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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) REiD (Research and Evaluation in Education) Ta'dib
Martono, Sri Fajar
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Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Changing images of favorite schools after the student admission system reform in Indonesia Arlinwibowo, Janu; Martono, Sri Fajar; Ulumudin, Ikhya; Waruwu, Hermanto; Yufridawati, Yufridawati; Murdiyaningrum, Yunita; Fatima, Gupita Nadindra; Khang, Benjamin Leong Tack
REID (Research and Evaluation in Education) Vol. 10 No. 2 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.77035

Abstract

The study aims to unearth public perceptions of the label of favorite schools after the implementation of student admission reform in Indonesia, namely the zoning system, and to explore the underlying causes. Adopting a qualitative method with a phenomenological approach, this study involved participants from nine provincial education services, nine regency education services, 72 teachers, and 72 parents. Data collected through in-depth interviews and focus groups reveal three distinctive perceptions of favorite schools. The first view posits that after the implementation of the zoning system, the quality among schools is relatively similar, indicating that the new policy is effective in reducing educational disparity. The second sees that some favorite schools persist, but there is a narrowing educational disparity among schools. The third view, the majority, maintains the belief of the importance of favorite schools and maintains the idea that sending their children to these schools is important to secure a better future. Erasing the label of favorite schools is not an easy endeavor since these schools have created long-lasting positive images in the public landscape. The result of the study will add to the discussion of the impact of the new applied school zone system on public perception of favorite schools and inform policymakers regarding the impact of educational policy enacted.
The Role of the School Committee in Implementing the Anti-Bullying Program at SDIT Kaffah Islamic School Izazy, Nurul Qolbi; Aldeia, A.M Saifullah; Martono, Sri Fajar; Manurung, Shiyamu; Ramadoni, Ramadoni
Ta'dib Vol 27, No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.13964

Abstract

School bullying has become one of the major educational concerns across countries, including Indonesia, which has long-term negative consequences for the physical and mental health condition of the victims. Preventive and curative interventions can be taken by school to eliminate school bullying action, one of which is through implementing programmatic anti-bullying programs in schools. The anti-bullying program should be conducted collaboratively by involving parents and other stakeholders. This article aims to highlight the importance of parental involvement in preventing bullying behaviour in the school environment, particularly through the role of school committee. This study was conducted to examine how school committee of SDIT Kaffah Islamic School carrying out their role in regard of bullying prevention program in the school. Data collection was conducted through surveys, in-depth interviews, observations and document studies at SDIT Kaffah Islamic School. The results revealed that the school committee contributes to the anti-bullying program through their four main roles, namely providing advices to the school management, raising funds and resources to support anti-bullying program, supervising the implementation of anti-bullying program, and gathering suggestions, complaints, criticism from various education stakeholders. Based on the research findings, it is recommended that school committees should prioritize anti-bullying programs to ensure a supportive environment.
Akomodasi Pembelajaran bagi Siswa Berkebutuhan Khusus pada Sekolah Inklusif Jenjang SMA/SMK di Kota Surakarta Martono, Sri Fajar
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 1, No 01 (2024): Seminar Nasional Pendidikan (SNP) Tahun 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppk.v1i01.88834

Abstract

Trend pendidikan dunia saat ini mengarah kepada implementasi pendidikan inklusif, yakni layanan pendidikan dimana peserta didik berkebutuhan khusus mengikuti pembelajaran bersama-sama dengan anak-anak pada umumnya. Agar dapat mengikuti pembelajaran dengan maksimal peserta didik berkebutuhan khusus membutuhkan dukungan pembelajaran yang berbeda yang sering disebut sebagai akomodasi pembelajaran. Dengan adanya dukungan tersebut anak-anak berkebutuhan khusus diharapkan dapat mengikuti pembelajaran secara bermakna dan berpartisipasi secara maksimal. Penelitian ini bertujuan untuk mengetahui pengalaman para guru dalam memberikan   dukungan akomodasi pembelajaran pada sekolah reguler di Kota Surakarta. Penelitian dilakukan melalui wawancara semi terstruktur kepada kepala sekolah dan guru di 3 SMA-SMK di Surakarta yang telah melayani anak-anak berkebutuhan khusus di kelas reguler. Data kualitatif hasil wawancara diolah berdasarkan analisa tematik untuk menentukan tema-tema utama yang muncul. Hasil penelitian menunjukkan bahwa para guru sudah berupaya memberikan dukungan akomodasi pembelajaran bagi anak-anak berkebutuhan khusus di sekolah masing-masing. Para guru memberikan dukungan dengan mendengarkan dan menerima masukan atau feedback dari para siswa berkebutuhan khusus yang mereka layani.  Selain itu beberapa kekhawatiran guru muncul terutama terkait dengan keterbatasan pengetahuan dan kompetensi mereka dalam memberikan dukungan bagi para siswa berkebutuhan khusus. Hal ini disebabkan karena minimnya pelatihan guru terkait dengan implementasi pendidikan inklusif.   Persoalan lain adalah kurangnya dukungan sarana dan prasarana belajar bagi siswa PDBK yang berakibat siswa harus mencari dan menyiapkan sendiri alat bantu belajar mereka.   Hasil penelitian ini menunjukkan bahwa Pemerintah baik di tingkat pusat maupun daerah harus menegaskan kembali komitmen mereka terhadap implementasi pendidikan inklusif. Pemerintah berkewajiban meningkatkan dukungan bagi para guru dalam melayani siswa berkebutuhan khusus.
Co-Authors Aldeia, A.M Saifullah Arlinwibowo, Janu Fatima, Gupita Nadindra Ikhya Ulumudin, Ikhya Izazy, Nurul Qolbi Khang, Benjamin Leong Tack Manurung, Shiyamu Murdiyaningrum, Yunita Ramadoni, Ramadoni Waruwu, Hermanto Yufridawati, Yufridawati