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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Al-Qiyam Jurnal Tana Mana
Muamar Asykur
Universitas Megarezky, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Study of Teacher-Student Interaction in Building Social Cohesion with Autistic Children Yustina Yustina; Muamar Asykur; Hardiyono Hardiyono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1654

Abstract

This study aims to analyze the forms of teacher interactions with autistic students, their impact on social cohesion between regular and autistic students, as well as factors that support and hinder the formation of social cohesion in inclusive learning at SD Inpres Benteng Jampea No. 57, Selayar Islands. This study uses a qualitative approach with a case study research type. Research informants consist of class teachers and regular students who are directly involved in the inclusive learning process. Data collection techniques are carried out through interviews, observation, and documentation, while data analysis uses the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teacher interactions with autistic students take place through adaptive verbal communication, individual approaches, involvement in learning activities and group work, and providing emotional reinforcement during the learning process. These interactions have an impact on the development of social acceptance of regular students, involvement of autistic students in group work, the growth of peer empathy, and the role of teachers as social mediators in the classroom. Social cohesion is supported by the active role of teachers, the open attitude of regular students, group learning, social interaction habits, and inclusive communication, but is still influenced by the communication limitations of autistic students, teacher competence, inclusive facilities, and heterogeneous classroom conditions. Thus, teacher pedagogical interaction plays a crucial role in strengthening students' social cohesion in inclusive learning.
Transformation of Social Values in the Problem Based Learning Model in Mathematics Learning Muhammad Tamrin; Muamar Asykur; Dian Meiliani Yulis
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1655

Abstract

This study aims to analyze the transformation of social values ​​through the Problem Based Learning (PBL) model, its impact on students' understanding of social values, as well as supporting and inhibiting factors in mathematics learning. This study uses a qualitative approach with a case study type conducted at SDI Liaganda No. 120 Kepulauan Selayar. Research informants consisted of sixth grade students as the main informants and two mathematics teachers as key informants. Data collection techniques were carried out through interviews, observations, and documentation, then analyzed descriptively qualitatively. The results of the study indicate that: (1) the transformation of social values ​​occurs through group interactions, student activeness, reflection and presentations, and the role of teachers as facilitators; (2) the application of PBL has a positive impact on students' understanding of social values, marked by an increase in understanding of the meaning of social values, changes in social attitudes, empathy and tolerance, and social communication skills; (3) supporting factors include a conducive learning environment and the role of teachers, while inhibiting factors include differences in student abilities and characters as well as material difficulties and group dynamics.
Study of Teacher-Student Interaction in Building Social Cohesion with Autistic Children Yustina Yustina; Muamar Asykur; Hardiyono Hardiyono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1654

Abstract

This study aims to analyze the forms of teacher interactions with autistic students, their impact on social cohesion between regular and autistic students, as well as factors that support and hinder the formation of social cohesion in inclusive learning at SD Inpres Benteng Jampea No. 57, Selayar Islands. This study uses a qualitative approach with a case study research type. Research informants consist of class teachers and regular students who are directly involved in the inclusive learning process. Data collection techniques are carried out through interviews, observation, and documentation, while data analysis uses the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teacher interactions with autistic students take place through adaptive verbal communication, individual approaches, involvement in learning activities and group work, and providing emotional reinforcement during the learning process. These interactions have an impact on the development of social acceptance of regular students, involvement of autistic students in group work, the growth of peer empathy, and the role of teachers as social mediators in the classroom. Social cohesion is supported by the active role of teachers, the open attitude of regular students, group learning, social interaction habits, and inclusive communication, but is still influenced by the communication limitations of autistic students, teacher competence, inclusive facilities, and heterogeneous classroom conditions. Thus, teacher pedagogical interaction plays a crucial role in strengthening students' social cohesion in inclusive learning.
Transformation of Social Values in the Problem Based Learning Model in Mathematics Learning Muhammad Tamrin; Muamar Asykur; Dian Meiliani Yulis
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1655

Abstract

This study aims to analyze the transformation of social values ​​through the Problem Based Learning (PBL) model, its impact on students' understanding of social values, as well as supporting and inhibiting factors in mathematics learning. This study uses a qualitative approach with a case study type conducted at SDI Liaganda No. 120 Kepulauan Selayar. Research informants consisted of sixth grade students as the main informants and two mathematics teachers as key informants. Data collection techniques were carried out through interviews, observations, and documentation, then analyzed descriptively qualitatively. The results of the study indicate that: (1) the transformation of social values ​​occurs through group interactions, student activeness, reflection and presentations, and the role of teachers as facilitators; (2) the application of PBL has a positive impact on students' understanding of social values, marked by an increase in understanding of the meaning of social values, changes in social attitudes, empathy and tolerance, and social communication skills; (3) supporting factors include a conducive learning environment and the role of teachers, while inhibiting factors include differences in student abilities and characters as well as material difficulties and group dynamics.
Study of Teacher-Student Interaction in Building Social Cohesion with Autistic Children Yustina Yustina; Muamar Asykur; Hardiyono Hardiyono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1654

Abstract

This study aims to analyze the forms of teacher interactions with autistic students, their impact on social cohesion between regular and autistic students, as well as factors that support and hinder the formation of social cohesion in inclusive learning at SD Inpres Benteng Jampea No. 57, Selayar Islands. This study uses a qualitative approach with a case study research type. Research informants consist of class teachers and regular students who are directly involved in the inclusive learning process. Data collection techniques are carried out through interviews, observation, and documentation, while data analysis uses the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teacher interactions with autistic students take place through adaptive verbal communication, individual approaches, involvement in learning activities and group work, and providing emotional reinforcement during the learning process. These interactions have an impact on the development of social acceptance of regular students, involvement of autistic students in group work, the growth of peer empathy, and the role of teachers as social mediators in the classroom. Social cohesion is supported by the active role of teachers, the open attitude of regular students, group learning, social interaction habits, and inclusive communication, but is still influenced by the communication limitations of autistic students, teacher competence, inclusive facilities, and heterogeneous classroom conditions. Thus, teacher pedagogical interaction plays a crucial role in strengthening students' social cohesion in inclusive learning.
Transformation of Social Values in the Problem Based Learning Model in Mathematics Learning Muhammad Tamrin; Muamar Asykur; Dian Meiliani Yulis
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1655

Abstract

This study aims to analyze the transformation of social values ​​through the Problem Based Learning (PBL) model, its impact on students' understanding of social values, as well as supporting and inhibiting factors in mathematics learning. This study uses a qualitative approach with a case study type conducted at SDI Liaganda No. 120 Kepulauan Selayar. Research informants consisted of sixth grade students as the main informants and two mathematics teachers as key informants. Data collection techniques were carried out through interviews, observations, and documentation, then analyzed descriptively qualitatively. The results of the study indicate that: (1) the transformation of social values ​​occurs through group interactions, student activeness, reflection and presentations, and the role of teachers as facilitators; (2) the application of PBL has a positive impact on students' understanding of social values, marked by an increase in understanding of the meaning of social values, changes in social attitudes, empathy and tolerance, and social communication skills; (3) supporting factors include a conducive learning environment and the role of teachers, while inhibiting factors include differences in student abilities and characters as well as material difficulties and group dynamics.
Co-Authors Hardiyono Hardiyono Muhammad Tamrin Yulis, Dian Meiliani Yustina Yustina