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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 Jurnal Pendidikan Anak Usia Dini Undiksha 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 Jurnal Sains Sosio Humaniora TSAQAFAH Jurnal Fundadikdas (Fundamental Pendidikan Dasar) JPM (Jurnal Pendidikan Modern) Jurnal Riset Pendidikan Fisika Journal of Innovation in Educational and Cultural Research Jurnal Filsafat Indonesia Jurnal PEKA (Pendidikan Matematika) FOUNDASIA Journal of Educational Management and Instruction (JEMIn) Jurnal Paris Langkis International Journal of Law and Society PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Anak Journal of Society and Development Guidance: Jurnal Bimbingan dan Konseling Jurnal Tarbiyatuna
Rukiyati Rukiyati
Universitas Negeri Yogyakart
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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PERCIKAN PEMIKIRAN PENDIDIKAN HUMANIS RELIGIUS -, Rukiyati -
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 13 No. 1 (2013): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v13i1.3325

Abstract

Abstrak : Terminologi pendidikan humanis religius diperkenalkan akhir-akhir inisebagai konsep pendidikan yang menarik dibincangkan lebih lanjut, setidaknyakarena dipandang sesuai dengan dasar falsafah pendidikan di Indonesia: Pancasila.Walaupun demikian, secara konseptual belum banyak ahli yang membahasnya.Penjernihan konsep pendidikan humanis religius perlu dilakukan sebagai upayamerumuskan teori pendidikan yang khas Indonesia. Merujuk pada tujuan pendidikannasional, dapat diketahui bahwa pendidikan di Indonesia sedikit banyak dilandasioleh konsep pendidikan humanis religius. Pemaparan lebih lanjut merupakanpercikan pemikiran penulis dengan metode analisis-sintesis mencoba menarikmakna yang terkandung di dalam konsep pendidikan humanis religius, dan landasanontologis yang mendasarinya. Di samping itu, juga dilakukan refleksi atas fenomenapendidikan yang terjadi di Yogyakarta dilihat dari perspektif pendidikan humanisreligius.Kata kunci: Refleksi Pemikiran, Pendidikan, Humanis-Religius.
LANDASAN DAN IMPLEMENTASI PENDIDIKAN MULTIKULTURAL DI INDONESIA Rukiyati, Rukiyati
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 12 No. 1 (2012): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v12i1.3651

Abstract

Pendidikan multikultural adalah sebuah ide, pendekatan untuk perbaikan sekolah dan gerakan kesetaraan, keadilan sosial  dan demokrasi. Pendidikan multikultural menekankan komponen dan kelompok budaya yang beragam, tetapi dapat dibangun konsensus berupa penghargaan pada prinsip-prinsip utama, konsep-konsep dan tujuan. Tujuan utama pendidikan multikultural adalah untuk merestrukturisasi sekolah sehingga semua siswa memperoleh pengetahuan, sikap  dan keahlian yang dibutuhkan dalam memfungsikan bangsa dan dunia yang secara etnis dan ras berbeda. Kata kunci: pendidikan multikultural, sekolah.
Front Rukiyati, Rukiyati
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 17 No. 1 (2017): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v17i1.23118

Abstract

Halaman Judul, susunan redaksi, kata pengantar, daftar isi
PENDIDIKAN MORAL DI SEKOLAH Rukiyati, Rukiyati
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 17 No. 1 (2017): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v17i1.23119

Abstract

Pendidikan moral di sekolah perlu dilaksanakan secara bersungguh-sungguh untukmembangun generasi bangsa yang berkualitas. Walaupun peran utama untuk mendidikmoral anak adalah di tangan orang tua mereka, guru di sekolah juga berperan besar untukmewujudkan moral peserta didik yang seharusnya. Keluarga, sekolah, dan masyarakatbersama-sama bertanggung jawab untuk mendidik anak-anak muda agar bermoral baiksekaligus pintar secara intelektual sehingga terwujud generasi muda yang unggul. Itulahtujuan utama pendidikan sebagaimana dinyatakan oleh Aristoteles. Pendidikan moral disekolah harus dirancang komprehensif mencakup berbagai aspek, yaitu: pendidik, materi,metode, dan evaluasi sehingga hasilnya diharapkan akan optimal. Moral education in schools needs to be carried out seriously to build a qualitygeneration of the nation. Although the main role of educating children's morals is in thehands of their parents, teachers in schools also play a major role in realizing the moral ofthe students they should be. Families, schools, and communities are jointly responsible foreducating young people to be morally good and intellectually smart so that they excel as ahuman being. That is the main purpose of education as stated by Aristotle. Moraleducation in schools must be designed comprehensively covering various aspects, namely:educators, materials, methods, and evaluations so that the results are expected to beoptimal.
Tujuan pendidikan nasional dalam perspektif Pancasila Rukiyati, Rukiyati
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 19 No. 1 (2019): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v19i1.30160

Abstract

The educational objectives contained in Act Number 20 of 2003 concerning theNational Education System in Indonesia is to develop multidimensional and holistichuman nature. The relationship between the components of the goal as an integral wholeand there is a hierarchy of values in the achievement of goals. The natural aspects ofhumanity are seen as a potential that needs to be developed so that humans reach personalqualities as human beings who have noble character, both when dealing with the Creatorin terms of faith and piety (believe in one God) and when dealing with fellow creatures inworld life (humanity, unity, democracy, and social justice). The purpose of education isactually the values of Pancasila in another formulation because, in fact, the foundation ofIndonesia's national education philosophy is Pancasila.
Singularitas teknologi dalam perspektif filsafat pendidikan Wardani, Helda Kusuma; Rukiyati, Rukiyati; Prabowo, Mulyo
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.
Hukuman yang diterima santri di pesantren Rukiyati, Rukiyati; Siswoyo, Dwi; Hendrowibowo, L; Saputri, Evi Rovikoh Indah
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 24 No. 1 (2024): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v24i1.70669

Abstract

Tujuan penelitian ini adalah untuk menganalisis jenis-jenis hukuman yang diterima  oleh santri di sebuah pesantren X di Sleman, Yogyakarta. Metode penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian adalah 20 santri putra dan putri serta tiga orang ustad. Metode pengumpulan data adalah wawancara mendalam, diskusi kelompok terfokus dan observasi. Metode analisis data menggunakan metode interaktif Miles, Huberman & Saldana dengan tahapan: kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menyimpulkan ada empat jenis hukuman, yaitu hukuman fisik, denda, dan hukuman berupa melakukan aktivitas, dan hukuman dikeluarkan dari pesantren. Hukuman fisik berupa peserta didik dicukur rambut, dipukul dengan rotan, dipukul dengan tasbih, berdiri di lapangan di siang hari, disiram air comberan, dan berdiri satu jam di depan asrama santri perempuan. Hukuman denda berupa membayar uang dua ribu rupiah, menyetorkan lima kantong semen, menyita telpon seluler yang dibawa dari rumah. Hukuman berupa kegiatan yaitu membaca Al-Quran selama 15 menit, membaca surat Yasin, membersihkan toilet, membersihkan kamar, mencuci piring teman sekamar selama satu minggu. Hukuman yang paling berat adalah dikeluarkan dari pesantren. Secara umum, semua hukuman dapat diterima/disetujui oleh peserta didik karena dianggap masih dalam batas wajar untuk mendidik mereka menjadi disiplin.This study aimed to analyze the types of punishments received by students at an Islamic boarding school X in Yogyakarta. This research method uses a qualitative approach. The research subjects were 20 male and female students and three religious teachers. Data collection methods are in-depth interviews, focus group discussions, and observation. The data analysis method uses the stages of data condensation, data presentation, and conclusion. The results of the study concluded that there were five types of punishment: 1) point accumulative punishment; 2) Corporal punishments included shaving their hair, beating them with rattan sticks, beating them with prayer beads, standing in the field during the day, being doused with sewage water, and standing for one hour in front of the female students' dormitory; 3)The fine is in the form of paying two thousand rupiahs, depositing five bags of cement, and confiscating the cell phone brought from home; 4) Punishment in the form of activities, namely reading the Koran for 15 minutes, reading Yasin's letter, cleaning the toilet, cleaning the room, and washing the roommates' dishes for one week; 5) The most severe punishment is expulsion from the pesantren. In general, all punishments can be accepted/approved by students because they are considered within reasonable limits to educate them to be disciplined.
Etika Guru BK Disabilitas Netra dalam Praktik Mengajar Bimbingan Konseling Saputri, Toviyani Widi; Rukiyati, Rukiyati
Guidance : Jurnal Bimbingan dan Konseling Vol 21 No 02 (2024): Guidance: Jurnal Bimbingan dan Konseling
Publisher : Prodi Bimbingan dan Konseling Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/guidance.v21i02.4338

Abstract

Ethics are the foundation used by all professions in carrying out their duties. No exception for guidance and counseling teachers, they also apply ethics in carrying out professional duties. There have been many studies discussing teacher ethics, but none have discussed ethics regarding blind guidance and counseling teachers.The method used in this study is qualitative with a case study approach on guidance and counseling teachers who are still actively teaching at private MTS in the city of Yogyakarta. Data collection was carried out by means of in-depth interviews and non-participatory observation The results of the study showed that in conditions of visual disabilities, guidance and counseling teachers still carry out ethics as they should. There is even a certain way to apply these ethics to students who also have a number of the same disabilities.
A PENDEKATAN TEORI PESTALOZZI DALAM TERHADAP PENGEMBANGAN KARAKTER ANAK SEKOLAH DASAR: PENDEKATAN TEORI PESTALOZZI DALAM TERHADAP PENGEMBANGAN KARAKTER ANAK SEKOLAH DASAR Salam, Dudung Abdu; Rukiyati, Rukiyati
jsd: Journal of Society and Development Vol 5 No 2 (2025)
Publisher : CV. Media Publikasi Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v5i2.325

Abstract

Character education in elementary schools faces complex challenges in integrating moral values with 21st-century competency requirements. This article aims to reconstruct character education models through a synergy between Johann Heinrich Pestalozzi’s educational philosophy and the Pancasila Student Profile framework. Employing a literature review with a philosophical analysis approach, this research explores the "head, heart, and hand" principle as the foundation for children's moral and intellectual growth. The findings demonstrate that Pestalozzi's approach resonates deeply with the Merdeka Curriculum, particularly within the P5 project which emphasizes contextual and humanistic learning. Further discussion reveals the harmonization of Pestalozzian thought with Ki Hadjar Dewantara’s educational concepts that uphold human dignity. The study concludes that this synergistic reconstruction offers a strategic model for educators to design comprehensive, sustainable, and student-oriented learning programs.
The Influence of Reading Culture and Learning Interest on Students' Short Story Writing Skills Jaya, Ahmad Chandra; Purwanta, Edi; Rukiyati, Rukiyati; Sholihin, Nur; Zahra, Putri Luthfiyah; Wibisono, Dhika Dzulkarnain
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i2.2419

Abstract

The background of this study is based on reading culture and interest in learning as two important factors that influence the ability to write short stories. In this context, culture is understood as a collective habit formed through social and learning processes, which reflects individual values and attitudes towards reading activities as part of everyday life. This study used a quantitative design with an ex post facto method and involved a sample of 70 students. Data were collected using a questionnaire to measure reading culture and interest in learning, as well as a short story writing task to assess writing skills. The results showed that both variables, namely reading culture and learning interest, had a significant influence on short story writing ability, with learning interest making a slightly larger contribution. Multiple linear regression tests revealed that both contributed significantly to improvements in short story writing ability, with an R² of 0.874. The contribution of this study is to deepen the understanding of the importance of reading culture and interest in learning in improving writing skills, and to offer recommendations for developing effective teaching methods.
Co-Authors Abu Yazid Raisal Adinda Dwi Adisti Adinda Dwi Adisti Adisti, Adinda Dwi Agung Wahyu Ahwy Oktradiksa Ajat Sudrajat Alip Nur Chofipah Angga Saputra Ani Widyawati Anindita Ayu Nisa Utami Annisa Setyaningrum Arif Rohman Arif Sapta Mandala Aswasulasikin Bambang Saptono Betania Kartika Dian Wahyuningsih Dwi Siswoyo Dwi Siswoyo Dyah Respati Suryo Sumunar Ebni Sholikhah Edi Purwanta Esny Baroroh Evi Rovikoh Indah Saputri Farida Hanum Fatmawati, Fasiha Fikri, Mu'tasim Fransiskus De Gomes Gunarti Ika Pradewi Halqim, Afanin Hamidulloh Ibda Helda Kusuma Wardani, Helda Kusuma Herman Dwi Surjono Hermansyah, Agus Kichi Ibnu Syamsi Jaya, Ahmad Chandra Joko Pamungkas Khalimatus Sadiyah 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 Maryani Maryani Marzuki Muhammad Syafe’i Mulyo Prabowo Mulyo Prabowo Narendradewi Kusumastuti Nopita Sitompul Norma Yunaini Novi Trilisiana Nuraini, Sevita Dwi Nursaptini Nursaptini Nurulhuda Md Hassan Okto Wijayanti Okto Wijayanti P. Priyoyuwono Prihma Sinta Utami, Prihma Sinta Putera, Agustian Ramadana Putri, Ragil Dian Purnama Rahayu Condro Murti Reno Wikandaru Riko Septiantoko Safitri Yosita Ratri Salam, Dudung Abdu Saliman Saliman Saputri, Toviyani Widi Setyawan, Siti Luzviminda Harum Pratiwi Shely Cathrin Sholihin, Nur Siti Irene Astuti D Sofyan Susanto Sri Agustin Sutrisnowati Sri Tutur Martaningsih St. Nurbaya Sugiarti, Lana Utami, Anindita Ayu Nisa Utami, Asih Wibisono, Dhika Dzulkarnain Y. Ch. Nany Sutarini Zahra, Putri Luthfiyah