Jurnal Nispatti
Aims: Jurnal Nispatti, Journal of Pedagogy and Educational Studies, aims to provide an academic platform for advancing educational research that integrates reflective, empirical, and theoretical perspectives in the study of pedagogy and learning. The journal encourages scholarly works that move beyond measuring effectiveness to critically explore the meanings, values, and transformative dimensions of pedagogical practices and educational consciousness. It seeks to promote critical and reflective educational thought, connect field-based research with strong conceptual frameworks, and deepen understanding of learning as a process of shaping students’ consciousness, ethical awareness, and intellectual orientation. The journal also facilitates interdisciplinary and cross-context scholarly dialogue across general education, faith-based education, and higher education settings. Focus: Jurnal Nispatti focuses on educational studies that explore pedagogical consciousness, learning relations, and the processes through which learners develop values, thinking orientations, and ethical awareness. This focus includes research examining the interactions among educators, learners, knowledge, and socio-cultural contexts that shape meaning-making, understanding, and learning experiences. The journal highlights reflective–empirical and theoretical approaches to pedagogy, covering conceptual developments, educational practices, and analytical studies across general education, faith-based education, and higher education settings. Scope: Jurnal Nispatti welcomes empirical studies, theoretical papers, and literature-based research that deepen the understanding of pedagogical consciousness, learning relations, and the processes by which learners develop values, thinking orientations, and ethical awareness. The journal’s scope encompasses research examining the interactions among educators, learners, knowledge, and socio-cultural contexts as foundations for meaning-making and educational experience. The scope includes (but is not limited to) studies on reflective pedagogy, consciousness-based teaching practices, learning dynamics in multicultural and cross-traditional educational settings, value and character formation, phenomenological or philosophical approaches to education, curriculum analysis grounded in experience and meaning, and investigations of dialogical, ethical, and transformative learning processes. The journal also embraces critical evaluations and the development of educational practices within shifting social, cultural, and technological landscapes, provided they remain aligned with the reflective–empirical and theoretical pedagogy framework.
Articles
36 Documents
<![CDATA[Integrasi Nilai-Nilai Pendidikan Karakter pada Mata Pelajaran Matematika dengan Modif COC KOBE ]]>
<![CDATA[Ediyanto, Arif]]>
<![CDATA[ Jurnal Nispatti Vol. 8 No. 1 (2023): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v8i1.163
<![CDATA[The implementation of character values integration in the classroom is carried out by: (1) exploring student potential/exploring student talents and potential, (2) conducting a learning contract (KOBE) or joint agreement on learning habits in schools, (3) designing meaningful learning, and (4) giving awards. As for outside learning, it is carried out by: (1) creating a guidebook for developing character/character for teachers and staff, (2) creating a book of achievement targets for students, and (3) conducting socialization and cooperation with the school community. The results of the integration of character values in learning are: (1) teachers handle students more optimally because based on the results of learning modality tests and talent and interest tests, they will know how students' learning styles, types of intelligence they have, their learning tendencies, and their talents/interests they have, (2) the growth of positive student character, (3) students can gain meaningful learning experiences and teachers are able to actualize competencies by designing child-friendly learning and utilizing ICT.]]>
<![CDATA[Pemanfaatan Aplikasi GeoGebra Mampu Meningkatkan Pemahaman Grafik Fungsi Kuadrat Siswa SMA Negeri 1 Singaraja ]]>
<![CDATA[Narohita, Gede Alit]]>
<![CDATA[ Jurnal Nispatti Vol. 8 No. 1 (2023): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v8i1.171
<![CDATA[Understanding the characteristics of quadratic function graphs is an essential competency in the mathematics curriculum. However, students often face difficulties when interpreting graphs created manually, as these drawings are frequently inaccurate, less proportional, and time-consuming to produce. Such limitations can reduce students’ motivation and hinder the development of conceptual understanding. The integration of dynamic mathematical software such as GeoGebra offers an effective solution to these challenges. GeoGebra enables teachers to present more precise, engaging, and interactive visualizations of quadratic functions, allowing students to explore algebraic forms and their graphical representations more meaningfully. Through exploration, students are encouraged to observe patterns, test hypotheses, and construct understanding independently in alignment with the scientific approach mandated in the 2013 curriculum. This classroom action research, conducted in two cycles with students of class X MIA 7 SMA Negeri 1 Singaraja, demonstrates that the use of GeoGebra significantly improves students’ comprehension of quadratic function graphs. The results show an increase in both the average learning outcomes and the percentage of mastery from cycle I to cycle II. In conclusion, the implementation of GeoGebra not only enhances visualization and learning efficiency but also strengthens students’ conceptual understanding and engagement with the topic of quadratic functions.]]>
<![CDATA[KITA ASOI Modal Dasar Guru Menyemai Prestasi di SMA Negeri 2 Pati ]]>
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Jurnal Nispatti Vol. 8 No. 1 (2023): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v8i1.175
<![CDATA[Achievement is the result of activities that have been carried out or carried out. Among high school students, at least two achievements need to be understood, namely academic and non-academic achievements. Regulations governing student development in achieving academic and non-academic achievements are contained in the Regulation of the Minister of National Education Number 39 of 2008 concerning Student Development. The Ministerial Regulation is a barometer for fostering academic and non-academic achievements. The problems of this best practice are: 1) how to implement the KITA ASOI technique as a basic capital for teachers to sow achievements at SMA N 2 Pati? 2) how are the results of student achievement at SMA Negeri 2 Pati after the implementation of KITA ASOI?, and 3) what is the impact. The implementation of problem-solving strategies consists of preparation, implementation of revolutionary actions, and evaluation. The preparation stage utilizes observation sheets and checklists. The revolutionary stage consists of providing catalysts, intensive guided practice techniques, and illustrations of idol figures. Meanwhile, the evaluation stage consists of reflection activities, observation, and interviews. The routine, consistent, and sustainable implementation of KITA ASOI can produce results in both academic and non-academic areas, for both students and teachers. The obstacles that must be addressed immediately are the difficulty in changing teachers' mindsets, the limited knowledge of both teachers and students, and the difficulty in attracting role models. Supporting factors come from the community, the 2013 Curriculum, schools, and existing regulations.]]>
<![CDATA[Inovasi Alat Praktikum Pembelajaran Geografi ]]>
<![CDATA[Agus, Mujahidin]]>
<![CDATA[ Jurnal Nispatti Vol. 8 No. 1 (2023): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v8i1.178
<![CDATA[The need for practical tools in presenting teaching materials, especially about natural phenomena – the process of cloud formation, rain, wind, differences in air pressure, and tornadoes – which are difficult to observe or witness the process of occurrence in nature. The author made and used a simple teaching aid from his own innovation to meet these demands. The teaching aid was made from used jars and plastic bottles. This tool can be used by students in class. As a result, geography learning in class X of SMA Negeri 3 Palopo gave good results. The level of student activity and independence in discovering the substance of the teaching material by themselves was very high compared to not using practical tools. Student learning outcomes also increased. Student scores in Class X-G and Class X-H successfully increased on average from 77.48 to 83.78. The results of the t-test to test the difference between the two values produced a t-count value of 9.220 which was much greater than the t-table value of only 1.645 with an α of 0.05. The obstacle faced in implementing the practice using the tool was the rather long manufacturing time. However, this obstacle can be overcome by having students make the tools at home. Alternative developments can be made by modifying or designing other practical tools using the same materials.]]>
<![CDATA[Pemanfaatan Teknologi Internet of Things (IoT) untuk Penguatan Materi dan Praktik Pendidikan Agama Islam (PAI) di Perguruan Tinggi ]]>
<![CDATA[Khairuni, Nisa]]>
<![CDATA[ Jurnal Nispatti Vol. 10 No. 3 (2025): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v10i3.184
<![CDATA[This study aims to analyze the potential integration and implementation framework for the Internet of Things (IoT) in the context of Islamic Religious Education (PAI) learning in higher education. With the increasing need for PAI learning methods that are not only cognitive but also effective in practical and affective aspects (morals), IoT offers an innovative solution for creating an interactive, personalized learning environment that supports real-time worship practices. The methodology used is a comprehensive literature review, utilizing studies on the digitalization of education and PAI. The findings indicate that IoT can improve the quality of PAI through an automated attendance system, a smart lab for fiqh practice (wudu, prayer), and personalized morals materials based on students’ digital interactions. However, key challenges include religious data security, budget constraints, and the need to develop an IoT-based PAI curriculum. This study recommends collaboration between the PAI Study Program and the Faculty of Engineering to design a prototype IoT-based PAI system.]]>
<![CDATA[Upaya Peningkatan Karakter Mandiri dan Rasa Ingin Tahu dengan Physics Mobile Learning dan Pembelajaran Kepo ]]>
<![CDATA[Novafianto, Fendy]]>;
<![CDATA[Andriyadi, Fauza]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 1 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i1.187
<![CDATA[Karakter mandiri dan rasa ingin tahu siswa di SMK Bhakti Nusantara kurang, ditunjukkan dengan siswa senang diberi materi, terdapat siswa yang mencontoh tugas teman dan sedikitnya siswa yang bertanya. Sehingga, dibutuhkan inovasi untuk mengatasi permasalahan tersebut, yaitu menggunakan physics mobile learning (PML) dan pembelajaran kepo. Hasil implementasi pada karakter mandiri dan rasa ingin tahu meningkat. Rata-rata persentase mandiri siswa sebesar 81% yang termasuk kategori tinggi. Sedangkan rata-rata persentase karakter rasa ingin tahu sebesar 94%. Ketercapaian hasil implementasi menunjukkan peningkatan jika dibandingkan kondisi awal. PML dapat digunakan pada perangkat handphone yang mudah dibawa kemana-mana, sehingga siswa hanya perlu membuka handphone dan mengamati, mengikuti dan memahami konten dimanapun dan kapanpun. Pembelajaran kepo dengan PML dapat menarik antusias siswa untuk mengungkapkan pertanyaan-pertanyaan yang terkait materi karena siswa diberikan stimulus dalam bentuk video. Respon siswa terhadap penggunaan PML dan pembelajaran kepo menunjukkan hasil sangat baik.]]>
<![CDATA[Penggunaan Metode Drill untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Geografi ]]>
<![CDATA[Yasir, Muhammad]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 1 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i1.195
<![CDATA[This study aims to determine the effectiveness of the drill method in improving student learning outcomes. This Classroom Action Research (CAR) took 35 students of class XII IPS.1 at SMA Negeri 1 Seruway as subjects, consisting of 16 male and 19 female students. Data collection used observation sheets, documentation, pre-test, post-test, and evaluation question sheets. The data analysis stage was carried out by collecting the data that had been obtained and then analyzing it with general theories and concepts related to the facts to correct or investigate the problem. The research activities included planning, action, observation, and reflection. The results of this study indicate that the application of the drill method with a varied and non-monotonous exercise model in learning to practice basic map and mapping skills, student learning outcomes have improved. This is seen in the acquisition of test and evaluation scores in the first cycle increased from 40% to 71% and in the second cycle reached 97.14%. From this increase, it can be said that the application of the drill method is very effective in improving students' geography learning outcomes.]]>
<![CDATA[Penerapan Metode “Gambus” Terhadap Peningkatan Kreativitas dan Kemandirian Siswa Pada Materi Bumi Sebagai Ruang Kehidupan ]]>
<![CDATA[Sari, Fitri]]>;
<![CDATA[Nuzliah, Nuzliah]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 1 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i1.198
<![CDATA[his national character education innovation is entitled Application of the "Gambus" Method to Increase Student Creativity and Independence on the Earth as a Living Space Material. The author applies this GAMBUS method to the Earth as a living space material in class X IPS 1. This method is implemented in several stages, the first "Draw", students describe with their own ideas and creations, "Create", students make creativity from the imagination they produce in the picture into the form of learning products, the third stage is called "Serve", students present and present the results of the drawings they make into a product in front of the class. Creativity is a character that is expected in the implementation of this method, students are said to be creative if they are able to do something that produces a new activity obtained from the results of creative thinking by realizing it in the form of a new work. Creative students tend to be independent in their learning process. Independent students are able to learn in a place determined by themselves, at a time of their own choosing and by studying alone without face-to-face guidance from others so that they can more easily understand the subject matter. Based on the results of the implementation carried out, it was proven that student creativity increased by 83.3% and student independence in the material on the earth as a living space increased by 66.6%, thus having a good influence on student understanding of this material.]]>
<![CDATA[Penerapan Kontrak Kesadaran Diri Untuk Meningkatkan Karakter Disiplin Siswa Kelas X TKR Smk Ma’arif 1 Kretek ]]>
<![CDATA[Syahid, Nur]]>;
<![CDATA[Ismail, Ismail]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 1 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i1.201
<![CDATA[The school location is close to the market, does not have a canteen and school fence, the parents' weak economic background, low student input causes the level of discipline of class X students of Light Vehicle Engineering SMK Ma'arif 1 Kretek Bantul to be low. The solution to improve students' discipline character is carried out by conducting action research in the form of implementing student self-awareness contracts. The results of implementing self-awareness contracts in the first cycle did not increase students' discipline character because observation and control of contract implementation were once a week. In the second cycle, observation and control of self-awareness contracts were carried out every two days. The result, from the initial condition of 10 alpha students 23 times to 1 alpha student 8 times in the final condition. A total of 4 students skipped school once and no students skipped school in the final condition. The conclusion of this study is that the implementation of self-awareness contracts can significantly improve students' discipline character in attending lessons at school. The suggestion given is that teachers must provide examples and be firm along with guidance on students' self-awareness when implementing disciplinary character education.]]>
<![CDATA[Menjadikan PAI Menyenangkan Melalui Model MPA dengan Media Migami di SMAN 1 Peukan Bada ]]>
<![CDATA[Yani, Muhammad]]>;
<![CDATA[Rahmi, Siti]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 1 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i1.204
<![CDATA[This study aims to improve student activity and learning achievement in Islamic Religious Education (PAI) through the application of the Market Place Activity (MPA) learning model combined with Migami (Miniature Origami) media. The background of this study is the low interest and involvement of students in PAI learning which is often considered monotonous and uninteresting. Classroom action research (CAR) was conducted in two cycles with the stages of planning, implementation, observation, and reflection. The subjects of the study were grade X students of SMAN 1 Peukan Bada. The instruments used included activity observation sheets, field notes, documentation, and learning outcome tests. The results showed a significant increase in student activity and involvement. In cycle II, students were more active in moving, discussing, exchanging information, and showing courage in explaining the material to peers. Migami media has been proven to help students understand concepts visually and concretely, so that the learning process becomes more interesting and meaningful. The increase in learning achievement is also seen from the increase in the final test scores of the cycle compared to the pre-cycle and cycle I. These findings confirm that the application of the MPA model with Migami media is effective in creating active, creative, and enjoyable PAI learning. This method is recommended for use in other Islamic Education materials and subjects that require collaborative and experience-based learning.]]>
