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Jurnal Perspektif Ilmu Pendidikan dan Keguruan
Published by PT. Riset Anak Bangsa Cendekia
ISSN : -     EISSN : 31638384     DOI : https://doi.org/10.66618/
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Jurnal Perspektif Ilmu Pendidikan dan Keguruan berfokus pada publikasi hasil penelitian, kajian teoretis, serta studi empiris yang berkaitan dengan pengembangan ilmu pendidikan dan praktik keguruan. Jurnal ini hadir sebagai media ilmiah untuk mengkaji berbagai perspektif, inovasi, dan permasalahan aktual dalam dunia pendidikan demi meningkatkan kualitas pembelajaran serta profesionalisme para pendidik. Adapun ruang lingkup yang dicakup dalam jurnal ini meliputi, namun tidak terbatas pada, bidang pembelajaran dan pengajaran, pengembangan kurikulum, pendidikan guru, teknologi pendidikan, pengembangan pendidikan, kebijakan pendidikan, pendidikan dan konseling, manajemen pendidikan, hingga pendidikan keagamaan.
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Articles 12 Documents
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Search results for , issue "vol. 1 no. 3 (2026)" : 12 Documents clear
Integrating Language Literacy into the Teaching of Systems of Linear Equations in Two Variables: A Conceptual Framework for Instructional Module Development Zen Yasmine Al Judith
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1249

Abstract

This study aims to formulate a conceptual framework for developing an instructional module on Systems of Linear Equations in Two Variables (SLETV) that integrates language literacy through a synthesis of previous research. A structured literature review was conducted on 38 initially identified documents, which were screened to 10 core articles published between 2019 and 2025. Data were extracted according to the development model, media format, instructional approach, and findings related to validity, practicality, effectiveness, problem-solving, and mathematical literacy. The synthesis indicates that SLETV research is dominated by the ADDIE, 4-D, and modified Borg and Gall models, together with the use of e-modules, websites, flipbooks, e-worksheets, and problem-based learning. Although these products have generally been reported as feasible and supportive of mathematics learning, linguistic support for understanding contextual problems has not yet been designed explicitly and systematically. This study therefore proposes three core module components: reinforcement of mathematical vocabulary, deconstruction of word-problem discourse, and mathematical language production, supported by teacher scaffolding guidelines and integrated assessment. The resulting framework provides a theoretical basis for the subsequent development and empirical testing of SLETV modules that integrate language and mathematical literacy.
Geometric Structures in Sipirok Weaving Motifs as an Ethnomathematics-Based Context for Mathematics Learning Dina Rahmah Siregar; Diana Yusra; Diyah Hoiriyah
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1297

Abstract

Ethnomathematical studies of traditional Sipirok weaving, particularly the geometric structure underlying motif construction, remain limited. This study aims to explore geometric representations and the structural arrangement of two-dimensional figures in traditional Sipirok weaving motifs from an ethnomathematical perspective. A qualitative ethnographic design was employed in Sipirok District, South Tapanuli Regency. Data were collected through observation, semi-structured interviews, and documentation, validated through methodological and source triangulation, and analyzed using an interactive analysis model. The findings show that Sipirok weaving motifs represent squares, rectangles, parallelograms, rhombi, and triangles organized through repetition, parallelism, proportion, and symmetry. Several motifs also exhibit translation and reflection as forms of geometric transformation. These findings indicate that Sipirok weaving embodies geometric knowledge developed through community cultural practices and has the potential to serve as an authentic context for geometry learning while supporting awareness of local culture.
Ethnomathematical Exploration of the Tutup Ari Ornament at Padangsidimpuan City Park: Plane Geometry Concepts and Their Potential as a Contextual Learning Resource Wini Pebriani; Masitoh; Diyah Hoiriyah
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1300

Abstract

This study explores plane geometry concepts represented in the Tutup Ari ornament at Padangsidimpuan City Park and examines its potential as a contextual mathematics learning resource. A qualitative descriptive-exploratory design was employed within an ethnomathematics framework. Data were collected through direct observation, photographic documentation, and a literature review on ethnomathematics, Angkola-Mandailing decorative traditions, and contextual mathematics learning. Analysis involved segmenting visual elements, superimposing geometric guide lines, identifying geometric properties, classifying shapes, and interpreting their relationship with local decorative motifs. The findings identified six principal geometric concepts: triangles in Bindu Matogu/Ador-ador Duri-duri, rhombi in Suncang Duri/Raga-raga, trapezoids and parallelograms in Singgor, rectangles in Silindung, and circles in Mataniari. The patterns also demonstrate repetition, parallelism, regularity, and visual symmetry. The novelty of this study lies in using a publicly accessible replica of Tutup Ari as a learning context that supports observation, measurement, representation, and geometric reasoning. Padangsidimpuan City Park therefore has potential as an open-air learning laboratory connecting school mathematics with local culture. However, this study was limited to visual exploration and did not assess instructional effectiveness among students.
Ethnomathematics in Bulang and Ampu: Exploring Geometric Concepts in Traditional South Tapanuli Wedding Accessories Nisa Saflina; Nova Amalia; Diyah Hoiriyah
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1302

Abstract

Ethnomathematics bridges formal mathematics and culturally embedded practices. This study identifies geometric concepts that can be defensibly inferred from visual evidence in representations of bulang and ampu, traditional South Tapanuli wedding accessories, and examines their potential as contexts for mathematics learning. A descriptive qualitative design employing ethnomathematics-based visual artifact analysis was used. Data comprised visual documentation of the Bulang and Ampu monuments at Alaman Bolak, Padangsidimpuan, the researchers' documentation, and relevant scholarly literature. Analysis involved inventorying visual features, coding them according to geometric concepts, comparing the codes with formal definitions, and triangulating interpretations against the literature. The findings indicate that bulang can be modeled in terms of triangles, trapezoids, angles, bilateral symmetry, and repetitive patterns. Ampu displays a conical-frustum form, circular structures, symmetry in its idealized basic form, and repetitive patterns. Translation, reflection, and rotation are more appropriately treated as didactic reconstructions through folding simulations than as direct empirical findings from monument images. The methodological contribution lies in distinguishing observable geometric evidence from pedagogical interpretations developed from cultural objects. These findings can inform contextual geometry activities while maintaining methodological caution in the interpretation of cultural artifacts.
Between Learning Support and Digital Distraction: A Qualitative Analysis of Digital Device Use and Student Learning Outcomes Karina Aulia; Gina Halimatussadiah; Febrya Triasrizki Valentiana; Susi Puspita Meliani; Ni’mawati
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1307

Abstract

Digital devices can function simultaneously as learning resources and sources of distraction, making their educational consequences dependent on how and why they are used. This qualitative descriptive study examines parents’ accounts of students’ digital-device use, focusing on academic use, digital distraction, time and attention management, social interaction, and parental mediation. Primary data were derived from parent interviews and interpreted thematically, while relevant peer-reviewed literature was used to contextualize the findings. The results indicate that digital devices can extend access to learning materials, support homework completion, and enable learning beyond the classroom. However, unstructured recreational use, particularly gaming, social media, and entertainment, was associated in parents’ accounts with reduced study time, fragmented attention, and diminished face-to-face interaction. Because the study did not employ objective achievement scores, the findings do not establish a causal effect on academic achievement. Instead, they identify learning conditions through which device use may support or undermine student outcomes. The study contributes an interpretive framework that distinguishes on-task from off-task use and positions parental mediation as a contextual mechanism. Educational guidance should therefore emphasize the quality and purpose of device use rather than screen duration alone.
Eksplorasi Pengalaman Mahasiswa dalam Pemanfaatan Artificial Intelligence (AI) sebagai Pendukung Pembelajaran di Perguruan Tinggi Di Perguruan Tinggi Yara Zatil Hulwan; Humairah; Riska Rahayu; Inggrid Nadianingrum; Najwa Nafisah; Suryadi
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1311

Abstract

Perkembangan kecerdasan buatan atau Artificial Intelligence (AI) telah mengubah cara mahasiswa mencari informasi, memahami materi, dan menyelesaikan tugas akademik. Meskipun penggunaannya semakin luas, pengalaman langsung mahasiswa dalam memanfaatkan AI sebagai pendukung pembelajaran masih perlu dikaji secara mendalam. Penelitian ini bertujuan mengeksplorasi bentuk pemanfaatan AI, manfaat yang dirasakan, serta kendala dan pertimbangan etis yang muncul dalam penggunaannya oleh mahasiswa UIN Ar-Raniry. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Tiga mahasiswa dipilih melalui teknik purposive sampling berdasarkan pengalaman mereka menggunakan platform AI dalam kegiatan akademik. Data diperoleh melalui wawancara dan dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa terutama menggunakan Gemini untuk merangkum artikel ilmiah, menyederhanakan penjelasan materi, memperbaiki susunan kalimat, dan mempercepat pencarian informasi. Pemanfaatan tersebut membantu menghemat waktu dan memudahkan pemahaman terhadap materi yang sulit. Namun, mahasiswa juga menghadapi risiko informasi yang tidak akurat, plagiarisme, dan ketergantungan yang dapat melemahkan kemandirian serta kemampuan berpikir kritis. AI perlu ditempatkan sebagai mitra belajar, bukan pengganti proses berpikir. Penggunaannya harus disertai verifikasi sumber, parafrasa, literasi AI, dan kepatuhan terhadap integritas akademik. Temuan menegaskan perlunya pedoman institusional agar pemanfaatan AI kritis, transparan, bertanggung jawab, dan berorientasi pada pembelajaran.
From Religious Moderation to Social Harmony: Internalizing Tolerance Values in Islamic Religious Education Sinta Malika A.D; Qonita Rufaidah Junaidi; Livia Lusi Laila; Rizke Yunita Imam M; Siti Nisa Khoirotul A; Nafisah
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1342

Abstract

Indonesia, as a multicultural society, requires religious education that not only strengthens religious understanding but also cultivates tolerant attitudes in social life. This study aims to analyze the concept of tolerance in Islamic Religious Education (PAI), the process through which it is internalized in learning, its implications for students' social lives, and the role of PAI in fostering interreligious harmony. The study employed a qualitative approach using a library-research design structured as an integrative literature review of publications from 2016 to 2026, with the literature search updated through September 2026. Data were analyzed using qualitative content analysis and organized into four analytical foci. The synthesis indicates that tolerance in PAI should be developed through the integration of religious values, contextualized content, dialogical learning, teacher exemplarity, reflection, and an inclusive school culture. Such internalization contributes to strengthening empathy, respect for differences, social cooperation, and resilience to intolerant discourse. This study proposes an integrative framework that traces a pathway from religious values and pedagogical practices to experience and reflection, tolerant dispositions, and ultimately social harmony. Accordingly, PAI plays a strategic role as a space for cultivating moderate religiosity as well as civic ethics within a plural society.
Project-Based Integrative Career Guidance: A Model for Islamic Boarding School Students Sakila Azizah; Rara Talitha Nayyara; Aulia Nabila; Rizal Saifullah; Imam Bakti Saputra; Syarifan Nurjan
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1353

Abstract

This study analyzes the implementation of project-based career guidance in helping students explore interests and aptitudes, develop career plans, and strengthen soft skills in an Islamic boarding school-based senior high school. Using a descriptive qualitative approach within an interpretive paradigm, the study involved two guidance and counseling teachers, the principal, three boarding school mentors, and eight Grade XI-XII students at Ar-Rosyidah Senior High School, Magetan. Data were collected through semi-structured interviews, participant observation, and document analysis covering career portfolios, guidance modules, interest-aptitude assessments, and program records for 45 students. Percentage data were used only as supporting descriptive evidence. Data analysis included condensation, display, conclusion drawing, triangulation, and informant confirmation. The findings show that the Who I Am Project helped students connect assessment results with self-reflection and occupational information. Program documentation showed a decline in students who did not yet understand their interests and aptitudes from 55% to 8%. The Career Road Map also supported more structured educational and occupational planning, while group projects strengthened communication, leadership, teamwork, responsibility, and ukhuwah. The study proposes an Integrative Career Guidance Model combining assessment, experiential exploration, planning, soft-skills development, and Islamic boarding school values within one service cycle for future-oriented contextual career guidance practices.
Students’ Experiences of the School Environment as a Learning Ecosystem: A Case Study of Physical, Social, and Academic Dimensions Deswita Syarani; Yadi Purnama; Ni’mawati; Muhammad Syauqi Al-Arifin
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1495

Abstract

The school environment is not only a physical setting for learning but also an ecosystem shaped by students’ social relationships and academic experiences. This study aims to describe how an elementary school student perceives the physical, social, and academic dimensions of the school environment and how these dimensions interact within the learning experience. Using a descriptive qualitative approach with a single-case study design, the study involved a fourth-grade student who had attended the school for four years. Data were collected through in-depth interviews, observation, and documentation and analyzed thematically through data organization, reduction, categorization, interpretation, and conclusion drawing. The findings show that classroom conditions, greenery, and school facilities supported physical comfort, although the library was underutilized. Peer support and friendly teacher communication strengthened students’ sense of safety and belonging. Educational games, visual media, films, books, and additional academic support also made learning more engaging. The novelty lies in integrating these three dimensions from the student’s direct perspective, demonstrating that social relationships connect physical conditions with academic experiences. Although based on a single case, the study provides contextual insights for evaluating learning environments through student voice.
Routine Qur'an Recitation as an Institutional Mechanism for Developing Student Discipline in Madrasah Aliyah Akbar Hidayatullah Afhami; Muhammad Najib; Nilna Fadlillah; Qomaruddin
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 3 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i3.1509

Abstract

Routine Qur'an recitation forms part of the religious culture of a madrasah and may contribute to character development when it is consistently organized within school life. This study analyzes the implementation of routine Qur'an recitation as an institutional mechanism for developing student discipline at MA Al-Muniroh Ujungpangkah Gresik. A descriptive qualitative approach was employed. Data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, teachers, a Guidance and Counseling teacher, and students in Grades X, XI, and XII, and were analyzed through coding, categorization, theme development, and verification using source and methodological triangulation. The findings show that morning activities consisting of Asmaul Husna recitation, collective Qur'an recitation, a prayer after Qur'an recitation, and a prayer before lessons establish consistent temporal and behavioral structures. These mechanisms are reinforced by teacher role modeling, attendance monitoring, persuasive guidance, and the involvement of the head of the madrasah. Their implications are reflected in punctuality, compliance with rules, responsibility for participating in activities, and the emergence of disciplinary awareness. The findings confirm that the relationship between religious habituation and discipline is not automatic, but operates through interactions among activity structures, guidance, supervision, behavioral support, and repeated practice within the madrasah culture.

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