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Sukriadi Sukriadi
Faculty of Teacher Training and Education, Mulawarman University, Samarinda, 75123, Indonesia
Religion Humanities Education Library & Information Science Other

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Development of BRIGAVI SIPA as Learning Media Based on Picture Story Books and Videos about Pancasila Symbols and Their Application for First Grade Elementary School Alifa Ambar Marwah; Dwi Nugroho Hidayanto; Sukriadi Sukriadi; Taufik Hidayat; Makmun Makmun
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.848-867

Abstract

This research is motivated by the limited availability of interesting reading materials for Pancasila Education. The learning process so far tends to rely on the use of textbooks provided by the government and student worksheets. Schools still show a low level of innovation and tend to be monotonous, resulting in limited student active involvement, with only a small number of students actively participating, while other students have not fully understood the material presented. This study aims to determine the development process, feasibility level, and practicality of BRIGAVI SIPA as a Picture Storybook-Based Learning Media and Videos on Pancasila Symbols and Their Application for Grade I Elementary School. The development was carried out using the ADDIE model through the stages of analysis, design, development, implementation, and evaluation. The resulting products are five picture storybooks and learning videos. The feasibility results show that BRIGAVI SIPA as a learning media is in the very feasible category with a percentage of 95% by media experts, 97% by language experts, and 94% by material experts. The practicality test involved teachers and 16 grade I students, who each obtained a percentage of 91% and 97%, respectively, in the very practical category.
Development of IN-WAY GENORA Learning Media (Interactive Wayground Based Material for Recognizing Norms in Society) Elementary School Nayla Mayzurra; Sukriadi Sukriadi; Taufik Hidayat; Iksam Iksam; Makmun Makmun
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.868-882

Abstract

This research is motivated by the low level of student involvement in Pancasila Education learning, particularly in the topic of recognizing norms in society. This condition is influenced by teacher centered learning practices and the limited use of interactive and technology based learning media in the classroom. As a result, students tend to be passive and less motivated during the learning process. This study aims to develop IN-WAY GENORA learning media (Interactive Wayground based Material on Recognizing Norms in Society) and to determine its feasibility and practicality for sixth grade elementary school students. The research employed the Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through validation questionnaires completed by media experts, material experts, and language experts, as well as response questionnaires from teachers and students. The results indicate that the IN-WAY GENORA media achieved feasibility percentages of 91% from media experts, 91% from material experts, and 97% from language experts, all categorized as very feasible. Furthermore, student responses reached 86% and teacher responses reached 82%, both classified as very practical. These findings indicate that IN-WAY GENORA is highly suitable and practical for supporting Pancasila Education learning in elementary schools.
Teacher Readiness to Face the Learning of Students with Special Needs at SDN 002 Samarinda Kota Novia Tri Puspita; Sukriadi Sukriadi; Iksam Iksam; Taufik Hidayat; Lily Fitrianie
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.3209-3226

Abstract

Inclusive education requires teachers to be pedagogically prepared to address the diverse learning needs of children with special needs in regular classrooms. This study aimed to analyze the level of teachers’ readiness in implementing inclusive education at an elementary school. A descriptive embedded mixed-methods design was employed, integrating quantitative questionnaire data and qualitative interview findings to obtain a comprehensive understanding of teacher preparedness. The study involved 28 teachers, with six selected for in-depth interviews using purposive sampling. Quantitative data were analyzed using descriptive statistics, while qualitative data were used to strengthen interpretation of the results. The findings indicate that teachers generally demonstrate positive attitudes toward inclusive education (95%) however, their pedagogical readiness remains moderate, particularly in adaptive lesson planning, differentiated instruction, classroom management, and inclusive assessment. The gap between attitudes and practical competence is associated with limited access to professional development, insufficient specialist support, and structural constraints such as large class sizes and inadequate facilities. These results highlight the importance practice-based teacher training, structured mentoring from competent parties, and institutional support to ensure that inclusive education is implemented effectively, equitably, and sustainably.
Co-Authors Alifa Ambar Marwah Dwi Nugroho Hidayanto Iksam Iksam Lily Fitrianie Makmun Makmun Nayla Mayzurra Novia Tri Puspita Taufik Hidayat