedagogy has applied scientific methods with a certain philosophical basis that can be accounted for. In fact, differences in beliefs about which type of research method is appropriate for pedagogical use in the study of educational phenomena (educational situations) are rooted in differences in the philosophical foundations of science adopted by each philosopher and scientist, including philosophical assumptions about the nature of the object of scientific study, the nature of the methods of obtaining knowledge, and whether or not a science is free from values. As long as there are differences in the philosophical foundations of science used by each group of philosophers and scientists, differences of opinion regarding which research method should be used, which will also determine the status of pedagogical science, will continue to exist. Such differences of opinion are something that is natural. However, apart from the differences of opinion above, scientific studies of educational phenomena (educational situations) have been ongoing and must indeed continue to be ongoing. At the end of the description of this pedagogical study method, the following needs to be stated: As explained above, qualitative research methods such as phenomenology are appropriate for use in pedagogy. However, considering the wide range of problems that need to be studied in the context of pedagogical development (both those classified as theoretical pedagogical research problems and practical pedagogical problems), it is possible that certain problems require the application of quantitative research methods. Researchers who truly understand the nature of both types of research methods will certainly wisely choose and apply them, according to the nature of the problems (research objects) they face. What is important to note is to apply the right research method and be accountable according to the nature of the research object being faced. 3. Integration of Pedagogical Study Results (Systematic) The results of scientific research conducted by pedagogical scientists over a fairly long period of time have built a systematic building of knowledge. Example: Through a study of educational phenomena by applying the phenomenological method, Langeveld has succeeded in building a theory of child education (systematic theoretical pedagogy) which contains various essential concepts that are interconnected in an integrated manner, thus providing a clear understanding of the meaning of child education as an action/initiative act that is not mechanistic. Based on all the descriptions in section B above, we can determine the assessment that pedagogy has met the three requirements (criteria) as an autonomous science. This is because pedagogy has its own formal object that is different from the formal objects of other sciences, uses certain research methods that are considered appropriate and accountable, and has produced systematically structured knowledge about its object of study.