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All Journal International Journal of Evaluation and Research in Education (IJERE) Refleksi: Jurnal Kajian Agama dan Filsafat Jurnal Filsafat Al-Ahkam PEDAGOGIA Integritas: Jurnal Antikorupsi Journal La Edusci Dirasah : Jurnal Pemikiran dan Pendidikan Dasar Islam Tarbawi: Jurnal Pendidikan dan Pemikiran Islam
Siti Murtiningsih
Fakultas Filsafat UGM
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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KONSEP PENGUATAN PENDIDIKAN KARAKTER (PPK) MELALUI PEMBELAJARAN PENDIDIKAN PANCASILA murtiningsih, siti
Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam Vol 6 No 2 (2023): Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam
Publisher : Sekolah Tinggi Agama Islam Binamadani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/dirasah.v6i2.530

Abstract

penulisan artikel ini bertujuan untuk menganalisis pembelajaran Pendidikan Pancasila dapat menjadi pondasi untuk membentuk penguatan pendidikan karakter (PPK) siswa sekolah dasar. Pendidikan Pancasila merupakan mata pelajaran yang diterapkan sebagai pengganti mata pelajaran pendidikan kewarganegaraan pada kurikulum merdeka belajar, yang mana merupakan salah satu mata pelajaran leading sector untuk membentuk dan mengembangkan karakter siswa yang bertumpu pada konsep Penguatan Pendidikan Karakter (PPK) karena pendidikan karakter di Indonesia secara khas diintegrasikan pada mata pelajaran Pendidikan Pancasila. Penelitian ini didesain menggunakan penelitian pustaka yang mengkaji konsep Penguatan Pendidikan Karakter (PPK) dapat diaplikasikan pada pembelajaran pendidikan Pancasila. Beberapa karakter yang dijadikan acuan yang mengandung nilai-nilai Pancasila sebagai berikut; karakter religious, peduli sosial, semangat kebangsaan, kemandirian, demokratis, toleransi, dan disiplin. Beberapa poin karakter tersebut diharapkan dapat Mengembangkan karakter melalui pembelajaran dan kegiatan di luar pembelajaran melalui kegiatan rutin dan kegiatan di luar aktivitas sekolah.
Etika Emosi dalam Praktik Keadilan Sosial: Pendekatan Filosofis terhadap Afeksi dan Aksi Utami, Rona; Murtiningsih, Siti; Ardanadi, Amelsia Lintang; Ainia, Dela Khoirul
Refleksi: Jurnal Kajian Agama dan Filsafat Vol. 24 No. 1 (2025): Refleksi
Publisher : Faculty of Ushuluddin Syarif Hidayatullah State Islamic University, Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/refleksi.v24.i1.46193

Abstract

Social justice within the framework of Pancasila often stands in contrast to the realities of everyday life, which are marked by inequality, marginalization, and the erosion of human dignity. This tension raises a fundamental philosophical question: how can social justice be meaningfully enacted in a society fraught with emotional tensions and moral dilemmas? To date, studies on justice have largely focused on normative and structural aspects, while the role of emotion in shaping moral awareness and ethical action has received relatively little attention. This research seeks to understand how emotions—such as guilt, shame, anger, disappointment, and love—influence moral perception and responses to injustice. It employs a qualitative approach using a philosophical-interpretative method, combining philosophical literature reviews, emotion theory, and in-depth interviews with purposively selected communities. Data collection was conducted through literature studies and interviews, while analysis was carried out using thematic interpretation and philosophical reflection. The findings reveal that emotions play a crucial role in shaping ethical orientations toward justice. Guilt and shame act as catalysts for reflection and solidarity, while anger, disappointment, and love serve as moral energies that drive active engagement in the struggle for justice. These insights enrich the discourse of applied ethics by positioning emotion as a vital foundation in the formulation and implementation of social justice.
Teacher Discourse in Postdigital Education: A Critical and Systematic Literature Review Feriyansyah, Feriyansyah; Murtiningsih, Siti; Nugroho, Hastanti Widy
Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i4.2570

Abstract

This study reviews research trends on teacher discourse in postdigital education by examining 26 Scopus-indexed publications from 2019 to 2024 retrieved using the keywords “postdigital education” and “teacher.” Findings reveal limited scholarly attention, with the Postdigital Science and Education journal leading in publication volume. A cluster analysis uncovered ten thematic groupings higher education, digital citizenship, professional digital competence, critical pedagogy, teacher education, COVID-19 responses, and datafication, among others. Seminal contributions include Rapanta et al. (2020) on teacher presence in online instruction; Hrastinski et al. (2019) on educators’ critical imaginaries amid AI and robotics; Green et al. (2020) on transition design for remote learning; Fawns et al. (2021) on ecological datafication frameworks; and Örtegren (2022) on digital competence for citizenship. By synthesizing these insights, the study reconceptualizes teachers as relational, ethical, dialogical, critical, and transformative “subjects-in-becoming” who actively shape learning environments, counteract algorithmic reduction, and foster democratic empowerment. It argues that future teacher-governance models must embrace socio-technical complexity through enhanced digital competence, locally grounded postdigital identities, critical pedagogy and curriculum co-creation, ecological data practices, and flexible, dialogical pedagogies aligned with digital-citizenship ethics. These insights inform future research and policy directions in education.
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

Abstract

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.
Co-Authors Ainia, Dela Khoirul Anggraini, Selvi Septiana Anis, Deliyanti Zainul Ardanadi, Amelsia Lintang Arie Sujito Dina Amalia Feriyansyah Feriyansyah Hastanti Widy Nugroho Khin Soe, Khin Maharani, Septiana Dwi Putri Mansur, Ahsan Dawi Rachmadani, Fadhila Septiana Dwiputri Maharani Sumaryati Sumaryati Utami, Rona