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p-Index From 2021 - 2026
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All Journal Nusantara: Jurnal Pendidikan Indonesia Bustanul Ulum Journal of Islamic Education
Yuli Kuswandari
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
Religion Education

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The Partnership of Shadow Teachers with Elementary Students with Disabilities: An Islamic Education Perspective Zulkipli Lessy; Yuli Kuswandari; Haresh Dalvi
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.583

Abstract

Elementary students with disabilities faced intensified academic, social, and psychological barriers after the coronavirus pandemic. This study explores the approaches used by 12 shadow teachers in partnering with students with disabilities in 10 elementary schools in Yogyakarta, consisting of five urban and five rural schools. Using an exploratory qualitative design, data were collected through three rounds of in-depth interviews, a focus group discussion, and supporting observations and documentation. Participants were recruited voluntarily through a shadow teacher WhatsApp group and snowball referrals. Data were analyzed by repeatedly listening to digital recordings, checking them against verbatim transcripts, verifying field notes with a research assistant, and comparing participants' accounts to identify themes. The findings show that shadow teachers functioned as consultants, facilitators, motivators, and mediators who simplified course content, supported social competence, encouraged self-confidence, and negotiated barriers created by school policy, family poverty, stigma, and limited assessment. From an Islamic education perspective, inclusive schooling requires not only technical accommodation, but also ethical care, compassion, and affirmative recognition of students who are socially marginalized
Islamic Religious Education Students’ Perceptions and Experiences in Using Artificial Intelligence for English Grammar Learning Mukmin Ridoan Simamora; Yuli Kuswandari; Nur Hidayat
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i3-5

Abstract

Purpose – This study aims to explore Islamic Education students’ experiences of using Artificial Intelligence tools for English grammar learning and to identify the perceived benefits and challenges of AI-assisted grammar learning from the students’ perspectives. Methods – This study employed an exploratory descriptive qualitative design. Data were collected through classroom observations and semi-structured interviews with 20 students who had experience using AI-based tools, such as ChatGPT, Gemini, Perplexity, Grammarly and QuillBot. The data were analyzed using Miles and Huberman’s interactive model. Findings – The findings indicate that students perceived AI as useful for obtaining grammar explanations, checking sentence errors, generating examples, and supporting independent learning. AI was also reported to increase students’ confidence and provide flexible access to learning support. However, students also identified several challenges, including inaccurate or overly general responses, limited contextual understanding, unstable internet access, restricted premium features, and the risk of overdependence.Research Implications – These findings suggest that AI can support grammar learning when used critically and under lecturer guidance. The study should be interpreted as evidence of students’ perceived benefits and challenges rather than direct evidence of improved grammar competence.
Co-Authors Haresh Dalvi Mukmin Ridoan Simamora Nur Hidayat Zulkipli Lessy