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PENGARUH MODEL PEMBELAJARAN KOOPERATIF MENGGUNAKAN TIPE TGT (TEAM GAMES TOURNAMENT) TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPA DI MI AL-HIDAYAH TANGERANG SELATAN Murtiningsih, Siti; Anggraini, Selvi Septiana; Amalia, Dina
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol 7 No 1 (2024): Tarbawi
Publisher : STAI BINAMADANI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/tarbawi.v7i1.600

Fokus masalah dalam penelitian ini yaitu pengaruh model pembelajaran kooperatif tipe Team Game Tournament (TGT) terhadap hasil belajar IPA yang belum tuntas. Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh model pembelajaran kooperatif tipe Team Game Tournament (TGT) terhadap hasil belajar IPA di MI Al-Hidayah Tangerang Selatan. Berdasarkan analisis data yang telah diuraikan di atas dapat disimpulkan bahwa terdapat perbedaan terhadap hasil belajar siswa yang menggunakan model pembelajaran kooperatif tipe Team Game Tournament (TGT). Ini dibenarkan dengan perolehan hasil yang didapat nilai thitung > ttabel (4.774 > 0.279) demikian juga dengan nilai sig < α ( 0,000 < 0,05). Hasil tersebut menunjukan terbuktinya hipotesis, yaitu terdapat pengaruh terhadap hasil belajar belajar siswa yang menggunakan model pembelajaran kooperatif tipe Team Game Tournament (TGT) dengan yang tidak menggunakan model pembelajaran kooperatif tipe Team Game Tournament (TGT) pada siswa kelas V MI Al-Hidayah Tangerang Selatan.

Relasi Pendidikan Orang Tua dan Anak Perspektif Al-Qur’an (QS. Luqman Ayat 12-19) Zaenal Arifin, Mohamad; Habibi, Erfan; Murtiningsih, Siti
EDUSHOPIA : Journal of Progressive Pedagogy Vol. 3 No. 1 (2026): EDUSHOPIA: JOURNAL OF PROGRESSIVE PEDAGOGY
Publisher : Program Studi Pendidikan Agama Islam STAI Sayid Mohammad Alawi Al Maliki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64431/edushopia.v3i1.411

Penelitian ini membahas konsep relasi pendidikan antara orang tua dan anak sebagaimana digambarkan dalam QS. Luqman. Dalam konteks modern, perubahan sosial dan budaya sering melemahkan komunikasi edukatif dalam keluarga, sehingga pendidikan kehilangan dimensi moral dan spiritualnya. QS. Luqman memberikan model pendidikan yang menekankan keseimbangan antara keteladanan, kasih sayang, dan kebijaksanaan dalam membentuk karakter anak. Penelitian ini menggunakan pendekatan kualitatif-deskriptif dengan jenis penelitian studi kepustakaan (library research). Sumber data utama diperoleh dari QS. Luqman (ayat 12–19), dan sumber sekunder dari kitab tafsir seperti Tafsir Al-Qur’an Al-‘Azhim, Tafsir al-Mishbah, Tafsir Al-Azhar, dan lainnya. Selain itu, juga bersumber dari buku dan artikel jurnal ilmiah yang relevan. Analisis data dilakukan melalui metode tafsir tematik (maudhu‘i) dan pendekatan pedagogis Qur’ani untuk menemukan prinsip-prinsip pendidikan yang bersifat universal dan aplikatif. Hasil penelitian menunjukkan bahwa QS. Luqman menampilkan pola relasi pendidikan antara orang tua dan anak digambarkan sebagai dukungan dan bimbingan langsung, kualitas interaksi dan ikatan emosional, dan penanaman nilai dan karakter. Kesimpulan penelitian ini menegaskan bahwa pendidikan Qur’ani sebagaimana dicontohkan Luqman bersifat integratif, menghubungkan rumah dan sekolah dalam satu visi pembentukan karakter yang berlandaskan tauhid dan kebijaksanaan. Nilai-nilai pendidikan Luqman dapat menjadi model konseptual bagi pengembangan kurikulum pendidikan Islam berbasis keluarga yang relevan dengan tantangan zaman.

Ethical Fragmentation and Public Moral Reasoning: Teachers, Religious Pluralism, and Kantian Evaluation in Indonesia Mujiharto, Samsul Ma’arif; Murtiningsih, Siti; Trisakti, Sonjoruri Budiani
Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Vol. 9 No. 3 (2025)
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/rjsalb.v9i3.47898

This study analyzes the ethical architecture of the teaching profession in Indonesia by examining how teacher ethics is governed and evaluated within a context of institutional and religious pluralism. It seeks to explain why teacher ethics has largely functioned as an instrument of professional governance rather than as a framework of public moral reasoning that supports teachers’ moral agency. This study adopts a qualitative normative–philosophical approach, analyzing Indonesian education policy documents—particularly the Regulation of the Minister of Education, Culture, Research, and Technology No. 67 of 2024—and codes of ethics issued by major teacher professional organizations (PGRI, IGI, PERGUNU, and Muhammadiyah). The analysis employs conceptual and argumentative methods, using Kantian ethics as an evaluative framework, while media-reported cases are referenced illustratively to contextualize normative tensions. The study identifies three central findings. First, teacher ethics in Indonesia is primarily framed in the language of compliance, discipline, and procedure, positioning ethics as a mechanism of professional governance. Second, the pluralism of organizational codes of ethics produces ethical fragmentation, whereby similar professional actions may be evaluated differently depending on institutional affiliation and adjudicative authority. Third, this configuration constrains teachers’ moral agency by prioritizing administrative conformity over rational moral justification that is public and universal in character. The findings suggest that addressing ethical fragmentation in the teaching profession requires more than regulatory harmonization or procedural standardization. Instead, there is a need for a shared framework of public moral reasoning that enables plural religious and institutional ethics to be evaluated through consistent and publicly justifiable criteria. Such a framework has implications for education policy, professional ethical governance, and the cultivation of teachers as autonomous moral agents in plural societies. This study contributes to religious studies and professional ethics scholarship by reframing ethical fragmentation not as a technical governance problem but as a problem of public moral justification within plural moral traditions. By employing Kantian ethics as an evaluative lens rather than a prescriptive doctrine, the study offers an original conceptual contribution to debates on religious pluralism, professional ethics, and moral agency in highly regulated educational contexts such as Indonesia.

PERAN ARTIFICIAL INTELLIGENCE (AI) DALAM MENINGKATKAN KOLABORASI ANTAR SISWA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) Latif, Abdul; Murtiningsih, Siti
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol 9 No 1 (2026): Tarbawi
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

The development of Artificial Intelligence (AI) has had a broad impact on the world of education, including in the teaching of Islamic Religious Education (PAI). This article aims to analyze the role of AI in enhancing collaboration between students and its implications for pedagogical transformation in Islamic educational environments. This research uses a qualitative approach with a literature review method. Primary data sources were obtained from books, scientific journal articles, conference proceedings, and documents that directly discuss the integration of Artificial Intelligence (AI) in the learning process, particularly in the context of collaboration and religious education. Meanwhile, secondary data sources were obtained from various literature on technology ethics, as well as digital education policies relevant to the research theme. The collected data were analyzed using content analysis, through three main stages: data reduction, theme categorization, and interpretation of meaning. The results show that the application of AI in PAI can strengthen collaborative learning through project-based learning models, AI-supported discussion forums, AI-based peer review systems, and AI-assisted simulation and gamification. Through AI technology, students are able to access broader Islamic resources, develop critical thinking skills, and foster a collaborative attitude in understanding Islamic values contextually. However, this study also identified ethical and structural challenges such as algorithmic bias, data privacy violations, and the digital access gap, which have the potential to hinder the equitable distribution of Islamic education. The implications of this research emphasize the importance of digital literacy for Islamic Religious Education teachers, ethical regulation of technology in Islamic educational institutions, and strengthening the role of AI as a learning tool that is not only innovative but also oriented towards religious and collaborative character development in the digital era.

PENGARUH MEDIA PEMBELAJARAN MAGIC BOX TERHADAP HASIL BELAJAR SISWA MATA PELAJARAN MATEMATIKA DI MI AL-IKHLAS KOTA TANGERANG Murtiningsih, Siti; Rahmah, Utia Auliya
Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam Vol 9 No 1 (2026): Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/dirasah.v9i1.856

Penelitian ini bertujuan untuk menganalisis pengaruh penggunaan media Magic Box terhadap hasil belajar Matematika peserta didik kelas IV di MI Al-Ikhlas Cipondoh, Kota Tangerang. Latar belakang penelitian ini didasarkan pada permasalahan rendahnya pemahaman siswa terhadap mata pelajaran Matematika yang kerap dianggap sulit, terlebih apabila pembelajaran berlangsung secara monoton dan kurang menarik. Penelitian ini menggunakan pendekatan kuantitatif dengan desain Quasi Eksperimen yang melibatkan dua kelompok, yaitu kelompok eksperimen yang memperoleh perlakuan berupa penggunaan media Magic Box dan kelompok kontrol yang tidak memperoleh perlakuan. Instrumen penelitian berupa tes hasil belajar, sedangkan analisis data dilakukan dengan menggunakan uji-t melalui program SPSS for Windows 22. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan penggunaan media Magic Box terhadap hasil belajar siswa. Hal ini dibuktikan dengan perolehan nilai thitung lebih besar daripada ttabel (6,433 > 0,304) serta nilai signifikansi lebih kecil dari α (0,000 < 0,05), sehingga hipotesis alternatif (Ha) diterima dan hipotesis nol (Ho) ditolak. Dengan demikian, dapat disimpulkan bahwa media Magic Box efektif dan berkontribusi positif dalam meningkatkan hasil belajar Matematika siswa sekolah dasar.

Digital Citizenship in the Dynamics of Post-Digital Education Feriyansyah; Murtiningsih, Siti; Nugroho, Hastanti Widy
Jurnal Kewarganegaraan Vol. 23 No. 1 (2026): March 2026
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jk.v23i1.69367

This study examines the dynamics of digital citizenship in post-digital education through the lens of Henry Giroux's critical pedagogy philosophy. This research is motivated by digital transformation, with the primary concern being the issue of technological determinism in education, which overlooks the need for emancipatory critical awareness. This inquiry philosophy research is based on literature related to post-digital education as a material object and critical pedagogy as a formal object. Methodologically, the study elaborates interpretation, induction and deduction, internal coherence, holism and historical continuity, comparison, heuristics, language inclusiveness, and in-depth reflection on formal and material objects in philosophical research. The study found that Giroux's critical pedagogy positions education as an ethical and political arena against dehumanization in the digital era. The rationality of post-digital education requires metaphysical and epistemological reflection to affirm the existence and implementation of humanistic values in post-digital educational practices. Conceptually, encouraging digital citizenship education to develop beyond technical competence into an emancipatory project of political awareness. So that students critically question their existence in digital power structures. Critical digital citizenship education fosters adaptive, ethical, and sensitive responses to social issues in uncertain future scenarios.

Ontologi Kekerasan dan Relasinya dengan Agama dalam Perspektif Hasrat Mimesis Rene Girard Huda, Nurul; Murtiningsih, Siti
JURNAL AT-TURAS Vol 7, No 1 (2020): Sosiologi Agama dan Tafsir Keindonesiaan
Publisher : Universitas Nurul Jadid

Religion as the largest ritual and social institution with the highest quantity of adherents among other institutions is often used as a justification for various violent behaviors. However religious leaders and adherents reject the relationship between religion and violence, the fact is that many subjects of violence act on certain religions. This article seeks to explore the relationship between them through Rene Girard's mimetic theory. In mimetic theory, violence is described as a consequence of the triangle of desire; subjects, mediators, and objects. The relationship in the triangle of desire shows disharmony, which is a rivalry that results in violence between the two desires of the subject and the mediator in getting the same exclusive object. Girard found how violence formed to its resolution by presenting sacrifice or third-party intervention called scapegoats, through stories contained in scriptures such as Cain and Abel. The concept of sacrifice is the foundation of the creation of sacred in religion and values about good and evil or obligations and prohibitions. The intimacy of religion and violence shows the importance of religion returning to the public sphere as a controller of violence whose role is privatized as a result of modernization but is often blamed in a variety of violence in favor of particular religions.Keywords: Mimetic Desire, Violence, Religion

BERMAIN MENCARI IDE: Desain dan Implementasi Permainan dalam Pengembangan Ide Produk Wisata di Desa Wisata Tegal Loegood, Kabupaten Sleman, Provinsi Daerah Istimewa Yogyakarta Hartono, Yudo; Baiquni, Muhammad; Murtiningsih, Siti; Maryono, Agus
Jurnal Pariwisata Indonesia Vol 22 No 1 (2026): JURNAL PARIWISATA INDONESIA
Publisher : Sekolah Tinggi Pariwisata Sahid Surakarta

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This study examines how games can assist tourism village organizers in developing ideas for tourism products and explores their experiences using games to promote innovation within their villages. Data collection was conducted through role-play interactions between the tourism village management community and the villagers of Sukorejo Village, also known as Tegal Loegood Tourism Village. The study revealed that implementing the Mechanics, Dynamics & Aesthetics (MDA) framework through games can support tourism village organizers in generating new tourism product ideas for their villages. This approach also encourages an open, relaxed, and participatory environment, promoting active engagement. However, some implementation challenges are technical, such as managing time and inserting tourism themes from the community into game modification. The research recommends utilizing games to drive innovation in villages, to strengthen engagement among tourism village organizers during decision-making, and to cultivate a sense of equality and freedom of expression across generations. Keywords games, tourism product, tourism village organizer, decision making

Between Educational Freedom and Technocratic Trap: The Philosophical Implications of the Merdeka Belajar Policy in Indonesia Yuliantoro, Moch Najib; Murtiningsih, Siti; Budiani Trisakti, Sonjoruri
Jurnal Kawistara Vol 16, No 1 (2026)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/kawistara.117800

This article examines the Merdeka Belajar policy as a value-laden practice within Indonesia’s education reform, emphasizing its philosophical and cultural implications for primary and secondary education. Rather than treating the policy as a technical innovation, this study explores the underlying values, assumptions, and normative tensions that shape its orientation. The study employs a qualitative approach through conceptual and philosophical analysis based on policy documents, educational philosophy, and contemporary social theory. The analysis focuses on how the policy frames educational freedom, pedagogical autonomy, and the relationship between education and culture. The findings indicate that Merdeka Belajar holds emancipatory potential in promoting pedagogical autonomy, contextual learning, and student-centered education. However, it also reveals tensions between educational freedom and technocratic tendencies, which may reduce education to an instrumental function. This study highlights that Merdeka Belajar should be understood as a cultural project that integrates pedagogical flexibility with ethical and cultural orientation, contributing to social cohesion and community well-being.

Between Educational Freedom and Technocratic Trap: The Philosophical Implications of the Merdeka Belajar Policy in Indonesia Yuliantoro, Moch Najib; Murtiningsih, Siti; Budiani Trisakti, Sonjoruri
Jurnal Kawistara Vol 16, No 1 (2026)
Publisher : Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/kawistara.117800

This article examines the Merdeka Belajar policy as a value-laden practice within Indonesia’s education reform, emphasizing its philosophical and cultural implications for primary and secondary education. Rather than treating the policy as a technical innovation, this study explores the underlying values, assumptions, and normative tensions that shape its orientation. The study employs a qualitative approach through conceptual and philosophical analysis based on policy documents, educational philosophy, and contemporary social theory. The analysis focuses on how the policy frames educational freedom, pedagogical autonomy, and the relationship between education and culture. The findings indicate that Merdeka Belajar holds emancipatory potential in promoting pedagogical autonomy, contextual learning, and student-centered education. However, it also reveals tensions between educational freedom and technocratic tendencies, which may reduce education to an instrumental function. This study highlights that Merdeka Belajar should be understood as a cultural project that integrates pedagogical flexibility with ethical and cultural orientation, contributing to social cohesion and community well-being.

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