Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan An-Nahdloh: Journal of Education and Islamic Studies
Ulpah Maspupah
Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
Religion Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementasi Pendekatan TPACK dalam Mendukung Transformasi Digital Guru PAI-BP di SMK N 1 Bawang Kabupaten Banjarnegara Sofyan Ade Irawan; Ulpah Maspupah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital transformation in education requires teachers to effectively integrate technology, pedagogy, and subject content in the learning process. One framework that supports this integration is Technological Pedagogical and Content Knowledge (TPACK). SMK N 1 Bawang, Banjarnegara Regency, has implemented various digital technologies in Islamic Religious Education and Character Building (PAI-BP) learning. However, the implementation of TPACK and its contribution to teachers’ digital transformation require further investigation. This study aims to describe the implementation of TPACK in PAI-BP learning and analyze its role in supporting teachers’ digital transformation. This research employed a qualitative approach with a field research design. The participants consisted of three PAI-BP teachers, one principal, and six students. Data were collected through observation, interviews, and documentation. Data validity was ensured through source triangulation and technique triangulation, while data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings indicate that TPACK implementation has been carried out effectively through the integration of technology, pedagogy, and content knowledge. Teachers utilized various digital media, including PowerPoint, Canva, Google Classroom, Google Forms, Quizizz, YouTube, and TikTok, combined with Problem-Based Learning (PBL), Project-Based Learning (PjBL), discussions, and presentations. The implementation of TPACK supports teachers’ digital transformation by enhancing digital competence and developing more interactive, student-centered learning practices.   Keywords: Digital Transformation, Educational Technology, PAI-BP Learning, Teachers, TPACK
Manajemen Pendidikan Inklusi di SDIT Harapan Bunda Purwokerto Fatimah Azzahra; Ulpah Maspupah; Ahwat Fitriani; Nida Nur Akmalin; Intan Nurhayani; Salsatin Dian Saputri
Jurnal Kependidikan Vol. 14 No. 1 (2026): In Progress
Publisher : Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/rvhmr465

Abstract

This study aims to provide an in-depth description of the inclusive education management implemented at SDIT Harapan Bunda Purwokerto, an Islamic elementary school that has been committed to accepting children with special needs and integrating them into one class with regular students since 2010. This study employed a qualitative approach, with data collection techniques including interviews, observation, and documentation. Then data analysis is carried out through the process of reduction, presentation, and drawing conclusions. Research shows that the implementation of inclusive education management at SDIT Harapan Bunda Purwokerto encompasses four main management functions: planning, organizing, implementing, and supervising. During the planning stage, the school develops an inclusive program each academic year, taking into account the previous year's evaluation, including the learning plan and the therapeutic needs of children with special needs. During the organizing stage, the school principal is assisted by an inclusion coordinator and a special assistant teacher to systematically implement the program. Learning is implemented flexibly, adapting learning materials based on the abilities of children with special needs. Supervision at the school is carried out periodically through administrative checks and monthly evaluations. This study also identified supporting and inhibiting factors that influence the program's success. These findings emphasize the importance of adaptive and collaborative management in implementing inclusive education in elementary schools.
Co-Authors Ahwat Fitriani Fatimah Azzahra Intan Nurhayani Nida Nur Akmalin Salsatin Dian Saputri Sofyan Ade Irawan