Article Per Year (5 Year)
p-Index From 2021 - 2026
3.199
P-Index
This Author published in this journals
All Journal Ilmu Pendidikan HUMANIKA Jurnal Filsafat Farabi Al-Ahkam Religious: Jurnal Studi Agama-Agama dan Lintas Budaya Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Jurnal Filsafat Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan KENOSIS: Jurnal Kajian Teologi Widyacarya : Jurnal Pendidikan, Agama, dan Budaya Jurnal Filsafat Indonesia Jurnal Penelitian Agama Hindu Jurnal Kewarganegaraan Jawa Dwipa Padma Sari: Jurnal Ilmu Pendidikan JP (Jurnal Pendidikan) : Teori dan Praktik Analisa: Journal of Social Science and Religion Sapientia Humana : Jurnal Sosial Humaniora Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) Dirasah : Jurnal Pemikiran dan Pendidikan Dasar Islam
Siti Murtiningsih
Fakultas Filsafat Universitas Gadjah Mada
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
Identity Recognition in Education: A Philosophical Framework for Addressing Bullying in Indonesia Setia Paulina Sinulingga; Rr. Siti Murtiningsih; Hatanti Widy Nugroho
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6679

Abstract

Bullying in schools remains a critical yet often underestimated issue, negatively affecting victims and disrupting the broader educational environment. Its long-term consequences include psychological trauma, low self-esteem, and hindered social-emotional development. Addressing bullying requires a comprehensive, value-based approach. This study integrates Charles Taylor’s theory of recognition with educational philosophy to explore bullying prevention strategies. Conducted at SMA Negeri 2 Tanjung, South Kalimantan, the research examines how applying recognition-based principles can foster a more inclusive and respectful school culture. The implementation of recognition-oriented practices significantly improved relationships among students and between students and teachers. Findings indicate a reduction in bullying incidents, alongside notable increases in student self-esteem, social integration, and mutual respect. Students reported feeling more acknowledged and valued, contributing to a more harmonious school environment. These outcomes highlight the potential of a recognition-based framework in addressing bullying. Emphasizing individual identity and diversity helps cultivate an inclusive culture where mutual respect is central. While the study focuses on one school, its implications are relevant for broader educational contexts across Indonesia.
Pengaruh Perhatian Orang Tua dan Motivasi Belajar Terhadap Prestasi Belajar Matematika (Survey pada kelas VII SMP Swasta di Kota Tangerang) Siti Murtiningsih
Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam Vol 2 No 2 (2019): Dirasah : Jurnal Pemikiran dan Pendidikan Dasar Islam
Publisher : Institut Binamadani Indonesia

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

Abstract

Tujuan penelitian adalah untuk mengetahui pengaruh perhatian orang tua dan motivasi belajar terhadap prestasi belajar matematika siswa SMP Swasta di Kota Tangerang . Metode penelitian yang digunakan adalah penelitian kuantitatif dengan teknik penelitian survei korelasional. Teknik analisis yang digunakan pada penelitian ini adalah Path Analysis. Sampel dalam penelitian ini sebanyak 83 siswa. Hasil penelitian membuktikan bahwa : 1) terdapat pengaruh langsung yang signifikan perhatian orang tua terhadap prestasi belajar Matematika siswa SMP Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai thitung = 5,948 > ttabel = 1,989, 2) terdapat pengaruh langsung yang signifikan motivasi belajar terhadap prestasi belajar matematika siswa SMP Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai thitung = 6,975 > ttabel = 1,989, 3) terdapat pengaruh langsung yang signifikan perhatian orang tua terhadap motivasi belajar siswa SMP Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai thitung = 3,022 > ttabel = 1,989, 4) terdapat pengaruh tidak langsung yang tidak signifikan perhatian orang tua terhadap prestasi belajar Matematika melalui motivasi belajar siswa SMP Swasta di Kota Tangerang. Hal ini dibuktikan dengan perolehan nilai thitung = 1,811 < ttabel = 1,989. Implikasi penelitian: 1) Secara praktis penelitian ini dapat memberikan sumbangan yang positif bagi perbaikan pengajaran mata pelajaran Matematika yaitu melalui prestasi belajar matematika melalui perhatian orang tua dan motivasi belajar. 2) Secara teoritis berguna untuk 77 pengembangan metodologi pembelajaran Matematika di tingkat sekolah menengah pertama pada khususnya dan ditingkat lain pada umumnya, 3) Sumber referensi mengenai pengaruh perhatian orang tua dan motivasi belajar terhadap prestasi belajar Matematika.Kata Kunci : Perhatian Orang Tua, Motivasi Belajar , Prestasi Belajar Matematika
STRUKTURAL ANALITIK SINTETIK SEBAGAI METODE UNTUK MENINGKATKAN KETERAMPILAN MEMBACA SISWA SEKOLAH DASAR Deliyanti Zainul Anis; Siti Murtiningsih
Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam Vol 5 No 2 (2022): 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.v5i2.410

Abstract

Penelitian ini bertujuan untuk menganalisis metode SAS untuk meningkatkan keterampilan membaca kelas II SD Negeri Karang Tengah 10 Ciledug. Pendekatan yang digunakan dalam penelitian ini yaitu kualitatif dengan mengambil objek yaitu implementasi metode SAS untuk meningkatkan keterampilan membaca dalam pembelajaran Bahasa Indonesia pada siswa kelas II SD Negeri Karang Tengah 10 Ciledug. penelitian ini berangkat dari rendahnya kemampuan membaca siswa sehingga banyak siswa yang kurang tertarik dan kurang aktif dalam membaca. Penelitian ini menunjukkan Peningkatan keterampilan membaca pada siswa dapat dilihat dari hasil observasi dan wawancara. Implementasi bisa terlihat dari adanya strategi pembelajaran yang menyenangkan mendapat respon positif, sehingga semua merasa terlibat terhadap semangatnya dalam pembelajaran dan dapat disimpulkan bahwa pembelajaran Bahasa Indonesia dengan menggunakan metode SAS dalam meningkatkan keterampilan membaca nyaring siswa dapat berjalan dengan baik walaupun belum optimal sepenuhnya. Dengan demikian dapat disimpulkan bahwa metode SAS dapat meningkatkan keterampilan membaca siswa, ketuntasan siswa kelas II SD Negeri Karang Tengah 10 Ciledug.
KONSEP PENGUATAN PENDIDIKAN KARAKTER (PPK) MELALUI PEMBELAJARAN PENDIDIKAN PANCASILA siti murtiningsih
Dirasah: Jurnal Pemikiran dan Pendidikan Dasar Islam Vol 6 No 2 (2023): 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.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.
Rethinking Merdeka Belajar: Toward an Ethical and Epistemic Reconstruction through Pesantren Pedagogy Moch Najib Yuliantoro; Siti Murtiningsih; Sonjoruri Budiani Trisakti; Irfan L Sarhindi
Analisa: Journal of Social Science and Religion Vol 11, No 1 (2026): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18784/analisa.v11i1.4015

Abstract

This study examines the concept of Merdeka Belajar as a contemporary educational reform in Indonesia and critically analyses its ethical and epistemic foundations through the lens of pesantren-based religious pedagogy. While existing studies largely focus on pedagogical innovation, curriculum flexibility, and digital transformation, they often overlook the deeper philosophical dimensions of knowledge and moral formation. This research employs a qualitative library-based approach using critical and comparative philosophical analysis of educational policy, Islamic epistemology, and religious pedagogy. The findings reveal that Merdeka Belajar is predominantly framed within a progressive and instrumental paradigm, emphasising autonomy, flexibility, and competence development, yet it lacks a coherent ethical and epistemic foundation. In contrast, pesantren-based education represents a systematic knowledge tradition that integrates revelation, reason, and lived experience into a unified ethical–epistemic framework. This integration enables the formation of moral subjectivity, in which knowledge is not only acquired but also embodied through ethical discipline and spiritual practice. The study argues that pesantren-based religious pedagogy provides a critical conceptual resource for reconstructing the meaning of education beyond instrumental rationality, positioning education as a process of ethical self-formation and epistemic responsibility. This research contributes to the philosophical discourse on education by integrating ethical and epistemic perspectives into contemporary educational reform.
Ethical Fragmentation and Public Moral Reasoning: Teachers, Religious Pluralism, and Kantian Evaluation in Indonesia Samsul Ma’arif Mujiharto; Siti Murtiningsih; Sonjoruri Budiani Trisakti
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.
Digital Citizenship in the Dynamics of Post-Digital Education Feriyansyah; Siti Murtiningsih; Hastanti Widy Nugroho
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

Abstract

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.
Co-Authors Agus Hamzah Ahsan Dawi Mansur Deliyanti Zainul Anis Fadhila Rachmadani Faizal Yan Aulia Feriyansyah Galuh Nur Fattah Gede Agus Siswadi Hastanti Widy Nugroho Hatanti Widy Nugroho I Gede Arya Sucitra Irfan L Sarhindi Joko Siswanto Khalimatus Sa&#039;diyah Krisna Yogiswari Manggala Wiriya Tantra mukalam mukalam Puspo Renan Joyo Renan Joyo, Puspo Rizal Mustansyir Samsul Ma’arif Mujiharto Septiana Dwiputri Maharani Setia Paulina Sinulingga Silalahi, Artha Debora Sindung Tjahyadi Sonjoruri Budiani Trisakti Sri Rahayu Wilujeng Sukrawati Arni Syamsuddin, M Mukhtasar Yuliantoro, Moch Najib