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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Humanika : Kajian Ilmiah Mata Kuliah Umum Jurnal Civics: Media Kajian Kewarganegaraan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Litera INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Dinamika Pendidikan Kanz Philosophia: A Journal for Islamic Philosophy and Mysticism Jurnal Pendidikan Agama Islam JIP: Jurnal Ilmiah PGMI PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Manajemen & Supervisi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Indonesian Journal of Educational Counseling Journal of Teaching and Learning in Elementary Education Jurnal Pelita PAUD TSAQAFAH Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Jurnal Riset Pendidikan Fisika FOUNDASIA Journal of Educational Management and Instruction (JEMIn) Jurnal Paris Langkis Jurnal Pendidikan Anak Guidance: Jurnal Bimbingan dan Konseling Jurnal Tarbiyatuna
Rukiyati Rukiyati
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Pendidikan Adab Menurut Imam al-Nawawi dan Implementasinya di Pondok Pesantren Tahfidzul Qur’an SahabatQu Adinda Dwi Adisti; Rukiyati Rukiyati
TSAQAFAH Vol 17, No 1 (2021): Islamic Education
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v17i1.5542

Abstract

There are four educational concepts; purpose, curriculum, programs andevaluation. Education is a process of instilling the values of manners to becomea good human being. So that education can be said to prepare the values ofadab through varios strategies for achieving values of adab. The values of adabeducation need to be understood by educators and students who will use themas a guide during the learning process. Adab is a process of cultivating educationin a person. This study is based on the thoughts of Imam Abu Zakaria Yahyabin Syaraf al-Nawawi (Imam Nawawi) in his book al-Tibyân fî Âdâb Hamalah alQur’ân. This book discusses the manners of a learner in studying, understandingand teaching. The aims of this study is to find out how the management of adabeducation in the Pondok Tahfidzul Qur’an Pesantren SahabatQu (PPTQS) isbased on the thoughts of Imam Nawawi in his book. This study uses a qualitativedescriptive approach with the type of library research and content analysismethods which are used to analyze the strategy of achieving the values of adabof educators and students based on the thinking of Imam Nawawi. The results showed that it contains the concept of civilization education managements which contains planning, organizing, implementing and controlling adab which doesnot require instant time and must take a long time.
Pandangan Guru dan Orang Tua tentang Pendidikan Inklusif di Taman Kanak-Kanak Esny Baroroh; Rukiyati Rukiyati
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 6, No 5 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i5.2510

Abstract

Pendidikan inklusif berkembang sebagai tanggapan terhadap kekhawatiran hak asasi manusia bagi anak-anak penyandang cacat. Penelitian ini bertujuan untuk menganalisis pandangan guru dan orang tua terhadap tantangan dan manfaat pendidikan inklusif di taman kanak-kanak bagi anak disabilitas maupun tanpa disabilitas dalam upaya memenuhi kesempatan belajar anak disabilitas maupun tanpa disabilitas. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif dengan pendekatan kualitatif. Pengumpulan data yang digunakan dalam pendekatan studi kasus penelitian ini yaitu wawancara, observasi, dan dokumentasi. Subjek dalam penelitian ini adalah 2 guru/kepala sekolah inklusif, dan 2 orang tua anak disabilitas/tanpa disabilitas. Berdasarkan hasil penelitian diketahui bahwa pendidikan inklusif yang dilaksanakan di taman kanak-kanak secara tidak langsung memberikan manfaat dan tantangan yang dihadapi guru maupun orang tua anak disabilitas ataupun anak tanpa disabilitas. Pelaksanaan pendidikan inklusif memberikan manfaat untuk anak disabilitas maupun tanpa disabilitas yaitu memberikan relasi social dan penerimaan.
Pendidikan berbasis nilai untuk guru taman kanak-kanak Rukiyati Rukiyati; Lusila Andriani Purwastuti; Mami Hajaroh; Arif Rohman
FOUNDASIA Vol 12, No 2 (2021)
Publisher : Prodi Filsafat dan Sosiologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v12i2.46494

Abstract

Studi ini bertujuan untuk meningkatkan kemampuan profesional guru dalam menghidupkan nilai-nilai yang diterapkan di sekolah. Kegiatan ini menggunakan strategi berupa teori, dialog, dan proyek. Instrumen yang digunakan adalah kuis dan angket. Teknik analisis menggunakan analisis deskriptif. Subjek kegiatan adalah guru Taman Kanak-Kanak di berbagai wilayah di Indonesia, meliputi Nusa Tenggara Timur, Sumatera, Jawa dan Hong Kong sejumlah 142 orang. Hasil kegiatan menyimpulkan bahwa para guru telah dapat memahami nilai-nilai dan mempraktikkannya di dalam kegiatan pembelajaran. Para peserta mengungkapkan bahwa mereka mendapatkan ilmu yang sangat bermanfaat dan juga dapat bertukar pengalaman dengan guru di luar Yogyakarta sehingga pertemanan peserta tampak semakin akrab. Peserta menilai kegiatan telah berjalan sangat baik dan bermanfaat.  Saran dalam kegiatan selanjutnya adalah dilibatkannya orang tua siswa dalam kegiatan ini sehingga tujuan pendidikan berbasis nilai dapat dicapai dengan lebih optimal.Kata kunci: Pendidikan taman kanak-kanak, nilai-nilai, kompetensi guru
Nilai-nilai dan metode pendidikan karakter di taman kanak-kanak di Banjarmasin Dwi Siswoyo; Rukiyati Rukiyati; L Hendrowibowo
FOUNDASIA Vol 11, No 1 (2020)
Publisher : Prodi Filsafat dan Sosiologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v11i1.32485

Abstract

Masa usia dini adalah masa yang tepat untuk dikenalkan, dan ditumbuhkan pendidikan moral agar kelak anak menjadi orang yang baik. Selain orang tua, guru memgang peran penting untuk mengembangkan nilai-nilai moral dalam diri anak usia dini di Taman Kanak-Kanak. Tujuan penelitian ini adalah untuk : 1)  menganalis nilai-nilai karakter  yang menjadi target pendidikan karakter di Taman Kanak-Kanak di kota Banjarmasin; 2) menganalisis metode penanaman nilai karakter yang diterapkan di taman kanak-kanak di kota Banjarmasin. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode pengumpulan data berupa diskusi grup terfokus (focus group discussion). Subjek penelitian ini terdiri dari 30 orang guru TK ‘Aisyiyah di kota Banjarmasin. Analisis data mengikuti langkah-langkah Miles Huberman meliputi, reduksi data, penyajian data dan penarikan kesimpulan. Uji keabsahan data dengan trianggulasi sumber. Hasil penelitian menunjukkan bahwa ada delapan nilai utama yang dikembangkan guru, yaitu religiusitas, respek (hormat menghormati), kemandirian, percaya diri, kejujuran,  disiplin, tanggung jawab, dan kerjasama.   Metode yang digunakan guru adalah keteladanan, pembiasaan, memberi nasehat, bercerita dan sosiodrama, kunjungan sosial, fasilitasi, bernyanyi, pengenalan dan hafalan  hadis singkat. Evaluasi pendidikan moral dilakukan sesuai yang tercantum di dalam kurikulum TK, yaitu menggunakan observasi perilaku anak sehari-hari. Sebagian besar anak telah mencapai perkembangan moral yang baik, dan  beberapa anak mendapat nilai sangat baik. Perilaku moral yang paling tampak perkembangannya adalah kemandirian dan rasa percaya diri. Anak  telah dapat membaca kitab suci Alquran, dan menghafal beberapa hadis pendek. 
Multiple Intelligences in Learning Musical Dramas for Prospective Primary School Teachers Okto Wijayanti; Rukiyati Rukiyati
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 4, No 1 (2021)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jtlee.v4i1.7872

Abstract

Prospective teachers who get the 7th semester of Drama and Dance Education courses must have competence, one of which is that the teacher can present interesting learning for children with a drama approach, as a multidisciplinary knowledge that can be taught using role playing methods that are taught more interesting, fun, meaningful, interactive and rich experience. As a student, you can develop multiple intelligence in this subject. Programmed and scheduled musical drama training systems are indeed interesting, because each student is given the freedom to give assessments, provide reinforcement, support, correct weaknesses, mistakes and even object to the work of other groups with the strengths and points of view of the subjectivity expressed by each. students. As a result, sportsmanship is needed in this regard. Through an empirical qualitative approach, with lesson study-based inductive thinking logic. This study aims to describe the various intelligences that appear in learning dance drama, especially the work practice of dance drama projects (musical dramas), both individually and in groups obtained from the performance appraisal contained in the instrument. Important notes in the discussion found several findings about the application of Multiple Intelligences in learning dance and drama, namely: 1) Tools to achieve success that are more concerned with the process of achieving results, 2) Integrative Learning dance drama combines various intelligences, 3) Learning dance and dance drama becomes full of challenges, and more fun, 4) Care for the individual differences of students so that emotional management is needed, 5) Instructional based learning is firm and clearly measurable, 6) The importance of reflection for further improvement, 7) Clarity of goals, achievement of competence and each student's feedback needs to be done.
Building Self-Efficacy in Physics Learning Using Scaffolds Abu Yazid Raisal; Rukiyati Sugiyo; Arif Sapta Mandala
Jurnal Riset Pendidikan Fisika Vol 7, No 2 (2022): November (Article In Press)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um058v7i2p34-41

Abstract

One of the students’ main obstacles in studying physics is their low self-efficacy. A person’s self-efficacy level affects their process of behavior selection, determining the amount of effort against obstacles, determining ways of thinking and emotional reactions, along with predicting future behavior. This study used a qualitative method with a descriptive approach. Teachers can use scaffolding to increase students’ self-efficacy in learning. Scaffolding is a series of activities carried out to help children learn. The teacher provides excellent assistance to students during the early stages of learning; then, the assistance is slowly reduced until students can learn independently.Keywords: self-efficacy, physics learning, scaffolding AbstrakSalah satu hambatan yang utama muncul dari dalam diri siswa ketika belajar fisika adalah self-efficacy siswa yang rendah. Tingkat self-efficacy seseorang memiliki peran dalam menentukan pemilihan perilaku, menentukan besarnya upaya terhadap hambatan, menentukan cara pikir dan reaksi emosional, dan prediksi perilaku yang akan muncul. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan pendekatan deskriptif. Guru dapat menggunakan scaffolding untuk meningkatkan self-efficacy siswa pada pembelajaran. Scaffolding merupakan serangkaian kegiatan yang dilakukan untuk membantu anak dalam belajar. Guru memberikan bantuan besar kepada siswa selama tahap awal pembelajaran kemudian seiring waktu bantuan perlahan dikurangi hingga siswa mampu melakukannya secara mandiri. Kata Kunci:  self-efficacy, pembelajaran fisika, scaffolding 
Professional elementary teachers in the digital era: A systematic literature review Hamidulloh Ibda; Ibnu Syamsi; Rukiyati Rukiyati
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23565

Abstract

Teachers of elementary school must be professional and have digital skills in Revolution 4.0, and Society 5.0 age progresses. This article includes a thorough assessment of the research on elementary school teachers’ professional competence, professional development, and digital competence. This research is needed to determine what professional elementary school teachers did and why they should be professionals in the digital age. The writing of this systematic review of literature articles was assisted by the Publish or Perish 7, Mendeley, VOSviewer, and Nvivo 12 Plus application. The search for articles in Scopus indexed journals is limited to the last 11 years (2010-2021). From the search results, there were 100 Scopus indexed articles, then articles were selected according to compatible themes into 31 selected articles. Professionals’ teacher, professional development, pedagogical content knowledge, teacher professional development, professional development program, and professional competence are among the findings of the theme/topic. The articles were analyzed according to the topics determined through the NVIVO 12 Plus. This article contributes to subsequent research and becomes a study for the theme of professional elementary school teachers and teacher competence in the digital era.
Singularitas teknologi dalam perspektif filsafat pendidikan Helda Kusuma Wardani; Rukiyati Rukiyati; Mulyo Prabowo
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol 22, No 2 (2022): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v22i2.47079

Abstract

Singularitas teknologi yang diprediksi akan terjadi tahun 2045, bersamaan dengan titik waktu generasi emas, merupakan peristiwa adanya teknologi supercerdas AGI yang mempunyai kemampuan untuk memperbaiki, mengembangkan, dan menciptakan diri-sendiri. Kemampuan supercerdas yang melampui kecerdasan manusia, menyebabkan manusia akan kehilangan kemanusiaannya (terjadinya post-human atau dehumanisasi). Filsafat pendidikan yang merupakan pemikiran radikal terhadap upaya-upaya optimalisasi kualitas hidup dan kehidupan mempunyai tanggungjawab moral, maupun nilai dan etika untuk mengkaji peristiwa singularitas teknologi. Dengan menggunakan metode reviu literatur, diharapkan diperoleh gambaran lebih jelas tentang dampak peristiwa tersebut agar dapat diantisipasi sejak awal melalui pendidikan. Kesimpulan yang diperoleh dari kajian literatur diperoleh bahwa (1) titik waktu tahun 2045 terjadinya singularitas teknologi yang diprediksi oleh Ray Kurzweil merupakan keniscayaan yang harus diantisipasi terutama pada generasi emas Indonesia, (2) kemanfaatan AI baik yang supercerdas atau hipercerdas dalam pendidikan, sepanjang selalu terkontrol untuk tidak tergelincir dalam dehumanisasi patut tetap dijalankan sebagai media terancang atau media dimanfaatkan, dan (3) kerterlambatan dan keterhambatan untuk aktivitas antisipasi singularitas teknologi akan mengakibatkan kerugian yang mendunia bagi seluruh umat manusia.The technological singularity that is predicted to occur in 2045, along with the golden generation time point, is an event of the existence of AGI supercerdas technology that has the ability to improve, develop, and create itself. Supercerdas abilities that exceed human intelligence, causing humans to lose their humanity (post-human or dehumanization). The philosophy of education which is a radical thought towards efforts to optimize the quality of life and life has a moral responsibility to examine the events of technological singularities. By using the method of review literature, it is expected to get a clearer picture about the impact of the event so that it can be anticipated from the beginning through education. The conclusion obtained from the literature study obtained that (1) the time point in 2045 the occurrence of technological singularities predicted by Ray Kurzweil is an inevitability that must be anticipated especially in the future. (2) the expediency of AI, whether supercer smart or hypercerdas in education, as long as it is always controlled not to slip in dehumanization should still be carried out as a designed medium or media utilized, and (3) slowness and inhibition for anticipatory activities of technological singularity will result in worldwide losses for all mankind.
Konsep Kurikulum Merdeka Belajar Ditinjau dari Pandangan Aliran Filsafat Pendidikan Progresivisme Norma Yunaini; Rukiyati Rukiyati; Mulyo Prabowo; Nurulhuda Md Hassan; Agus Kichi Hermansyah
JIP Jurnal Ilmiah PGMI Vol 8 No 2 (2022): JIP Jurnal Ilmiah PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v8i2.14962

Abstract

This study examines the concept of independent learning from the perspective of progressivism educational philosophy. The method used in this research is library research. The researcher reviewed various works of literature and then analyzed related to the Concept of Merdeka Belajar Curriculum in Elementary Schools from the Viewpoint of Educational Philosophy. Data collection techniques are conducted by including eligibility, screening, identification, and analysis from various sources such as books, articles, and relevant research results. The search for research data resulted in 5 electronic books and 36 articles from scholars. The texts studied included educational philosophy books and independent curriculum guides specific to elementary schools. In contrast, there are several selected articles. Articles found in the Sholer and Mendeley databases, using the search terms "Independent Curriculum in elementary schools, Educational Philosophy, Progressivism" in the title and keywords only selected articles which are continued in the discussion and the papers used are the last five years published in national journals (Sinta 1, 2, 3, 4, 5) and several in international journals. Library materials from various sources, both in print and electronic form, go through the stages of eligibility, screening, identification, and analysis as needed to obtain proportions and ideas. The results of this study indicate the concept of independent learning with the flow of progressivism believes that education must be progressive, innovative, flexible, open, rational, and scientific according to the times. The concept of an independent learning curriculum in elementary schools from the point of view of the philosophy of progressivism education has similarities to progress and independence in educational practice. The relationship between the concept of independent learning in elementary schools from a progressivism point of view can be seen from the impact of its implementation: 1) for educators, the administrative burden will be reduced because the RPP tools are simplified; teachers have free time to improve competence through various platforms; Educators have the freedom to innovate and be creative. 2) Students can experience knowledge in their environment as character strengthening, learning themes, or critical issues related to sustainable lifestyles, culture, entrepreneurship, and technology. So that students can take real action in answering these issues according to the stages of learning and their needs.
Pendidikan karakter jujur melalui metode bercerita di sekolah dasar di Yogyakarta St. Nurbaya; Rukiyati Rukiyati; Sri Agustin Sutrisnowati
LITERA Vol 21, No 3: LITERA (NOVEMBER 2022)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v21i3.51226

Abstract

Pendidikan karakter jujur terintegrasi ke dalam tema-tema pelajaran dengan  metode bercerita  penting dilakukan sebagai upaya mendidik siswa agar menjadi orang yang jujur. Penelitian ini bertujuan untuk mendeskripsikan praktik pendidikan karakter jujur melalui metode bercerita bagi siswa kelas 4 pada tujuh sekolah dasar di Yogyakarta. Buku panduan untuk guru dan buku cerita telah dikembangkan pada penelitian sebelumnya dan telah dinyatakan valid serta  layak digunakan, menurut para ahli maupun guru.Metode penelitian ini adalah deskriptif kualitatif dengan menggunakan model interaktif dari Miles, Huberman dan Saldana (2014).Teknik  pengumpulan data yang digunakan adalah observasi, dan diskusi grup terfokus, didukung dengan penggunaan skala Likert untuk mengukur sikap siswa terhadap kejujuran. Teknik analisis data dilakukan secara interaktif meliputi kondensasi data, penyajian data dan penarikan kesimpulan. Keabsahan data dilakukan dengan triangulasi sumber dan teknik. Hasil penelitian menyimpulkan praktik pendidikan karakter jujur melalui metode bercerita untuk siswa kelas IV sekolah dasar telah berhasil dilaksanakan dengan baik. Guru telah dapat melaksanakan pembelajaran sesuai buku panduan dan siswa telah memahami arti penting kejujuran dalam berbicara dan bertindak. Siswa menyatakan sikap setuju terhadap pernyataan dan tindakan yang jujur. Oleh karena itu, pendidikan karakter jujur melalui metode bercerita dapat digunakan secara luas sebagai upaya menanamkan nilai kejujuran dalam diri siswa sekolah dasar.  Kata kunci:  nilai, karakter, jujur, dan metode bercerita
Co-Authors Abu Yazid Raisal Adinda Dwi Adisti Adinda Dwi Adisti Adisti, Adinda Dwi Agung Wahyu Ahwy Oktradiksa Alip Nur Chofipah Ani Widyawati Anindita Ayu Nisa Utami Annisa Setyaningrum Arif Rohman Arif Sapta Mandala Asih UTAMI Aswasulasikin Bambang Saptono Betania Kartika Dian Wahyuningsih Dwi Siswoyo Dyah Respati Suryo Sumunar Ebni Sholikhah Edi Purwanta Esny Baroroh Evi Rovikoh Indah Saputri Farida Hanum Fatmawati, Fasiha Gunarti Ika Pradewi Hamidulloh Ibda Helda Kusuma Wardani Herman Dwi Surjono Hermansyah, Agus Kichi Ibnu Syamsi Joko Pamungkas Khirjan Nahdi Kusumawardani, Cindy Tri L. Andriani Purwastuti L. Andriani Purwastuti L. Andriyani L. Andriyani L. Andriyani Purwastuti L. Hendrowibowo Lestari, Rizqi Lusila Andriani Purwastuti LUSILA ANDRIANI PURWASTUTI, LUSILA ANDRIANI Mami Hajaroh Mami Hajaroh Mami Hajaroh Mami Hajaroh Maryani Maryani Muhammad Syafe’i Mulyo Prabowo Mulyo Prabowo Mulyo Prabowo Mulyo Prabowo Narendradewi Kusumastuti Nopita Sitompul Norma Yunaini Novi Trilisiana Nuraini, Sevita Dwi Nurulhuda Md Hassan Okto Wijayanti Okto Wijayanti P. Priyoyuwono Putera, Agustian Ramadana Putri, Ragil Dian Purnama Rahayu Condro Murti Reno Wikandaru Riko Septiantoko Safitri Yosita Ratri Saliman Saliman Setyawan, Siti Luzviminda Harum Pratiwi Shely Cathrin Siti Irene Astuti Dwiningrum Sri Agustin Sutrisnowati Sri Tutur Martaningsih St. Nurbaya Toviyani Widi Saputri Utami, Anindita Ayu Nisa Y. Ch. Nany Sutarini