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Ketika Semua Anak Harus Belajar Bersama: Realitas Pembelajaran Inklusi di TK Reguler Nadine Qothrunnada Dwihanti; Mahmada Assyifa; Surayanah
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i3.6867

Penelitian ini dilatarbelakangi oleh pentingnya pendidikan inklusi sebagai upaya pemenuhan hak belajar bagi seluruh anak, termasuk anak berkebutuhan khusus, di sekolah reguler. Namun, implementasinya masih menghadapi berbagai kendala, terutama pada jenjang taman kanak-kanak. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pendidikan inklusi, kerja sama dengan Pusat Layanan Disabilitas (PLD), peran shadow teacher, serta kendala yang dihadapi di TKN Pembina Kepanjenkidul. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan subjek kepala sekolah dan guru kelas, kemudian dianalisis secara deskriptif untuk menggambarkan kondisi nyata di lapangan. Hasil penelitian menunjukkan bahwa sekolah telah menerapkan pendidikan inklusi meskipun belum berstatus resmi. Sekolah menerima berbagai jenis anak berkebutuhan khusus seperti speech delay, autisme, ADHD, dan slow learner. Pelaksanaan inklusi didukung melalui kerja sama dengan PLD dalam asesmen dan pelatihan guru. Selain itu, keberadaan shadow teacher membantu pendampingan anak berkebutuhan khusus selama pembelajaran. Guru juga menerapkan strategi pembelajaran adaptif seperti pengulangan instruksi, komunikasi dua arah, dan kegiatan yang menarik. Namun, pelaksanaan masih menghadapi kendala seperti keterbatasan tenaga ahli, sarana prasarana, serta kurangnya penerimaan sebagian orang tua. Dengan demikian, diperlukan kolaborasi berkelanjutan antara sekolah, orang tua, dan tenaga profesional untuk meningkatkan kualitas layanan pendidikan inklusi di sekolah reguler.

Startegi Guru dalam Menanamkan Sikap Gotong Royong pada Pembelajaran Pendidikan Pancasila di Sekolah Dasar Khairunisa Nur Haslinda; Mahmada Assyifa; Muhammad Yahya Maulida Fahmi; Nabila El Shafira Aghnia Kusumaningrum; Nadine Qothrunnada Dwihanti; Surayanah
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i3.6842

Pendidikan Pancasila di sekolah dasar tidak hanya berperan dalam penyampaian materi pembelajaran, tetapi juga dalam pembentukan karakter peserta didik, salah satunya sikap gotong royong. Penanaman sikap gotong royong perlu dilakukan sejak dini karena peserta didik sekolah dasar berada pada tahap perkembangan sosial yang membutuhkan pembiasaan dan pengalaman belajar secara langsung dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam menanamkan sikap gotong royong pada pembelajaran Pendidikan Pancasila kelas V di SDN Kepanjenlor 1 Kota Blitar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi dan wawancara dengan subjek penelitian yaitu guru kelas V SDN Kepanjenlor 1. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan berbagai strategi dalam menanamkan sikap gotong royong melalui penerapan model Problem Based Learning (PBL), penggunaan LKPD dan diskusi kelompok, pembiasaan karakter, serta pemanfaatan media pembelajaran interaktif seperti PPT, video Youtube, ice breaking, dan Quizizz. Namun, terdapat beberapa kendala seperti perbedaan tingkat pemahaman peserta didik, kurangnya fokus belajar, dan keterbatasan waktu pembelajaran, maka guru berupaya mengatasinya melalui pengelolaan kelas yang baik, pemberian penguatan, serta pelaksanaan remedial dan pengayaan sesuai kebutuhan peserta didik. Dengan demikian, strategi yang diterapkan guru mampu mendukung terbentuknya sikap gotong royong dan partisipasi aktif peserta didik dalam pembelajaran Pendidikan Pancasila.

ANALISIS PERAN ORANGTUA DALAM PERKEMBANGAN EMOSI ANAK Mahmada Assyifa; Muhammad Yahya Maulida Fahmi; Nabilah Khoirrun Nisak; Nadia Dwi Insani; Najwa Salsabila Putri Purwagita; Surayanah Surayanah
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.10793

Emotional development in children is a crucial aspect that determines their future social intelligence and psychological well-being. Nevertheless, emotional regulation issues in children are still frequently encountered due to a lack of parenting synergy between the family and school environments. This study aims to analyze the roles and forms of collaboration between teachers and parents in supporting children's emotional development. The research method used is descriptive qualitative with a case study approach. The research stages include data collection through participatory observation at school, in-depth interviews with teachers and parents, and documentation study, which are then analyzed through the stages of data reduction, data display, and conclusion drawing. The results show that parents play a foundational role in laying the groundwork for a sense of security, providing affection, and acting as the primary role models for emotional regulation at home. Meanwhile, teachers act as facilitators who manage and train children's socio-emotional skills within the context of structured group dynamics at school. The main conclusion of this study is that children's emotional development will reach an optimal level when there is consistent two-way communication and alignment of guidance strategies between the school and the family. ABSTRAK Perkembangan emosi pada anak merupakan aspek krusial yang menentukan kecerdasan sosial dan kesejahteraan psikologis mereka di masa depan. Meskipun demikian, masih sering ditemukan masalah regulasi emosi pada anak akibat kurangnya sinergi pola asuh antara lingkungan keluarga dan sekolah. Penelitian ini bertujuan untuk menganalisis peran serta bentuk kolaborasi antara guru dan orang tua dalam mendukung perkembangan emosi anak. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kasus. Tahapan penelitian meliputi pengumpulan data melalui observasi partisipatif di sekolah, wawancara mendalam terhadap guru dan orang tua murid, serta studi dokumentasi, yang kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa orang tua memegang peran fondasional sebagai peletak dasar rasa aman, pemberi afeksi, dan teladan utama regulasi emosi di rumah. Sementara itu, guru berperan sebagai fasilitator yang mengelola dan melatih keterampilan sosial-emosional anak dalam konteks dinamika kelompok yang terstruktur di sekolah. Simpulan utama dari penelitian ini adalah bahwa perkembangan emosi anak akan mencapai tingkat optimal ketika terdapat komunikasi dua arah yang konsisten serta keselarasan strategi pendampingan antara pihak sekolah dan keluarga.

ANALISIS PENGEMBANGAN MEDIA PEMBELAJARAN PADA MATERI IPAS SEIRING BERJALANNYA WAKTU Mahmada Assyifa; Martha Eka Ayu Pratiwi; Sulthan Ali Hakim; Surayanah Surayanah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9985

This study aims to analyze the evolution of instructional media in the IPAS subject in line with technological advancements, along with its impact on students’ conceptual understanding. A qualitative approach was employed using a literature review of scientific articles published between 2020 and 2025, sourced from Google Scholar and Garuda. Data analysis was conducted using content analysis techniques to identify types of instructional media and their influence on the IPAS learning process. The findings reveal a transformation of instructional media from conventional forms to digital and advanced technology-based formats, such as interactive applications, video animations, and augmented reality. These developments have a positive impact on improving students’ conceptual understanding, motivation, and engagement, particularly with abstract IPAS content. Technology-based media have proven to be more effective because they provide concrete and interactive visualizations. However, their implementation is still hindered by limitations in infrastructure and teacher skills. Therefore, it is necessary to strengthen teachers’ competencies in developing and utilizing innovative learning media to make IPAS learning more effective and meaningful.

Analysis of School Readiness for Implementing the Deep Learning Approach in Grade V Elementary School Instruction Mahmada Assyifa; Surayanah Surayanah; Merista Ayu Az-Zahra; Nadia Dwi Insani
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Implementing a deep learning approach at the primary school level requires comprehensive school readiness encompassing institutional, teacher, student, and facility related aspects. This study aims to analyze school readiness for implementing the deep learning approach in Grade 5 instruction and identify obstacles and strategies supporting its implementation. A qualitative descriptive approach was employed, with data collected through semi structured interviews, observations, and document analysis involving the principal, Grade 5 teachers, and students. Data validity was verified through source and technique triangulation, while analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that the school is at an initial stage of readiness. Institutionally, the principal demonstrates openness and support for instructional innovation. Teachers are motivated to develop active learning practices; however, their understanding and technical skills in designing deep learning experiences require strengthening through training and mentoring. Students show interest in discussions, exploration, projects, and hands on activities, although varying abilities require adaptive instructional strategies. Limited access to internet, digital devices, and instructional media remains a challenge. Therefore, implementation should proceed gradually by enhancing teacher competence, strengthening institutional support, adapting learning methods to student needs, and developing priority facilities and infrastructure.

Analysis of the Condition and Utilization of Science Learning Facilities and Infrastructure and Their Implications for the Student Learning Process at SDN 1 Plosorejo Mahmada Assyifa; Surayanah Surayanah; Ayu Regita Dwi Cahyani; Bilqis Amin Nadhifa
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Facilities and infrastructure are crucial components in supporting Natural Science (IPA) education in primary schools, which emphasizes hands-on experience, observation, exploration, and practical activities. This study aims to analyze the condition and utilization of science learning facilities and infrastructure and their implications for the learning process at SDN 1 Plosorejo. A descriptive qualitative approach was employed. Data were collected through observations, interviews with the Grade VI teacher, student questionnaires, and documentation. Data validity was ensured through technique triangulation by comparing findings from observations, interviews, questionnaires, and documentation. Data analysis involved data reduction, presentation, and conclusion drawing and verification. The results indicate several limitations, particularly the lack of adequate practical rooms or science laboratories, limited teaching aids, and internet connectivity issues affecting digital media use. Teachers have implemented adaptive strategies by utilizing Smart TVs, videos, visual images, the surrounding environment, and simple teaching aids. These limitations restrict opportunities for students to engage in practical activities, conduct direct observations, and gain concrete learning experiences. However, visual media and interactive activities show positive effects on student engagement and enthusiasm. The findings demonstrate that facility support depends not only on availability but also on condition, accessibility, and teachers’ ability to utilize facilities effectively ]\according to instructional needs. Therefore, improving science education requires planned procurement and maintenance of facilities and optimizing their use by teachers.

Analysis Of Fifth-Grade Student’s Intrinsic Motivation In The Learning Process At Elementary School Mahmada Assyifa; Surayanah Surayanah; Nadiva Rahma Paulina; Keisya Dini Milan Sari
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Intrinsic motivation plays an important role in encouraging students’ engagement and persistence during the learning process. This study aims to describe the forms and factors reflecting the intrinsic motivation of fifth-grade students at UPT Satuan Pendidikan SDN 01 Karangtengah. A qualitative approach with a descriptive research design was employed. The participants consisted of a fifth-grade teacher and eight students purposively selected based on variations in their learning engagement characteristics. Data were collected through interviews, observations, and documentation. Data validity was examined through technique and source triangulation. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings identified three main factors reflecting students’ intrinsic motivation: the desire to succeed, internal drive and learning needs, and hopes and future aspirations. Intrinsic motivation was reflected in students’ active participation in learning, persistence in completing tasks, willingness to face learning challenges, and awareness of the benefits of learning for personal development and future goals. Teacher support and a positive learning environment also contributed to facilitating the development of students’ internal motivation. These findings highlight the importance of meaningful and challenging learning experiences that provide opportunities for students to develop learning autonomy and personal goals. Thus, strengthening intrinsic motivation requires learning experiences that encourage active participation, persistence, independence, and awareness of personal goals.

Analysis of Students’ Emotional Development in Support of the Learning Process at SDN Karangtengah 3 Mahmada Assyifa; Surayanah Surayanah; Detrista Nadine Septyanto; Anggita Karisma Endriani
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Emotional development is one of the key aspects supporting students’ success in the learning process at elementary school. The ability to recognize and manage emotions is linked to self-confidence, motivation, resilience in facing difficulties, and the ability to interact within the learning environment. This study aims to analyze the emotional development of sixth-grade students in supporting the learning process at SDN Karangtengah 3. The study employs a case study approach using qualitative data supported by descriptive quantitative data. The research informant was a sixth-grade teacher, while questionnaire respondents consisted of 15 students. Data were collected through interviews, observations, and a structured questionnaire covering three aspects: learning attitudes and motivation, resilience and emotional regulation, and social interaction and academic courage. Qualitative data were analyzed through data reduction, data presentation, and conclusion drawing, while questionnaire data were analyzed descriptively. The results indicate that students’ emotional development is generally fairly good. Students demonstrate self-confidence, enjoyment in learning, enthusiasm, resilience in facing difficult problems, and calmness when receiving reprimands. Social interactions are also positive through group activities and communication during learning. However, some students still experience anxiety in certain academic situations and hesitate to ask questions when they do not understand the material. Therefore, support from teachers, families, and the school environment is needed to optimize students’ emotional development and learning engagement.

Dynamics of Student Attitudes in Pancasila Education Learning in Elementary Schools: An Analysis of Internal and External Factors Mahmada Assyifa; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Pancasila Education instruction in elementary schools plays a crucial role in shaping students' attitudes and character by internalizing Pancasila values in daily life. This study aims to analyze the dynamics of student attitudes during Pancasila Education lessons and identify the internal and external factors influencing them. A descriptive qualitative approach was employed, involving fifth grade students at SDN Sentul 4, Blitar City. Data were collected through observation, interviews, and documentation and analyzed through data reduction, presentation, and conclusion drawing. The results indicate that student attitudes during lessons are diverse and fluctuate according to learning situations and teacher stimuli. Some students demonstrate active, confident, responsible, tolerant, and cooperative attitudes, while others tend to be passive and require teacher guidance to participate. These dynamics are influenced by internal factors, including motivation, learning interest, self confidence, material comprehension, and socio emotional conditions, as well as external factors such as instructional strategies, learning media, classroom environment, peer interactions, school culture, and family support. The teacher's role through role modeling, positive reinforcement, interactive instruction, and gradual guidance is essential in developing positive student attitudes. The findings suggest that attitude formation through Pancasila Education requires contextual and interactive instruction supported by continuous collaboration between school and family.

Analysis of the Availability, Utilization, and Constraints Regarding Learning Facilities and Infrastructure in Madrasah Ibtidaiyah Mahmada Assyifa; Surayanah Surayanah; Weka Tyas Puspita; Nayla Zalfa Destiasha; Muhammad Fatikhun Naqiya
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The availability of facilities and infrastructure is a crucial component in supporting effective and conducive learning at Madrasah Ibtidaiyah (Islamic elementary schools). This study aims to describe and analyze the availability, utilization, and challenges of facilities and infrastructure in supporting learning activities. The study employs a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation concerning the condition and utilization of learning facilities and infrastructure. Data were analyzed descriptively through data condensation, data presentation, and conclusion drawing and verification. The results indicate that basic facilities and infrastructure, including classrooms, student desks and chairs, whiteboards, libraries, and other supporting amenities, are available and in relatively adequate condition. Their utilization supports learning implementation and helps teachers create more varied learning activities. However, challenges remain regarding limited technology-based facilities, such as smart TVs, LCDs, and projectors, requiring shared use on a rotational basis. Furthermore, the utilization of learning facilities has not been fully optimal or equitable. The findings suggest that optimizing facility management, upgrading technological equipment, and strengthening teacher competence in utilizing learning media are essential to fostering more effective and adaptable learning. Thus, adequate facilities and infrastructure must be accompanied by optimal management and utilization to better support learning activities at Madrasah Ibtidaiyah.

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