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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JECCE (Journal of Early Childhood Care and Education) Pakem : Jurnal Pengabdian Kepada Masyarakat
Dien Nurmarina Malik
Universitas Muhammadiyah Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Role of Elementary School Teachers in Integrating Climate Change Education to Support Students’ Literacy and Numeracy in Achieving the Sustainable Development Goals Gufron Amirullah; Dien Nurmarina Malik; Herwina Bahar; Baharudin; Ika Yatri; Trisni Handayani; Uswatun Hasanah
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14818

Abstract

This study investigates the role of elementary school teachers in integrating Climate Change Education (CCE) and its contribution to teachers’ perceived support for literacy and numeracy in elementary learning. A quantitative survey was conducted with 100 elementary school teachers using a Likert-scale questionnaire measuring teacher role, CCE integration, literacy support, and numeracy support. The instrument demonstrated adequate validity (r-count = 0.48–0.67 > r-table = 0.195) and reliability (Cronbach’s alpha = 0.79–0.86). Descriptive findings indicated relatively high mean scores for teacher role (3.72), CCE integration (3.65), literacy support (3.58), and numeracy support (3.49). Correlation analysis showed positive relationships between teacher role and CCE integration (r = 0.68), literacy support (r = 0.62), and numeracy support (r = 0.55). Regression analysis further revealed that teacher role significantly predicted CCE integration (R² = 0.46; Sig. = 0.000). Teacher role also made significant contributions to perceived literacy support (R² = 0.384; p < 0.001) and perceived numeracy support (R² = 0.303; p < 0.001), indicating a stronger contribution to literacy than numeracy. These findings underscore the strategic role of teachers in embedding CCE into competency-oriented elementary instruction and in fostering literacy and numeracy through environmentally relevant learning contexts.
DIGITAL SAVVY KIDS: PENGUATAN KARAKTER DAN LITERASI DIGITAL SISWA MELALUI KOMIK DIGITAL Sulis Setyorini; Dien Nurmarina Malik
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 3 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.3.395-406

Abstract

Digital transformation has increased technology use among elementary school students, yet it has not been accompanied by adequate digital literacy and character development. This condition highlights the need for innovative learning programs that integrate Artificial Intelligence (AI), digital literacy, and character education. This community service program aimed to implement the Digital Savvy Kids program to strengthen students' digital literacy and character through AI based digital comics integrated with Al Islam and Kemuhammadiyahan (AIK) values. The program was conducted at SD Muhammadiyah 47 Bekasi and involved 17 fourth grade students. The implementation consisted of needs analysis, digital comic development using Gemini AI, Edugems, NotebookLM, and Canva, learning implementation, and evaluation through pretests, posttests, product assessment, observations, interviews, and questionnaires. The results showed that all participants successfully produced digital comics with good to excellent quality. The average product assessment scores were 88.2 for content relevance, 86.5 for story creativity, 84.7 for AI application, and 89.1 for the integration of AIK values. In addition, students demonstrated improvements in digital literacy, creativity, participation, collaboration, responsibility, and digital ethics. The Digital Savvy Kids program has the potential to serve as an innovative learning model for strengthening digital literacy and character through the creative and responsible use of AI in elementary schools.
Transforming inclusive practices in Islamic-based early childhood education: A case study in Indonesia Dien Nurmarina Malik; Swasto Imam Teguh Prabowo
JECCE (Journal of Early Childhood Care and Education) Vol. 7 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v7i2.11553

Abstract

Despite growing global attention to inclusive education, limited research has explored its implementation within Islamic-based early childhood contexts in Indonesia. This study investigates how inclusive education is understood and practiced by teachers in early childhood education (PAUD) ‘Aisyiyah, a long-standing Islamic early childhood provider. Using qualitative methods—observations and interviews during teacher training across five provinces—the study reveals a paradigmatic shift among educators from deficit-based to strengths-based views of diversity. Practically, teachers adopted differentiated instruction, multimodal strategies, and assistive technologies. Religious values rooted in compassion and social justice underpin these inclusive practices. However, challenges such as limited resources and inconsistent policy implementation remain. The study calls for stronger multi-stakeholder collaboration, policy reinforcement, and investment in teacher capacity development to support inclusive ECE aligned with Indonesia’s 2045 vision.
Co-Authors Amirullah, Gufron Baharudin Hasanah, Uswatun Herwina Bahar Sulis Setyorini Swasto Imam Teguh Prabowo Trisni Handayani Yatri, Ika