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
41 Documents
<![CDATA[Peningkatan Hasil Belajar Siswa Dengan Model Pembelajaran Think Pair Share (TPS) Dengan Media KWARBI ]]>
<![CDATA[Sari, Dewi Indah]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 2 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i2.207
<![CDATA[The use of KWARBI media in learning can be integrated effectively into Think Pair Share (TPS) cooperative learning activities by modifying it into an engaging educational game. The TPS learning model supported by KWARBI media serves as an implementation of the 2013 Curriculum, which emphasizes scientific, student-centered, and activity-based learning processes. This study employed Classroom Action Research (PTK) consisting of two cycles with the primary objective of determining the extent to which the use of the TPS model assisted by KWARBI media can improve students’ biology learning outcomes. During the learning process, KWARBI media was utilized both in discussion sessions and during evaluation activities. Its visual and verbal elements help students strengthen memory retention, making the learning experience more meaningful and long-lasting. The TPS model combined with KWARBI media also reflects the principles of PAIKEM (Active, Innovative, Creative, Effective, and Enjoyable Learning), as it encourages students to think individually, collaborate in pairs, and communicate findings in groups. The results of this study showed that students’ learning outcomes on Plantae and Animalia topics significantly improved after the implementation of this learning approach in class X-Acceleration of SMA Negeri 1 Malang during the 2013–2014 academic year. Furthermore, the TPS strategy assisted by KWARBI media has the potential to be applied to other basic competencies or topics that possess conceptual characteristics similar to Plantae and Animalia. KWARBI media can also be developed by students as a creative assignment for materials that have not yet been prepared by the teacher, thus increasing student engagement and fostering independent learning skills.]]>
<![CDATA[Upaya Meningkatkan Minat dan Hasil Belajar Sejarah Kebudayaan Islam Melalui Penerapan Student Teams Achievement Divisions (STAD) ]]>
<![CDATA[Iskandar, Iskandar]]>;
<![CDATA[Murziqin, Ramzi]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 2 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i2.210
<![CDATA[The aim of this research is to increase interest and learning outcomes in the history of Islamic culture in the material on the development of science during the Abbasid era for students in class XI_IA MAN 2 Aceh Besar for the 2018/2019 academic year. The model used in this classroom action research is the Student Teams Achievement Division (STAD) model. This classroom action research was carried out over a period of 3 months, namely from March 2019 to May 2019 in the Even semester. Classroom action research consists of two cycles and each cycle consists of three meetings, simulations in planning, implementation, observation and reflection activities. The data collection technique is collecting test scores which are carried out at the end of each lesson in each cycle using a question instrument (written test). Observations are carried out by paying attention to students' interests and learning outcomes. Data were analyzed using percentage statistics. The research results showed that there was an increase in student interest and learning outcomes from 42.9% in pre-research, increasing to 71.4% in cycle I and increasing to 90.5% in cycle II. Students' interest in learning increased from the fair to good category and the good category and increased to very good after implementing the student teams achievement division (STAD) model in learning the History of Islamic Culture on material on the development of science during the Abbasid era for students in class XI-IA MAN 2 Montasik Aceh Besar for the 2018/2019 academic year.]]>
<![CDATA[Penerapan Metode Discovery Learning untuk Meningkatkan Aktivitas Hasil Belajar Al-Qur’an dan Hadits Pada Materi Keotentikan Al-Quran ]]>
<![CDATA[Rosmawar, Rosmawar]]>;
<![CDATA[Zulfadhli, Zulfadhli]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 2 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i2.213
<![CDATA[The aim of this classroom action research is to improve the activities and learning outcomes of Al-Quran Hadith on the Authenticity of the Al-Quran material through the application of the Discovery Learning model. This research was carried out at MAN 2 Aceh Besar. The research was carried out for 3 months, from February to April 2019. The data source came from class X-IPS 2 students in the odd semester of the 2018/2019 academic year. The number of students is 18 students with 11 male students and 7 female students. Data collection tools include test items and student activity instrument sheets. Data validation is carried out by entering student test scores into a previously prepared score list and data validation for the observation sheet is carried out by checking the prepared observation sheet. The research procedure consists of two cycles. Each cycle consists of planning, implementation, observation and reflection. The pre-cycle research results were 44.4% with an average value of 69.7, while in Cycle I it was 66.7% with an average value of 75 and while in Cycle II the percentage of completion reached 100% with an average value of 79.7. The gradual implementation of Discovery Learning has been able to increase student learning activities, so that it has a very significant impact on improving student learning outcomes.]]>
<![CDATA[10 Menit Plus Tiap “Tamu Perkasa” Inovasi Integrasi Pendidikan Karakter Bangsa Pada Pelajaran Kejuruan Elektronika di SMK Negeri 2 Kudus ]]>
<![CDATA[Susanto, Budi]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 2 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i2.216
<![CDATA[National character education is learning that absolutely must be given to students, including students in vocational schools, especially since the current shift in national character values is very worrying. The need for this education is to provide filers to students so that moral degradation and a shift in the noble values of the Indonesian nation do not arise. National character education is not only the responsibility of Religion teachers and Civics teachers. National character education must be carried out in total action involving all teachers in all subjects, including vocational practice subjects. The problem of learning national character in vocational subjects is how to integrate it and what is the most appropriate approach to this problem. The 10 Minutes Plus Approach for Each "Mighty Guest" Innovation in the Integration of National Character Learning in Vocational Practice Lessons is one solution to answer this problem. Implementation of the 10 Minutes Plus Approach for Every "Mighty Guest" can make students better understand and maintain the nation's character.]]>
<![CDATA[Efektifitas Penggunaan Media Kemistripoli Berbantuan Apkomacro Pada Pembelajaran Kimia ]]>
<![CDATA[Farizal, Farizal]]>
<![CDATA[ Jurnal Nispatti Vol. 9 No. 2 (2024): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v9i2.219
<![CDATA[Chemistripoli is a chemistry learning medium that modifies the rules and tools of the monopoly game. This research began with designing media and applications for calculating the mole concept (Apkomacro) based on macro language (Visual Basic of Application for Microsoft Excel), creating media along with usage guidelines, and applying chemistry in learning. This research aims to apply Kemistripoli and Apkomacro media and determine the effectiveness of using Kemistripoli in chemistry learning on the subject of the mole concept in class X.1 of SMA Negeri 1 Girimulya, especially regarding learning activities, student responses and student learning outcomes. Chemistry is said to be effective in learning if it meets the criteria for student activeness in the teaching and learning process to be in the good criteria (19 – 24), the percentage of students who have a positive response is ≥ 75.1%, classically 90% of students get a score ≥ 65 and classically 85% of students get a score ≥ KKM Chemistry in Class X SMA Negeri 1 Girimulya (≥70). Data collection was obtained using student observation sheets, tests and student response questionnaires. Based on the results of the research conducted, it is known that the use of Kemistripoli for learning chemistry, the main topic of the mole concept, is very effective. Proven by observation data (score 23, good criteria), student questionnaire responses (positive response (85.33%) and student learning outcomes (96.67% score ≥ 65 and 90% score ≥ KKM).]]>
<![CDATA[Pembelajaran Geografi dan Motivasi Belajar dapat Meningkatkan Sikap Peduli Pelestarian Lingkungan Hidup pada Peserta Didik ]]>
<![CDATA[Septiningwati, Emy]]>
<![CDATA[ Jurnal Nispatti Vol. 8 No. 2 (2023): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v8i2.222
<![CDATA[The purpose of this study was to determine and analyze the influence of geography learning and learning motivation, combined, on students’ environmental awareness. This study used a survey method, and primary data were obtained from questionnaires distributed to 12th grade social studies students at SMA Negeri 1 Simpang Empat. The results of this study indicate that geography learning and learning motivation, combined, have a positive and significant effect on environmental awareness. Geography learning aims to foster awareness and a sense of responsibility for environmental quality. Therefore, geography teachers are advised to modify their learning strategies to be more meaningful by providing role models in addressing environmental issues in their surroundings.]]>
<![CDATA[Scaffolding EFL Development through Recurrent Multi-WordSequences in Indonesian Primary Schools ]]>
<![CDATA[Zulkifli Tanipu]]>;
<![CDATA[Yowan Tamu]]>;
<![CDATA[Ikha Hardiyanti Puspita Mahading]]>;
<![CDATA[Thinzar Win]]>
<![CDATA[ Jurnal Nispatti Vol. 11 No. 1 (2026): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v11i1.225
<![CDATA[This study examines the role of recurrent multi-word sequences (RMS) as scaffolding devices for enhancing English as a Foreign Language (EFL) proficiency development among Indonesian primary school learners. Grounded in psycholinguistic theories of chunking and processing efficiency, the research investigates how repeated exposure to RMS supports young learners’ automaticity, fluency, and confidence in EFL language production. A quasi-experimental design was implemented in two public primary schools that follow Indonesia’s Deep Learning framework, which emphasises mindful, meaningful, and joyful learning. The intervention group received explicit instruction in high-frequency multi-word sequences integrated into reading and speaking tasks, while the comparison group followed conventional vocabulary-focused activities. Data were collected through pre- and post-tests, classroom observations, and stimulated-recall protocols to capture both performance outcomes and underlying cognitive processes. Results indicate that learners exposed to RMS showed significantly greater gains in oral fluency, phrase-level accuracy, and task engagement, demonstrating the psycholinguistic value of formulaic language as a scaffold in early EFL education. The study provides empirical evidence for integrating multi-word sequence instruction into Indonesian primary classrooms and offers pedagogical implications for strengthening scaffolded language learning within the national Deep Learning agenda.]]>
<![CDATA[Industry Competency Needs Analysis for Outcome-Based Education (OBE) Curriculum Development ]]>
<![CDATA[Mira Maisura]]>;
<![CDATA[Sarini Vita Dewi]]>;
<![CDATA[Ridwan Ridwan]]>;
<![CDATA[Zuhra Sofyan]]>;
<![CDATA[Cut Yety Kasturi]]>;
<![CDATA[Foni Rantika]]>
<![CDATA[ Jurnal Nispatti Vol. 11 No. 1 (2026): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v11i1.227
<![CDATA[Rapid technological transformation has reshaped workplace competency requirements, challenging higher education institutions to develop curricula that remain relevant to evolving industrial needs. Although Outcome-Based Education (OBE) has been widely adopted, curriculum development frequently relies on institutional assumptions rather than systematic evidence regarding workplace competency expectations. This study analyzes workplace competency requirements as an empirical basis for developing an OBE curriculum in the Information Technology Education (PTI) Study Program. A sequential explanatory mixed-methods design was employed, involving 219 stakeholders, including teachers, lecturers, students, alumni, and ICT industry practitioners. Quantitative data were analyzed using descriptive statistics and simple linear regression, while qualitative data were examined through thematic analysis. The findings indicate that workplace competency requirements were perceived at a very high level (Mean = 4.23), whereas the suitability of the existing OBE curriculum was rated high (Mean = 4.06). Regression analysis revealed a positive and significant relationship between workplace competencies and curriculum suitability (β = 0.672, R² = 0.299, p < 0.05). This study contributes by proposing stakeholder-driven workplace competency mapping as an evidence-based foundation for OBE curriculum development, extending the conventional focus of OBE from curriculum alignment toward industry-responsive curriculum design. These findings provide practical guidance for strengthening curriculum relevance, graduate employability, and sustainable university–industry collaboration.]]>
<![CDATA[Enhancing English Language Proficiency for Sustainable Tourism in Sabang: A Focus Group Discussion for the "Kampung Inggris Sabang" Program ]]>
<![CDATA[Cut Dian Fitri]]>;
<![CDATA[Khairul Azmy]]>;
<![CDATA[Danil Akbar Taqwadin]]>;
<![CDATA[Amrullah Amrullah]]>;
<![CDATA[Cut Zahri]]>;
<![CDATA[Fahmi Yunus]]>;
<![CDATA[Natasya Zillah]]>
<![CDATA[ Jurnal Nispatti Vol. 11 No. 1 (2026): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v11i1.232
<![CDATA[Sabang's rise as a Free Trade Zone, Free Port, and National Tourism Strategic Area has increased international visitor flows, exposing a critical gap: many local tourism stakeholders (homestay operators, tour guides, MSMEs, transport providers) lack the English proficiency needed to deliver high-quality, culturally authentic services. This community-service study proposes and grounds the Kampung Inggris Sabang initiative using Focus Group Discussions (FGDs) to map needs, identify barriers, and co-design an actionable language-empowerment roadmap. Employing a qualitative design, the study engaged diverse stakeholders in structured FGDs and semi-structured interviews to examine current communicative competence, motivation, contextual language requirements, and institutional readiness. Thematic analysis reveals (1) a strong community motivation to acquire practical, tourism-specific English; (2) constraints including limited access to localized training, time/ work pressures, and lack of context-driven materials; and (3) preference for flexible, task-based, and digitally supported learning models embedded in local practice. Based on these findings, the paper outlines curriculum principles English for Specific Purposes (Tourism), task-based learning, role-plays, and peer mentoring and proposes institutional partnerships for sustainability. The study concludes that a participatory, context-sensitive Kampung Inggris Sabang can improve service quality, foster inclusive economic benefits, and strengthen Sabang's competitiveness as a sustainable international destination.]]>
<![CDATA[Comparing AI-Assisted Digital Learning Media for Maharah al-Istima':A Pedagogical Analysis of Spotify, Voicemaker, and Quizalize ]]>
<![CDATA[Zaedan Mutaqin]]>;
<![CDATA[Lailatul Mardhiyah]]>;
<![CDATA[Umi Machmudah]]>;
<![CDATA[Muassomah Muassomah]]>;
<![CDATA[Mohd Fauzi Bin Abdul Hamid]]>
<![CDATA[ Jurnal Nispatti Vol. 11 No. 1 (2026): Jurnal Nispatti ]]>
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DOI: 10.26811/nispatti.v11i1.234
<![CDATA[The increasing integration of Artificial Intelligence (AI) and digital technologies into language education has created new opportunities to improve Arabic listening instruction (maharah al-istima'). However, educators continue to face challenges in selecting digital learning media that best align with specific pedagogical objectives. This study comparatively examines the pedagogical characteristics of three AI-assisted learning applications—Spotify, Voicemaker, and Quizalize—to identify their respective contributions to maharah al-istima' instruction. A qualitative comparative research design was employed using systematic observation and document analysis. Data were analyzed through the Paired Comparison technique based on the six quality characteristics of the ISO 9126 model: Functionality, Reliability, Usability, Efficiency, Maintainability, and Portability. The findings indicate that each application performs distinct yet complementary instructional functions. Spotify is most effective in providing authentic listening exposure through podcast-based learning, Voicemaker excels in producing adaptive AI-generated audio for customized instructional materials, while Quizalize strengthens formative assessment through interactive quizzes, immediate feedback, and gamification. Rather than functioning as competing technologies, the three applications collectively represent complementary stages of Arabic listening instruction encompassing authentic input, controlled practice, and interactive evaluation. This study contributes a comparative pedagogical framework for selecting and integrating AI-assisted digital learning media, providing practical guidance for educators to design more adaptive, evidence-based, and learner-centered maharah al-istima' instruction.]]>
