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All Journal Jurnal Educative: Journal of Educational Studies Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal International Journal of Educational Best Practices
Muryanti
Universitas Riau
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EMOTION REGULATION AS AN AFFECTIVE DIMENSION OF PEDAGOGIC COMPETENCE IN INCLUSIVE EDUCATION Murnia Safinatu; Muryanti; M. Jaya Adi Putra
International Journal of Educational Best Practices Vol. 10 No. 1 (2026)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v10.n1.p1-13

Abstract

This study aims to analyze the regulation of emotions as part of the affective dimension of tutor pedagogic competence in the implementation of inclusive education at PKBM Bina Kreasi Pekanbaru City. This study adopts a qualitative approach with a descriptive research design. The research was conducted at PKBM Bina Kreasi in Pekanbaru. The research subjects consisted of individuals involved in the implementation of educational programs at the institution. Data were collected through observation, interviews, and documentation. Data analysis was carried out using NVivo 12 Plus software, which included stages of data import, coding, data visualization, and theme identification and development. The results of the study show that the regulation of tutors' emotions is reflected in the aspects of empathy, patience, self-control, and communication with inclusive students. With NVivo visualization, it shows the dominance of code in indicators of student characteristics mastery and student communication. Although tutors have shown quite good emotion regulation skills, there are obstacles in the form of limitations in special training, communication with students, and a lack of professional assistance. These findings imply the need for targeted professional development programs, improved communication strategies, and greater institutional support to enhance the effectiveness of inclusive learning practices.
Exploring Inclusive Education and Education for Sustainable Development in A Community Education Study Program Muryanti; Pahmi; Gianini Sonnevil
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11170

Abstract

While inclusive education and Education for Sustainable Development (ESD) are promoted in higher education policy, little is known about how these two agendas are understood and enacted within a study program. To address this gap, this study explores the implementation of the two agendas at the study program level in a Community Education Study Program using a qualitative case study approach. Data were collected purposively from two sources: semi-structured interviews with two program leaders and two lecturers at the study program, and document analysis of the 2022 and 2025 curriculum documents. Both data sets were coded using thematic analysis. The findings show that while participants are aware of inclusive education and ESD, their conceptual understanding remains fragmented and tends to focus on access and community engagement. Document analysis revealed that aspects of inclusion and sustainability are present in curriculum documents, but they are mostly implicit. However, teaching practices show more dynamic implementation, as lecturers applied community-based learning that aligned with ESD, despite not being systematically documented. The study also found that the implementation seems to be initiated by individual lecturers rather than explicitly regulated. By understanding the implementation of the agendas within one institutional case, this study contributes to the literature on policy enactment in higher education, highlighting where the policy-practice gap emerges.
Preferensi Bacaan Cetak dan Digital sebagai Sumber Informasi Belajar Mahasiswa Pendidikan Masyarakat Angkatan 2022-2024 Tika Fazira; Eddy Noviana; Muryanti
Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Vol. 12 No. 2 (2026): September
Publisher : Program Studi Pendidikan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtni.v12i2.19600

Abstract

Abstract: This study aims to describe students’ preferences for printed and digital reading materials as sources of learning information among Community Education students in the 2022, 2023, and 2024 cohorts. A descriptive quantitative approach with a survey method was employed. The population consisted of 209 active students, and the minimum sample size was calculated using the Slovin formula with a 7% margin of error. A total of 108 complete responses were analyzed. Data were collected through an online questionnaire consisting of 30 items based on seven preference indicators: frequency of media use, accessibility, learning efficiency, comfort, ease of use, academic needs, and reading habits. The instrument was validated through expert judgment, and the data were analyzed using descriptive statistics in the form of frequencies and percentages. The results show that digital reading materials were dominant for academic reference use, with 77% of respondents choosing digital materials and 23% choosing printed materials. Digital sources were also preferred for assignment completion, while printed materials were more strongly associated with focus and comprehension, selected by 73% and 72% of respondents respectively. Overall, students did not view printed and digital reading materials as mutually exclusive. Digital reading supports fast access and practical academic needs, whereas printed reading supports concentration and deeper understanding. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan preferensi mahasiswa Program Studi Pendidikan Masyarakat terhadap penggunaan bacaan cetak dan digital sebagai sumber informasi belajar pada angkatan 2022, 2023, dan 2024. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Populasi penelitian berjumlah 209 mahasiswa aktif, sedangkan ukuran sampel minimum dihitung menggunakan rumus Slovin pada tingkat kesalahan 7%. Data yang dianalisis berasal dari 108 responden yang mengisi kuesioner secara lengkap. Pengumpulan data dilakukan melalui kuesioner daring yang memuat 30 butir pertanyaan berdasarkan tujuh indikator preferensi, yaitu frekuensi penggunaan media, aksesibilitas, efisiensi dalam belajar, kenyamanan, kemudahan penggunaan, kebutuhan akademik, dan kebiasaan membaca. Instrumen divalidasi melalui penilaian ahli, sedangkan data dianalisis menggunakan statistik deskriptif berupa frekuensi dan persentase. Hasil penelitian menunjukkan bahwa bacaan digital lebih dominan sebagai referensi akademik, yaitu dipilih oleh 77% responden, sedangkan bacaan cetak dipilih oleh 23% responden. Bacaan digital juga lebih banyak digunakan untuk mendukung penyelesaian tugas, sementara bacaan cetak lebih banyak dipilih untuk membantu fokus belajar sebesar 73% dan pemahaman materi sebesar 72%. Secara keseluruhan, bacaan cetak dan digital tidak saling menggantikan, tetapi saling melengkapi sesuai dengan tujuan belajar mahasiswa.  
Co-Authors Eddy Noviana Gianini Sonnevil M. JAYA ADI PUTRA, S.Si, M.Pd, M. JAYA ADI Murnia Safinatu Pahmi Tika Fazira