Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan EDUJAVARE: International Journal of Educational Research
Nur Wulandani
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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

Found 2 Documents
Search

 1 
Implementation of Inclusive Education in Elementary Schools: Challenges and Opportunities in Learning Nur Wulandani; Ayi Abdurahman; Rini Lestari; Anjar Mahmudin NST; Awayundu Said
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.11131

Abstract

Inclusive education is an approach that aims to provide equal educational rights for all students, including those with special needs. This research aims to identify the challenges faced in the implementation of inclusive education in primary schools as well as opportunities that can be used to overcome them. This study uses qualitative methods with interviews, observations, and documentation approaches to obtain in-depth data on inclusive education practices in several elementary schools in Indonesia. The study results show that the main challenges faced include the lack of inclusive teacher training, limited support facilities for students with special needs, and the lack of effective social interaction in the school environment. However, some opportunities can be utilized, such as providing practice-based continuous training, improving disability-friendly facilities and infrastructure, establishing social support groups in schools, and using educational technology as an interactive learning tool. The conclusion of this study confirms that a practical training-based approach for teachers, investment in inclusive facilities, the development of social activities that support the interaction of students with special needs, and the use of digital media can increase the effectiveness of implementing inclusive education. The main contribution of this research is to provide new insights into practical strategies for addressing the challenges of inclusive education at the primary school level, which can be a reference for policymakers and education practitioners.
AI in Education: Revolutionizing Personalized Learning Experiences Nur Wulandani; Yafita Arfina Mu’ti; Risa Alfiyah Ulfa
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.797

Abstract

The rapid adoption of artificial intelligence (AI) technologies in education presents opportunities and challenges for personalized learning. Despite its potential to adapt to diverse student needs, integrating AI into educational systems has been met with barriers such as inadequate infrastructure, teacher preparedness, and ethical concerns regarding data privacy and algorithmic bias. This study explores the impact of AI-driven personalized learning tools in secondary and higher education institutions, evaluating their effectiveness and the challenges educators and students face. Using a qualitative research approach, the study employed semi-structured interviews, focus group discussions, and document analysis across five educational institutions in Indonesia. The findings reveal that AI tools can potentially enhance personalized learning, significantly improving engagement and academic performance. However, challenges such as insufficient teacher training, infrastructure limitations, and concerns over data privacy were identified as critical barriers to successful implementation. The study concludes that AI in education can offer transformative benefits, but comprehensive support systems, including teacher training, improved infrastructure, and ethical considerations, must accompany its adoption. This research contributes to understanding how AI can be effectively integrated into education and provides valuable insights for policymakers, educators, and technology developers.
Co-Authors Anjar Mahmudin NST Awayundu Said Ayi Abdurahman Rini Lestari Risa Alfiyah Ulfa Yafita Arfina Mu’ti