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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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A value-based Aswaja curriculum approach to strengthen moderate Islamic character in higher education Khalimatus Sadiyah; Ajat Sudrajat; Rukiyati Rukiyati
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256564

Abstract

This study examines the weakening internalisation of Islamic values in Islamic higher education, focusing on Nahdlatul Ulama institutions where Ahlussunnah Wal-Jama’ah (Aswaja) serves as an ideological foundation for strengthening moderate Islamic character. Using a qualitative multiple case study at Wahid Hasyim University Semarang and Balekambang Polytechnic Jepara, data were collected through in-depth interviews, participatory observation, and analysis of curriculum and institutional policy documents. The findings reveal four key patterns: Aswaja values are more strongly embedded in formal religious activities than in academic learning; institutional policies lack measurable indicators for Aswaja-based character outcomes; campus leadership plays a decisive role in shaping Aswaja institutional culture; and students tend to perceive Aswaja as an institutional identity rather than an ethical framework guiding academic practice. These findings indicate a gap between the normative vision of Aswaja and its practical implementation, resulting in symbolic and fragmented internalisation. This study concludes that strengthening moderate Islamic character requires a systemic Aswaja value-based curriculum integrating conceptual, pedagogical, and institutional dimensions, positioning Aswaja as an epistemological framework rather than merely a cultural symbol.
Pendangkalan Makna Pendidikan dalam Implementasi Kurikulum Merdeka Menurut Perspektif Gert Biesta: The Shallowing of the Meaning of Education in the Implementation of the Independent Curriculum According to Gert Biesta's Perspective Fransiskus De Gomes; Rukiyati Rukiyati
Jurnal Filsafat Indonesia Vol. 9 No. 2 (2026)
Publisher : Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jfi.v9i2.106955

Abstract

This article examines the erosion of the educational meaning within the implementation of the Kurikulum Merdeka (Indonesian Independent Curriculum) through the lens of Gert Biesta’s philosophy of education. Although Kurikulum Merdeka is normatively projected as an effort to restore teachers’ pedagogical autonomy, foster students’ creativity, and actualize the Profile of Pancasila Students, its implementation in schools frequently becomes trapped in technocratic patterns that emphasize administrative procedures, performativity, and measurable learning outcomes. This phenomenon aligns with Biesta’s critique of learnification, namely the reduction of education to standardized learning activities that overlook its fundamental function as a process of subject formation. This study employs a literature-based inquiry using critical analysis, critical interpretive synthesis, and hermeneutic reading to examine Biesta’s key works, academic literature on curriculum critique, and policy documents related to Kurikulum Merdeka. The analysis is conducted through thematic coding of concepts such as learnification, performativity, the three functions of education (qualification, socialisation, subjectification), and the role of the diplomatic teacher. The findings reveal that the implementation of Kurikulum Merdeka faces three fundamental issues: the dominance of technocratic logic that reduces teachers’ roles to administrative facilitators; an imbalance between the functions of qualification and socialisation compared to subjectification, which constitutes the core of education according to Biesta; and the limited dialogical space that enables students to appear as ethical subjects. The gap between the curriculum’s philosophical vision and its practical enactment stems from an educational culture that remains bureaucratic and outcome-oriented. This article argues for the need to reorient Kurikulum Merdeka toward a more humanistic, democratic, and world-centered form of education by positioning teachers as moral agents who mediate students’ relationships with reality in a responsible manner.
Kajian Aksiologis Terhadap Nilai-Nilai Etika dalam Bimbingan dan Konseling Angga Saputra; Rukiyati Rukiyati
Indonesian Journal of Educational Counseling Vol 10 No 2 (2026): Juli 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026102.588

Abstract

Ethics is an important foundation that guides counselors in their actions and serves as a reference for moral and professional decision-making in the practice of guidance and counseling services. This study aims to analyze ethical values in guidance and counseling. The research method used is a systematic literature review. Data collection techniques were carried out by searching for articles on Google Scholar, Scopus, and Sage using keywords. Data analysis techniques used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model, which produced 11 out of 300 research articles selected based on specific inclusion and exclusion criteria that could be analyzed. The results of the analysis show that ethical values such as autonomy, justice, confidentiality, competence, and fidelity are moral foundations that must be realized in guidance and counseling practices in schools. For these values to be effective, counselors need to understand, master, and apply them consistently in their services. The application of ethics enables the creation of a safe, open, fair, and professional service atmosphere, thereby building positive perceptions of guidance and counseling teachers among students.
Technologies in digital literacy training: how are collaborative, seamless, and online learning approaches utilized? Novi Trilisiana; Herman Dwi Surjono; Rukiyati Rukiyati; Dian Wahyuningsih
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 31 No. 1 (2025): (May)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v31i1.82522

Abstract

Digital literacy has become an essential competency for educators in the context of rapidly evolving educational technologies and the increased prevalence of online and blended learning environments. However, the effective integration of collaborative and seamless learning approaches into digital literacy training remains a significant challenge, particularly due to disparities in technology access and varying pedagogical practices. This systematic study examines the utilization of technology in digital literacy training for instructors, emphasizing collaborative learning, seamless learning, and online learning methodologies. Out of an initial review of 95 articles from the Education Resources Information Center (ERIC), 15 were chosen based on relevancy and inclusion criteria. The investigation indicates that Learning Management Systems like Moodle, Google Classroom, and Blackboard are frequently utilized for the administration of digital content, assignments, and evaluations. Moreover, collaboration platforms such as Google Docs, Zoom, and Microsoft Teams enhance group discussions and projects. The digital literacy curriculum encompasses a spectrum of skills, from fundamental to advanced, including the utilization of instructional tools, management of digital content, digital security, and proficiency in social media. Mobile gadgets in Bring Your Own Device (BYOD) models facilitate uninterrupted, adaptable learning. Notwithstanding the benefits, access to gadgets and internet connectivity continues to pose a considerable barrier. This study shows that customized digital literacy curriculum can improve educators' skills, however further support is necessary to overcome technological obstacles. Further research is recommended to explore scalable solutions that can bridge these gaps and promote equitable digital literacy training across diverse educational contexts.
Model Pembelajaran Kooperatif dalam Pembelajaran Matematika Ditinjau dari Perspektif Filsafat Pendidikan (Aksiologi) Sugiarti, Lana; Rukiyati
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/snyrgg92

Abstract

By examining mathematics education through the lens of educational philosophy, this article will analyze several learning models, focusing on cooperative learning methods. From an axiological perspective, this study raises the question of how cooperative learning models are understood. The rationale for their development, importance, and strategies for implementing cooperative learning models are all discussed in this axiological research. This article uses a qualitative literature review as its data source; this review specifically addresses cooperative learning approaches as they relate to mathematics education. In this study, we conclude that one of the goals of implementing cooperative learning models in schools is to help students and teachers work together to achieve learning goals. Among the many suggested approaches to mathematics teaching, cooperative learning models stand out. Because students are closely observed and actively engaged in learning activities in cooperative learning models, teachers and students can have more meaningful interactions. Encouraging students to work together in mathematics class is a surefire way to improve their abilities, understanding, and final grades. Students' qualities and needs should be considered when selecting cooperative learning strategies.
Pendidikan Emansipatoris Bagi Anak Rentan Bekerja: Telaah Kritis dalam Perspektif Paulo Freire Nursaptini Nursaptini; Rukiyati Rukiyati
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 2 (2026): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v4i2.3470

Abstract

Children vulnerable to work face multiple barriers to meaningful education due to poverty, marginalization, limited access to schooling, and other forms of social vulnerability. Although previous studies have emphasized the importance of education as a strategy for child protection, most have primarily focused on expanding educational access and school participation, while limited attention has been given to learning processes that empower students. This study aims to synthesize the literature on education for children vulnerable to work and Paulo Freire’s critical pedagogy to develop a conceptual framework of emancipatory education relevant to this population. A narrative review approach was employed by analyzing scholarly publications retrieved from Scopus, Web of Science, ERIC, and Google Scholar. The selected literature was screened based on its relevance to children vulnerable to work, Freirean pedagogy, and emancipatory education, and subsequently analyzed through thematic categorization, conceptual synthesis, and critical interpretation. The findings indicate that research on children vulnerable to work has predominantly adopted child protection and educational access perspectives, whereas studies on Freire’s pedagogy emphasize dialogical education, problem-posing education, critical consciousness, praxis, and humanization as the foundations of emancipatory learning. Integrating these two bodies of literature resulted in the Conceptual Model of Emancipatory Education for Children Vulnerable to Work, which positions students’ lived experiences as the starting point of learning, followed by dialogue, the development of critical consciousness, praxis, and humanization to foster student empowerment and social transformation. This model extends the existing literature by integrating the issues of children vulnerable to work and Freirean critical pedagogy into a coherent conceptual framework. The findings provide theoretical, pedagogical, and policy implications for developing more contextual, inclusive, and empowering educational practices for children vulnerable to work.
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