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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal Ragam Pengabdian
Fifi Nofiaturrahmah
Universitas Islam Negeri Sunan Kudus
Religion Humanities Environmental Science Library & Information Science Social Sciences Other

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Representasi Sistem Pendidikan dan Kondisi Sosial dalam Film Pengepungan di Bukit Duri (Studi Analisis Semiotika Charles Sanders Pierce) Intan Ayu Rahmawati; Fifi Nofiaturrahmah
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/pansv847

Abstract

Film sebagai bentuk karya seni dan hiburan favorit seiring dengan perkembangan teknologi, mampu menyajikan kisah dan pesan secara multidimensi melalui integrasi unsur visual, audio, dan naratif. Salah satu contohnya adalah film Pengepungan di Bukit Duri karya Joko Anwar (rilis 2025), yang tidak hanya berfungsi sebagai hiburan, tetapi juga memuat makna tersembunyi yang menggambarkan luka sosial dan trauma sejarah kekerasan di Indonesia, sekaligus memiliki tujuan edukatif untuk mendorong masyarakat memprioritaskan pendidikan, menekan angka kekerasan sosial, dan menghapus praktik diskriminasi. Penelitian ini mengadopsi pendekatan kualitatif dengan melibatkan berbagai teknik pengumpulan data, termasuk menonton film secara intensif, wawancara dengan teman sejawat, observasi, pencatatan mendalam, dokumentasi, serta studi kepustakaan untuk memperkuat kerangka teoretisnya. Selanjutnya, analisis dilakukan secara mendalam menggunakan teori semiotika Charles Sanders Peirce, yang berfokus pada interpretasi tanda melalui kategori ikon, indeks, dan simbol. Hasil penelitian secara konsisten menunjukkan bahwa Pengepungan di Bukit Duri berfungsi sebagai media penyampai pesan yang mendalam mengenai pentingnya pendidikan bagi kelangsungan hidup bangsa, yang secara eksplisit terlihat melalui representasi diskriminasi, kekerasan di lingkungan sekolah, dan isu ketidakadilan dalam sistem pendidikan, yang keseluruhannya mencerminkan realitas sosial yang masih relevan di tengah masyarakat.
Aktualisasi Pembelajaran Berdiferensiasi pada Mata Pelajaran Fikih di Madrasah Tsanawiyah Alfa Dalila; Fifi Nofiaturrahmah; Siti Malaiha Dewi; Sofiyyah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.777

Abstract

This study was motivated by the differences in students’ abilities, interests, and learning styles in Fikih learning for students at Madrasah Tsanawiyah. The learning process, which still tended to use lecture-based methods, caused some students to be less active and their learning motivation had not yet reached an optimal level. Therefore, differentiated learning was implemented as an effort to adjust the learning process to students’ learning needs. This study aimed to analyze the implementation of differentiated learning in the Fikih subject and to identify its supporting and inhibiting factors. The research employed a qualitative approach with a descriptive case study design. The research subjects consisted of the headmaster, Fikih teacher, vice principal of curriculum affairs, and eighth-grade students. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of differentiated learning had been conducted through planning, implementation, and evaluation stages by considering students’ needs, interests, and abilities. Teachers applied various learning methods such as discussions, practical activities, question-and-answer sessions, and the use of diverse learning media. Supporting factors included good communication, teacher readiness, learning facilities, and student enthusiasm. Meanwhile, inhibiting factors included limited time, differences in students’ abilities, and classroom management constraints. Nevertheless, differentiated learning was able to improve students’ activeness and learning motivation in the Fikih subject.
Co-Authors Alfa Dalila Intan Ayu Rahmawati Siti Malaiha Dewi Sofiyyah