Article Per Year (5 Year)
p-Index From 2021 - 2026
2.162
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Refleksi: Jurnal Kajian Agama dan Filsafat Jurnal Filsafat Al-Ahkam Religious: Jurnal Studi Agama-Agama dan Lintas Budaya PEDAGOGIA Integritas: Jurnal Antikorupsi Journal La Edusci Tarbawi: Jurnal Pendidikan dan Pemikiran Islam EDUSHOPIA Dirasah : Jurnal Pemikiran dan Pendidikan Dasar Islam Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Tarbawi
Siti Murtiningsih
Fakultas Filsafat UGM
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
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.
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Abdul Latif Ainia, Dela Khoirul Anggraini, Selvi Septiana Anis, Deliyanti Zainul Ardanadi, Amelsia Lintang Arie Sujito Arifin, Mohamad Zaenal Dina Amalia Fadhila Rachmadani Feriyansyah Feriyansyah HABIBI, ERFAN Hastanti Widy Nugroho Khin Soe, Khin Maharani, Septiana Dwi Putri Mansur, Ahsan Dawi Mujiharto, Samsul Ma’arif Rahmah, Utia Auliya Septiana Dwiputri Maharani Sonjoruri Budiani Trisakti Sumaryati Sumaryati Utami, Rona