Characteristics of Pedagogical Science

Characteristics of Pedagogical Science A. Pedagogical Functions/Tasks As with science in general, pedagogy has certain functions. Pedagogy has five functions, the five pedagogical functions in question are as follows: 1) Integrating findings from studies on certain objects. 2) Explaining and Providing Instructions (Descriptive and Prescriptive). 3) Predicting. 4) Controlling. 5) Developing. 1. Function of Integrating findings from studies. A science is a system of organized knowledge. A group of knowledge that is not systematically arranged and is not organized in explaining an object cannot be said to be science. Therefore, as a science, one of the functions or tasks of pedagogy is to integrate findings from studies on educational phenomena, so that it is a system of organized knowledge about children's education. 2. Descriptive and Prescriptive Functions. This implies that pedagogy, in addition to functioning to describe or explain what, why, and how children's education really is (descriptive), also functions to provide guidance on what education should be. For example: about who educators should be, how educators should act in order to educate children, where education should be directed, etc. (prescriptive). 3. Predicting Function. The description or explanation of children's education as a result of a study in pedagogy implies that pedagogy will be able to provide certain predictions about what might happen in the context of children's education. 4. Controlling Function. Based on predictions as explained above, with pedagogy we will be able to carry out control so that something good or expected regarding children's education can happen, while something bad or unexpected regarding children's education does not happen. 5. Developing Function. This means that pedagogy has a function to continue the results of past discoveries and strive to produce new findings. As has been explained, when compared with sciences based on Positivism or the Newtonian paradigm which use quantitative research methods, Pedagogy has its own characteristics, namely that it has a prescriptive function. B. Pedagogy as an Empirical Science, Humanity, Normative Science, Practical Science, and Normative Practical Anthropology. Pedagogy as an Empirical Science. As we know, the formal object of Pedagogy is the phenomenon of education (educational situation). The phenomenon of education (educational situation) is in the relationship between adults and children that takes place in various environments, namely in the family environment, school environment, and/or in the community environment. The phenomenon of education is clearly found in the world of empirical experience. It is from the phenomena that are in empirical experience that concepts and pedagogy are built. Therefore, pedagogy is classified as an empirical science. Pedagogy as a Humanity. The material object of pedagogy is humans, while the formal object is the phenomenon of education or educational situation. The educational situation is in the relationship between humans, namely in the relationship between adults and children. As has been stated and we also believe, humans are not objects, not plants, nor animals. As a physical-spiritual unity, humans transcend objects, plants and animals. Although humans are social creatures, they are also individuals who have their own identity and are free to make choices. Humans are not passive creatures, but active and creative. Interaction between humans is not a technical, mechanical interaction that is subject to the technical laws that apply to objects. Because the educational situation is based on an understanding of humans as a complete unity that transcends material objects, and because the goal of educating children is to mature children which is essentially to humanize humans, pedagogy is included in the human sciences (geisteswissenschaften or human sciences). Pedagogy as a Normative or Prescriptive Science. Pedagogy functions to study educational phenomena (educational situations) with the aim of understanding the educational situation (educational phenomena) as the object of its study. In addition, pedagogy also functions to study how educators should act in order to educate children. Therefore, pedagogy does not only contain a description of the understanding of the educational situation as it is, but also contains about how education should (better) be, how educators should be and how educators should act in order to educate children. In this case, it can be understood that pedagogy is not free from certain values. Pedagogy is based on a selection that distinguishes between what is good and what is not good in order to educate children. Pedagogy is different from sciences that adhere to value-free assumptions, which only describe an object as it is. Therefore, pedagogy is a science that is normative or prescriptive. Pedagogy as a Practical Science. If we examine it, in the statement of pedagogy as a normative or prescriptive science, there is a meaning that pedagogy is not a science for the sake of science, pedagogy is also not a value-free science. On the contrary, pedagogy is a science to be practiced, a science that provides understanding and direction for action or for practice. Therefore, pedagogy is classified as a practical science or practical science. Pedagogy as Normative Practical Anthropology. Pedagogy includes theoretical and practical dimensions in an effort to develop humans according to certain values and norms. Therefore, pedagogy is also known as Normative Practical Anthropology. Regarding this, Kartono (1992:100) states that: "Normative Practical Anthropology is a teaching about humans that rationally and systematically provides insight into the behavior of educators and students in the education process; and how education should be carried out, following certain norms". C. The Relationship of Pedagogy with Other Disciplines. Pedagogy adopts concepts or theories from other sciences in studying educational phenomena. For example: Pedagogy adopts the theory of child development and learning theory from psychology: Pedagogy adopts the philosophy of humans (anthropology), etc. However, as an autonomous science, pedagogy plays the role of "host", while other sciences play the role of "guests". Thus, not all theories from other disciplines or from philosophy can be adopted/accepted. Pedagogy (pedagogical scientists) have a role in sorting and choosing which theories from other sciences or from philosophy are suitable or appropriate according to the characteristics of pedagogical science. D. Structure/Systematics of Pedagogy In general, pedagogy can be grouped into two main branches, namely: 1) Theoretical Pedagogy. 2) Practical Pedagogy. Theoretical Pedagogy is a branch of pedagogy which is tasked with compiling a theoretical knowledge system regarding children's education. While Practical Pedagogy is a branch of pedagogy which is tasked with compiling a knowledge system regarding ways of acting in the practice of educating children. Practical pedagogy is concerned with ways of acting in educational situations, which are based on theoretical pedagogy and at the same time aimed at realizing the ideal concepts (theories) arranged in Theoretical Pedagogy. Referring to the systematic pedagogy of Langeveld, Madjid Noor and J.M. Daniel (1987:27) further describe the structure or systematics of pedagogy as follows: a. Theoretical Pedagogy. Theoretical Pedagogy consists of: Systematic Pedagogy and 2) Historical Pedagogy. Furthermore, Historical Pedagogy consists of: 1) History of Education and 2) Comparative Pedagogy. The History of Education is divided into: 1) History of Educational Theory, and 2) History of Educational Practice. b. Practical Pedagogy. Practical Pedagogy consists of: 1) Pedagogy in the Family, 2) Pedagogy in Schools, and 3) Pedagogy in Society. Pedagogy in schools consists of: 1) School Administration, 2) Didactics/Methods, and 3) Curriculum.