Where and How Can Knowledge Be Acquired? A Qualitative Analysis of Open-Ended Questionnaires

Diterbitkan: Apr 1, 2026

Abstrak:

To address the global threat of fake news in the digital era, individuals must understand knowledge and how it is created (epistemic beliefs) to avoid falling for false information. Education is where students spend most of their time daily. Therefore, it is essential to begin investigating teachers' epistemic beliefs as designers of learning. The purpose of this research is to explore teachers' perceptions of knowledge and how it is acquired. Data collection employed an open-ended questionnaire. Inductive thematic analysis was applied to identify concepts and patterns of meaning in the data. The 15-point checklist from Braun and Clarke was used to ensure the quality of qualitative data analysis. Based on the research findings, there are five criteria that teachers believe to be sources of knowledge, namely: subject, environment, object, activity, and process, with subject and object being the most dominant. Furthermore, there are four criteria that teachers believe to be methods of acquiring knowledge: independent learning, learning with others, by providing treatment, and using learning activities. These findings offer potential sources and methods of knowledge acquisition that can be accommodated by teachers to deliver holistic learning experiences.

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Ismu Sukamto
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Sukamto, I. (2026). Where and How Can Knowledge Be Acquired? A Qualitative Analysis of Open-Ended Questionnaires. Jurnal Inovatif Ilmu Pendidikan, 8(1), 10–36. Diambil dari https://jurnal.pbs.fkip.unila.ac.id/index.php/JIIP/article/view/2167
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Vol 8 No 1 (2026): Jurnal Inovatif Ilmu Pendidikan
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Referensi

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  8. Bläsing, B. E., Coogan, J., Biondi, J., & Schack, T. (2018). Watching or Listening: How Visual and Verbal Information Contribute to Learning a Complex Dance Phrase. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02371
  9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
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