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All Journal Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Jurnal Sains, Teknik, Ekonomi, dan Pendidikan (SATEDIK)
Nailatun Nisa
Universitas Alma Ata
Religion Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering

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Pendidikan Multikultural Berbasis Digital sebagai Strategi Penguatan Pendidikan Inklusif di Sekolah Dasar Nailatun Nisa; Elisa Dwi Nur Aini; Haifa 'Inayatun 'Azizah; Yuana Amelia; Dian Armania; An-Nisa Apriani; Yusinta Dwi Ariyani
Jurnal Sains, Teknik, Ekonomi, dan Pendidikan Vol. 2 No. 2 (2026): SATEDIK - Juli
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/satedik.v2i2.1924

Abstract

Cultural, ethnic, religious, and social diversity among elementary school students is a reality that requires effective management through learning practices that promote respect for differences. Multicultural education plays a crucial role in fostering tolerance and mutual respect, while inclusive education ensures equal learning opportunities for all students without discrimination. At the same time, digital transformation has created new opportunities to integrate these approaches by utilizing technology as an adaptive, interactive, and accessible learning medium. This study aims to critically examine the role of digital-based multicultural education as a strategy for strengthening inclusive education in elementary schools. The research employed a library research method with a qualitative descriptive approach. Data were collected from relevant academic sources, including books, scholarly journals, and scientific documents, and analyzed using content analysis through the stages of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that integrating multicultural education with digital technology enhances students’ understanding of diversity, promotes tolerance, and expands learning accessibility for all learners, including those with special educational needs. The successful implementation of this approach depends on teachers’ digital competencies, the availability of supporting technological infrastructure, and school policies that promote an inclusive culture. Therefore, digital-based multicultural education can serve as an effective strategy for creating equitable, inclusive, and diversity-responsive learning environments in elementary schools. The findings are expected to provide a conceptual reference for policymakers and educators in developing technology-supported inclusive learning practices.
Pelaksanaan Layanan Pendidikan Bagi Anak Berkebutuhan Khusus Di Slb Rela Bhakti 1 Gamping Sleman Nailatun Nisa; Siti Uswatun Khasanah; An-Nisa Apriani; Zahri Hidayat A Berna
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 3 No. 1 (2026): IDENTIK - Januari
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v3i1.1334

Abstract

He provision of educational services for children with special needs requires adaptive approaches that accommodate students’ characteristics and learning needs. Special schools play an essential role in delivering educational services that support the academic, social, and emotional development of students with special needs. This study aims to describe the implementation of educational services for children with special needs at SLB Rela Bhakti 1 Gamping Sleman, particularly at the SDLB level. This research employed a descriptive qualitative approach involving the principal, classroom teachers, and students with mild and moderate intellectual disabilities as research subjects. Data were collected through observation, semi-structured interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings indicate that educational services at SLB Rela Bhakti 1 Gamping Sleman are implemented adaptively through limiting the number of students in each class, developing an independent curriculum based on a deep learning approach, and applying concrete and contextual learning methods and media. The main challenges in the learning process are related to students’ emotional conditions and social dynamics among peers. Efforts to address these challenges include flexible learning strategies, support from the school principal, and collaboration with parents. These findings suggest that adaptive, flexible, and collaborative educational services play an important role in supporting the development of children with special needs.
Co-Authors An-Nisa Apriani Dian Armania Elisa Dwi Nur Aini Haifa 'Inayatun 'Azizah Siti Uswatun Khasanah Yuana Amelia Yusinta Dwi Ariyani Zahri Hidayat A Berna