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All Journal JURNAL PENDIDIKAN IPS Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Darul Ulum: Jurnal Ilmiah Keagamaan, Pendidikan dan Kemasyarakatan Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
Muhammad Fauzan Muttaqin
Institut Daarul Qur’an Jakarta
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Implementasi Pembelajaran Berbasis Proyek Untuk Mengembangkan Karakter  Tanggung Jawab Di Kelas Inklusif Bella Astridarani; Muhammad Fauzan Muttaqin
Jurnal Sains, Teknik, Ekonomi, dan Pendidikan Vol. 2 No. 1 (2026): SATEDIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/satedik.v2i1.1063

Abstract

This study aims to describe the implementation of Project-Based Learning in developing students’ responsibility character in an inclusive classroom. This research is grounded in the importance of fostering responsibility as a key 21st-century competence, particularly in learning environments that accommodate diverse student abilities, needs, and characteristics. A qualitative descriptive approach was employed in this study. The participants consisted of teachers and students in an inclusive classroom. Data were collected through observation, interviews, and documentation. The findings reveal that the implementation of Project-Based Learning enhances students’ sense of responsibility, as reflected in their active involvement in planning, implementing, and completing project tasks, as well as in their ability to collaborate and fulfill their assigned roles. Furthermore, students with special needs demonstrated improvements in independence and commitment to their learning tasks. Project-Based Learning provides equal opportunities for all students to participate according to their abilities, thereby fostering an inclusive learning environment that supports character development. Therefore, Project-Based Learning is an effective instructional strategy for developing students’ responsibility character in inclusive classrooms.
STORYTELLING BERBASIS BONEKA TANGAN SEBAGAI MEDIA PEMBENTUKAN KARAKTER KEJUJURAN SISWA MADRASAH IBTIDAIYAH Rizka Khairunnisa; Muhammad Fauzan Muttaqin; Desi Setiyadi
Darul Ulum: Jurnal Ilmiah Keagamaan, Pendidikan dan Kemasyarakatan Vol 17 No 1 (2026): Darul Ulum: Jurnal Ilmiah Keagamaan, Pendidikan dan Kemasyarakatan, Juni 2026
Publisher : STIT DARUL ULUM KOTABARU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62815/darululum.v17i1.222

Abstract

Pendidikan nilai di sekolah dasar masih menghadapi tantangan karena siswa cenderung memiliki pemahaman yang terbatas tentang pentingnya kejujuran. Penelitian ini bertujuan untuk menganalisis efektivitas bercerita menggunakan boneka tangan dalam menumbuhkan karakter jujur di kalangan siswa Madrasah Ibtidaiyah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 3 siswa kelas satu sebagai subjek penelitian, serta guru dan kepala sekolah sebagai informan pendukung. Data dikumpulkan melalui observasi partisipatif, wawancara terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi data, pengkodean, dan identifikasi tema. Hasil penelitian menunjukkan bahwa penggunaan boneka tangan meningkatkan antusiasme siswa, keterlibatan emosional, dan kesadaran moral tentang kejujuran. Siswa menjadi lebih berani mengakui kesalahan, memahami konsekuensi berbohong, dan menunjukkan tanggung jawab dalam menyelesaikan tugas. Lingkungan kelas juga menjadi lebih terbuka dan interaksi sosial di antara siswa lebih sehat. Penelitian ini berkontribusi dalam memperkaya strategi pendidikan karakter kreatif yang relevan untuk perkembangan anak usia sekolah dasar
Penerapan Pembelajaran PKn Menggunakan Pembelajaran Mendalam untuk Meningkatkan Kemandirian Siswa SD Kiki Fitria Rizki; Muhammad Fauzan Muttaqin; Feny Nida Fitriyani
JURNAL PENDIDIKAN IPS Vol. 16 No. 4 (2026): JURNAL PENDIDIKAN IPS
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpi.v16i4.4856

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi Deep Learning Pedagogy dalam penguatan karakter kemandirian siswa pada pembelajaran Pendidikan Kewarganegaraan (PKN) di kelas V MI No.04/E.72 Koto Baru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas kepala sekolah, guru kelas V, dan siswa kelas V. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik. Analisis data menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Deep Learning Pedagogy dilakukan melalui kegiatan diskusi kelompok, pemecahan masalah kontekstual, presentasi, dan refleksi pembelajaran yang mendorong keterlibatan aktif siswa dalam proses belajar. Faktor pendukung implementasi pembelajaran meliputi penggunaan metode pembelajaran yang bervariasi, antusiasme siswa, hubungan yang baik antara guru dan siswa, serta dukungan sarana pembelajaran. Adapun faktor penghambat meliputi perbedaan karakteristik siswa, keterbatasan waktu pembelajaran, dan keberagaman kemampuan siswa dalam memahami materi. Dengan demikian, Deep Learning Pedagogy mampu memberikan pengalaman belajar yang bermakna serta mendukung penguatan karakter kemandirian siswa pada pembelajaran PKN.
Implementasi Pendidikan Multikultural Untuk Menanamkan Nilai Toleransi Dalam Kelas Inklusi Di Sekolah Dasar Camila Aulia Az Zahra; Muhammad Fauzan Muttaqin
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.1053

Abstract

This research seeks to examine how multicultural education is applied to promote tolerance in inclusive classrooms in primary schools. Multicultural education is crucial within the context of diversity in Indonesia, particularly in elementary schools where students come from various cultural, religious, and ability backgrounds, including those with special needs. To meet this goal, this research utilized a literature review approach, which included gathering, examining, and synthesizing a range of pertinent scientific materials, including domestic and global journals, reference books, and earlier research results. The data were examined through a descriptive-qualitative lens, leading to both a theoretical and practical comprehension of how multicultural education is applied in inclusive elementary schools. The findings suggest that multicultural education is crucial in fostering values of tolerance, empathy, fairness, and mutual respect in students. By adopting methods like integrating diversity principles into the curriculum, using cooperative learning, fostering intercultural engagement, and promoting project-based initiatives, educators can create a classroom environment that appreciates diversity. The research indicates that there are contributing elements like teacher preparedness, inclusive educational policies, and the implementation of diversity-focused learning resources. Nonetheless, challenges exist such as teachers' insufficient comprehension of multicultural education, inadequate supporting resources, and minimal community engagement. This study validates that the adoption of multicultural education in inclusive classrooms is a proactive measure to promote tolerance among elementary school students. These initiatives need to be implemented in a systematic and ongoing way to effectively address the obstacles presented by diversity in education.
Implementasi Kebijakan Sekolah Ramah Anak untuk Mencegah Bullying pada Siswa ADHD di SD Inklusif Rizka Khairunnisa; Muhammad Fauzan Muttaqin
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.1055

Abstract

This study examines the implementation of Child-Friendly Schools (SRA) policies in preventing bullying of students with Attention Deficit Hyperactivity Disorder (ADHD) in inclusive elementary schools. The main focus of the research is how SRA principles are applied to create a safe, inclusive, and supportive learning environment for students with special needs. Using a descriptive qualitative approach, this study examines the role of teachers, school policies, and intervention strategies designed to build an anti-bullying culture. Data was obtained through literature studies and field observations, then analyzed using content analysis techniques. The results of the study show that comprehensive assessment, curriculum modification, and support of special assistant teachers are key factors in the success of inclusive education. The consistent and collaborative implementation of SRA policies has been proven to increase the awareness of all school residents on the importance of protecting and accepting student diversity. In addition, the involvement of teachers, parents, and sustainable government policies is indispensable to strengthen inclusive education systems. This study emphasizes that the implementation of SRA is not only a bullying prevention strategy, but also a strategic step in ensuring the right of children with special needs to obtain equal, quality, and development-oriented education that is oriented towards the development of potential and positive character.
Praktik Diferensiasi Pembelajaran Strategi Pendidikan Inklusi Di Sekolah Dasar Dzira Rasifa Zahra; Muhammad Fauzan Muttaqin
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.1060

Abstract

Inclusive education in elementary schools requires learning strategies that accommodate students’ diverse abilities and learning needs. Differentiated instruction is considered a relevant approach to support inclusive learning. This study aims to describe the practice of differentiated learning as a strategy for inclusive education in elementary schools. The research employed a qualitative descriptive method using classroom observations, teacher interviews, and documentation analysis. The findings indicate that differentiated instruction is implemented through variations in content, learning processes, and learning products adjusted to students’ readiness and learning profiles. This approach enhances student participation, learning motivation, and supports the inclusion of students with special needs. The study concludes that differentiated instruction is an effective strategy for fostering inclusive learning environments in elementary schools
Peran Pendidikan Inklusif Dalam Pembentukan Karakter Saling Nebghargau Di Sekolah Dasar Muhamad Akbar Maulana; Muhammad Fauzan Muttaqin
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.1261

Abstract

This study aims to describe the role of inclusive education in shaping students’ character of mutual respect at the elementary school level. Inclusive education emphasizes equal learning opportunities for all students regardless of differences in abilities, backgrounds, or special needs. This research is grounded in the importance of fostering respect as a fundamental social character in diverse learning environments. A qualitative descriptive approach was employed in this study. The participants consisted of teachers and students in an inclusive elementary school. Data were collected through observation, interviews, and documentation. The findings indicate that inclusive education plays a significant role in developing students’ attitudes of mutual respect, as reflected in positive social interactions, acceptance of differences, empathy, and cooperative behavior among students. Through inclusive learning practices, students learn to appreciate diversity and build respectful relationships. Therefore, inclusive education contributes effectively to character education, particularly in fostering mutual respect among elementary school students.
Implementasi Pendidikan Inklusif Di Sekolah Dasar Dalam Mendukung Keberagaman Kebutuhan Belajar Peserta Didik Sultoni Alparij; Muhammad Fauzan Muttaqin
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1064

Abstract

This Inclusive education is an important approach in elementary schools to ensure equal learning opportunities for all students, including those with diverse learning needs. Despite its significance, the implementation of inclusive education in elementary schools still faces various challenges related to instructional practices, teacher readiness, and institutional support. This study aims to examine the implementation of inclusive education in elementary schools based on existing literature. This research employed a literature review method by analyzing scholarly articles, books, and relevant policy documents related to inclusive education at the elementary school level. The literature was selected through systematic searching and screening processes to identify studies that discuss concepts, strategies, challenges, and best practices in implementing inclusive education. The results of the review indicate that the implementation of inclusive education in elementary schools generally involves adaptive teaching strategies, differentiated instruction, collaboration among teachers, and the provision of supportive learning environments. However, several studies highlight persistent obstacles, including limited teacher competence, inadequate facilities, and insufficient professional development programs. In conclusion, the implementation of inclusive education in elementary schools requires comprehensive support from teachers, schools, and policymakers. Strengthening teacher competencies and improving institutional readiness are essential to enhance inclusive educational practices. This literature review contributes to a deeper understanding of inclusive education implementation and provides recommendations for improving inclusive learning in elementary schools.
Co-Authors Bella Astridarani Camila Aulia Az Zahra Desi Setiyadi Dzira Rasifa Zahra Feny Nida Fitriyani Kiki Fitria Rizki Muhamad Akbar Maulana Rizka Khairunnisa Sultoni Alparij