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All Journal Pedagogik Journal of Islamic Elementary School WISDOM: Jurnal Pendidikan Anak Usia Dini International Journal of Learning Reformation in Elementary Education
Munir Yusuf
Universitas Islam Negeri Palopo
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Development of a Scaffolding-Based Instructional Model for Learners with Intellectual Disabilities Munir Yusuf; Nur Fakhrunnisaa
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001995

Abstract

Students with intellectual disabilities (also known as children with intellectual impairments) are individuals with below-average intelligence. Despite their cognitive limitations, these children still possess great potential to grow and excel in certain areas. This potential greatly depends on appropriate treatment that meets their specific needs. This study aims to design and develop a scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo (The Special Needs School 1 Palopo). This research employs Collaborative Action Research to identify students' Zone of Proximal Development, integrated into a Research and Development (4D) framework. The 4D stages (Define, Design, Develop, Disseminate) were conducted to construct the module and media. The subjects were 6 students with mild-to-moderate intellectual disabilities (Grades 2 to 5). The intervention consisted of two sessions (2x30 minutes) using customized number sticks and puzzles. Data collection techniques included observation, interviews, and tests, while data analysis was conducted using both quantitative and qualitative approaches. The results of the study indicate that the development process of the scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo consists of four stages: define, design, develop, and disseminate. Disseminate, generating learning tools in the form of teaching modules and instructional média, which have been developed and are considered suitable for use and considered to be valid.
Pengaruh Pola Asuh Orang Tua Terhadap Perilaku Sosial Anak Usia 5-6 Tahun Di Kelurahan Balandai Kecamatan Bara Kota Palopo Dela Safitri; Munir Yusuf; Subhan
WISDOM: Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/wisdom.v7i1.13699

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh pola asuh orang tua terhadap perilaku sosial anak usia 5–6 tahun di Kelurahan Balandai, Kecamatan Bara, Kota Palopo. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 53 orang tua yang memiliki anak usia 5–6 tahun, sedangkan sampel sebanyak 47 responden ditentukan menggunakan rumus Slovin dengan teknik simple random sampling. Data dikumpulkan menggunakan kuesioner dan dianalisis melalui analisis regresi linear sederhana dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa pola asuh orang tua berpengaruh positif dan signifikan terhadap perilaku sosial anak usia 5–6 tahun. Temuan ini menunjukkan bahwa penerapan pola asuh yang positif dan konsisten berkontribusi terhadap pembentukan perilaku sosial anak, seperti kemampuan berinteraksi, bekerja sama, serta menghargai orang lain. Penelitian ini menyimpulkan bahwa pola asuh orang tua memiliki peran penting dalam mendukung perkembangan perilaku sosial anak usia dini. Oleh karena itu, penguatan pola pengasuhan yang positif melalui kerja sama antara keluarga dan satuan pendidikan perlu terus dioptimalkan guna mendukung perkembangan sosial anak secara berkelanjutan.
Teacher Agency and Pedagogical Innovation in Islamic Elementary Education: A Conceptual Review of Curriculum Demands and Classroom Realities Munir Yusuf
Pedagogik Journal of Islamic Elementary School Vol. 8 No. 3 (2025): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v8i3.10474

Abstract

Contemporary curriculum reforms, the increasing demand for pedagogical innovation, and the complexity of classroom realities have positioned teachers as central actors in Islamic elementary education. Yet pedagogical innovation is often discussed primarily in terms of new methods, digital tools, or instructional models, while the teacher’s professional capacity to interpret, negotiate, and enact curriculum expectations remains insufficiently theorized. This article aims to conceptualize teacher agency as a mediating capacity that connects curriculum demands with pedagogical innovation in Islamic elementary education. Employing library research with a conceptual review design, the study synthesizes recent scholarly literature on teacher agency, curriculum reform, pedagogical innovation, classroom realities, and Islamic education. The review indicates that teacher agency is not merely a matter of individual autonomy or creativity, but a reflective, ethical, and context-responsive professional capacity through which teachers translate curriculum expectations into meaningful, adaptive, value-oriented, and developmentally appropriate learning practices. The article concludes that strengthening teacher agency is essential for sustaining pedagogical innovation in Islamic elementary classrooms. Future empirical studies are recommended to examine how this conceptual framework operates in madrasah ibtidaiyah and Islamic elementary school contexts.
Co-Authors Dela Safitri Nur Fakhrunnisaa Subhan