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Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN)
Published by Pusat Riset dan Inovasi Nasional
ISSN : 28288432     EISSN : 28288483     DOI : https://doi.org/10.55606/jurripen.v1i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Riset Rumpun Ilmu Pendidikan adalah jurnal yang ditujukan untuk publikasi artikel ilmiah yang diterbitkan oleh Pusat riset dan Inovasi Nasional, Universitas Sains dan Teknologi Komputer. Jurnal ini adalah jurnal Riset Rumpun Ilmu Pendidikan yang bersifat peer-review dan terbuka. Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Pendidikan Ilmu Sosial, Bahasa dan Sastra, Olahraga dan Kesehatan, Matematika dan MIPA, Teknologi dan Kejuruaan, Ilmu Pendidikan dan Kesenian. Jurnal Riset Rumpun Ilmu Pendidikan menerima artikel dalam bahasa Inggris dan bahasa Indonesia dan diterbitkan 2 kali setahun: April dan Oktober.
Arjuna Subject : Umum - Umum
Articles 386 Documents
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Inovasi Bahan Ajar Pragmatik Berbasis Kearifan Lokal dengan Metode Permainan Bahasa (Language Game) di Madrasah Ibtidaiyah
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 3 No. 2 (2024): Oktober : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v3i2.8460

Abstract

This research is motivated by the low pragmatic competence of Madrasah Ibtidaiyah (MI) students, which is shown by the high rate of pragmatic failure (65%) and learning participation (40%), as well as the lack of contextual teaching materials. The purpose of the research is to identify learning barriers, then design, and test the initial impact of pragmatic teaching material innovation based on local wisdom through language play methods. With the Design-Based Research (DBR) approach involving teachers and students of MI in Central Java, data was collected through interviews, observations, and document studies, and then analyzed thematically. The results of the study revealed three main obstacles: (1) non-contextual teaching materials, (2) limited methodological skills of teachers, and (3) low student motivation. As a solution, "PRAGAMALOKA" teaching materials were developed that transform the values of local wisdom (tepo seliro, gotong royong) and traditional games (dakon) into the core of pragmatic learning scenarios. The limited trial showed a significant increase in student engagement and positive response. This study concludes that substantive integration between local content, pragmatic goals, and play methods is the key to creating authentic and meaningful learning. Implicitly, this development model can be adopted to design other contextual teaching materials, with recommendations for further experimental tests to measure their comparative effectiveness.
Efektivitas Pendekatan Team Teaching terhadap Disiplin dan Fokus Belajar Siswa di Kelas II MI Unggulan Al Muhammad Cepu
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 2 No. 2 (2023): Oktober : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v2i2.8461

Abstract

The team teaching approach in madrasah ibtidaiyah (MI) is often considered effective in improving the quality of learning, but empirical evidence on its impact on student discipline and focus is still limited in the context of basic Islamic education. This study uses a qualitative design of a case study in class II of MI Unggulan Al Muhammad Cepu. Primary data sources include participant observations, in-depth interviews with two teachers of the teaching team and six purposive students, as well as secondary data such as collaborative lesson plans and teacher reflections. The purpose of the study is to analyze the effectiveness of team teaching in improving student discipline and focus on learning. The results showed that the symbiotic-asymmetrical collaboration between the Core Guides and the Response Facilitators created a pauseless instructional flow, reduced extrinsic cognitive load (time-on-task by an average of 85%), and transformed the discipline from external control to relational-proactive co-regulation that is in line with Islamic ta'dib. These findings have practical implications for MI teacher training.
Pemanfaatan Artificial Intelligence (AI) dalam Pembelajaran Sejarah untuk Meningkatkan Berpikir Kritis Mahasiswa Program Studi Pendidikan Sejarah
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 4 No. 3 (2025): Desember : JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i3.8480

Abstract

This quasi-experimental study examines the effectiveness of Artificial Intelligence (AI)-assisted learning in enhancing critical thinking skills among undergraduate history students. The study involved 60 students divided into experimental and control groups. The experimental group received AI-supported instruction integrating adaptive learning modules, scaffolded source-analysis prompts, and guided argumentative discussions facilitated by conversational AI tools, while the control group followed conventional lecture-based instruction. Data were collected using a validated critical thinking test, classroom observation protocols, and semi-structured interviews. Quantitative data were analyzed using paired and independent sample t-tests, while qualitative data were examined through Miles and Huberman’s interactive analysis model. Results indicate statistically significant improvements in critical thinking scores in the experimental group compared to the control group. Thematic findings reveal enhanced sourcing, contextualization, corroboration, and evidence-based argumentation skills. However, minor risks of over-reliance on AI highlight the need for instructional scaffolding and ethical guidance. The findings suggest that AI can function as a cognitive scaffold that strengthens historical thinking and metacognitive awareness when implemented within a structured pedagogical framework.
Peran Pendidikan Agama Islam dalam Pembentukan Karakter Religius Peserta Didik di MTS Al-Jamaiyyah Medan Denai Nurhalimah Lubis; Sintya Utari; ifronsiregar@gmail.com; Zainal Abidin
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 2 (2026): Agustus: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i2.9511

Abstract

This study discusses the role of Islamic Religious Education in the formation of religious character of students at MTs Al-Jamaiyyah Medan Denai. Islamic Religious Education has an important function in instilling the values of faith, piety, and noble morals in students. In the era of globalization and increasingly rapid technological development, students face various moral challenges that can influence their behavior and character. Therefore, the formation of religious character is one of the main objectives in the educational process. This study used a qualitative method with data collection techniques through observation, interviews, and documentation. The results show that Islamic Religious Education plays an important role in forming the religious character of students through the learning process, habituation of religious activities, and teacher role models. Religious activities such as congregational prayer, reading the Qur'an, and socio-religious activities can help students apply Islamic values in everyday life. In addition, the success of religious character formation is also influenced by cooperation between the school, family, and the community environment. In this way, Islamic Religious Education is expected to be able to form a generation that is faithful, devout, has noble character, and is able to face the challenges of contemporary developments while adhering to Islamic values.
Munazarah Beretika: Perbandingan Pemikiran Al-Ghazali dan Fatwa MUI Muhammad Alfi Fakhri; Mutammimah Mutammimah; Siti Herlina zr; Siti Nuri Nurhaidah; Ahmad Irfan
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 2 (2026): Agustus: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i2.10082

Abstract

 Degradation of religious discourse on social media platforms—characterized by flame wars, takfir accusations, hate speech, and ad hominem attacks that trigger horizontal conflicts—highlights the urgent need to re-examine the ethics of munāẓarah (scholarly debate). This study aims to analyze Al-Ghazali’s concept of munāẓarah in Kitab Ayyuhal Walad and the Indonesian Council of Ulema’s (MUI) perspective on public debate ethics, examine their convergences and divergences, and formulate an applicable contemporary digital munāẓarah framework. Utilizing a qualitative library research approach with content and comparative analysis, the study reveals that while Al-Ghazali focuses on micro-ethical spiritual control (muraqabah al-nafs) to prevent heart diseases, MUI emphasizes macro-ethical civic literacy (jidal bi al-lati hiya ahsan) for public enlightenment. Moving beyond static theoretical comparison, this research synthesizes both perspectives into a practical output: The Four Digital Munāẓarah Ethics, comprising Digital Intention Audit, Data Validation and Anti-Ad Hominem, Civil Communication and Takfir-Free, and Exit Strategy. This framework serves as a practical guideline for dai, netizens, and the public to foster healthy and constructive religious discussions in the digital sphere.
Implementasi Kurikulum dengan Pendekatan Berbasis Deep Learning di SMPN 2 Kota Bengkulu Tantri Munirul Amin; Desy Eka Citra Dewi; M. Ilham Gilang
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 5 No. 2 (2026): Agustus: JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v5i2.10127

Abstract

Education in Indonesia is undergoing a transformation through the Merdeka Curriculum, which requires students to possess 21st-century skills. The Deep Learning method has become an essential approach because it fosters deep conceptual understanding, critical thinking, and reflective student engagement. This study aims to examine the implementation, supporting and inhibiting factors, and the impact of applying Deep Learning at SMPN 2 in Bengkulu City. This study employed a descriptive qualitative approach. Data collection was conducted through in-depth interviews, direct observation, and documentation. The research sample focused on key informants involved in the school ecosystem, namely the Principal, Subject Teachers, 7th and 8th-grade students, and the Vice Principal for Curriculum at SMPN 2 Bengkulu City. Data analysis was conducted interactively and validated through triangulation techniques. This study identified three key findings. First, the implementation of Deep Learning has been successfully integrated into the planning, implementation, and evaluation stages of learning by utilizing problem-based and project-based models, as well as digital technology. Second, its implementation has been supported by school leadership policies and student motivation, but was temporarily hindered by limited resources, time constraints, and uneven teacher understanding. Third, this approach has had a significant positive impact on improving Higher-Order Thinking Skills (HOTS), independence, digital literacy, and the quality of learning interactions. The implementation of Deep Learning has proven highly effective in supporting the successful implementation of the Merdeka Curriculum. Consequently, educational institutions and stakeholders need to engage in ongoing collaboration to strengthen educators’ competencies and digital infrastructure in order to realize adaptive learning focused on 21st-century competencies.

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