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All Journal Widya Wacana : Jurnal Ilmiah Social, Humanities, and Educational Studies (SHEs): Conference Series International Journal of Asian Education Jurnal Pedagogi dan Pembelajaran Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal for Lesson and Learning Studies Journal of Educational Technology and Learning Creativity Journal of Contemporary Issues in Elementary Education Jurnal Inovasi dan Teknologi Pendidikan Jurnal Pendidikan Progresif
Fajari, Laksmi Evasufi Widi
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Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Inclusive Curriculum Design in Elementary Schools: A Case Study in Inclusive Pilot Schools Fajari, Laksmi Evasufi Widi
Journal of Contemporary Issue in Elementary Education Vol. 3 No. 2 (2025): Desember 2025 (In Press)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jciee.v3i2.12224

Abstract

Penelitian ini bertujuan untuk menganalisis desain kurikulum sekolah inklusi di sekolah dasar. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif studi kasus. Subjek penelitian ini dilakukan oleh guru dan siswa kelas V menggunakan purposive sampling. Data dikumpulkan dalam aneka macam cara meliputi angket, observasi, wawancara, dokumentasi. Analisis dalam pandangan ini meliputi tiga alur kegiatan, yaitu redukasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa desain kurikulum yang diterapkan di sekolah inklusi menggunakan pendekatan modifikasi dan individualisasi, yang disesuaikan dengan kebutuhan siswa ABK. Pemahaman guru terhadap kurikulum inklusi tergolong baik, yang memungkinkan mereka untuk mengimplementasikan pembelajaran yang lebih inklusif dan efektif. Simpulan penelitian yaitu desain kurikulum yang banyak digunakan di sekolah dasar adalah kurikulum modifikasi dan individualisasi yang harus dipahami oleh guru.
Leadership for Innovation in Digital Teaching: A Meta-Analysis Review of Principals’ Influence on Teachers’ Innovative Work Behavior Umalihayati; Fajari, Laksmi Evasufi Widi; Mutoharoh; Nuryati; Ma'arif, Minhatul
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19714

Abstract

This study aims to examine the overall effect of principals’ leadership on teachers’ innovative work behavior, compare the relative strength of different leadership styles, and assess heterogeneity and potential publication bias within the post-2015 digital education context. A meta-analysis of 26 quantitative studies (k = 26) indexed in Scopus between 2015 and 2025 was conducted using a random-effects model. The inclusion criteria were: (1) empirical quantitative studies; (2) examination of the relationship between principals’ leadership and teachers’ innovative work behavior; (3) provision of statistical data convertible into effect sizes; and (4) publication in Scopus-indexed journals. Statistical indicators (r, t, and F values) were converted into standardized effect sizes and analyzed using JASP to estimate pooled effects, heterogeneity indices, and publication bias statistics. The results indicate that (1) there is a very high level of heterogeneity across studies (I² > 98%); (2) all leadership styles demonstrate a positive and significant effect on teachers’ innovative work behavior (p < 0.001), with visionary leadership showing the largest effect size relative to participative, transformational, and ethical leadership styles (r = 0.641); and (3) publication bias tests using the Egger test and Fail-safe N reveal no significant indication of publication bias. These findings indicate that principals’ leadership is a significant factor in promoting teachers’ innovative work behavior in technology-mediated learning environments; however, the magnitude of its impact varies substantially across contextual conditions.
Immersive Virtual Reality in Primary Education: A Systematic Literature Review on 21st Century Learning Integration Fajari, Laksmi Evasufi Widi; Salimi, Moh; Hidayah, Ratna; Agusdianita, Neza; Adi, Banu Setyo; Tarma, Tarma; Zainurri, Hasan
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2641

Abstract

Purpose of the study: This study aims to review recent empirical studies on the use of Virtual Reality (VR) in primary education, with particular attention to how different levels of immersion contribute to 21st-century learning. Methodology: This study followed PRISMA guidelines for a systematic literature review. Searches were conducted in Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar using the keywords (“Virtual Reality” OR “VR”) AND (“Primary Education” OR “Elementary School”). A total of 124 records were identified, 12 duplicates were removed, 34 records were screened, and 21 studies were included for final synthesis based on the eligibility criteria (peer-reviewed, 2019–2025, English, primary education context, full text accessible). Data were synthesized through qualitative content analysis by categorizing studies according to VR types (non-immersive, semi-immersive, fully immersive) and reported learning outcomes related to 21st-century skills. Main Findings: The research results indicate that: (1) Non-Immersive VR provides ease of access and use with a learning experience that is still limited to basic interactions; (2) Semi-immersive VR offers a more interactive and immersive learning experience through the use of more realistic simulations and visualizations; and (3) Fully immersive VR was most frequently reported in the reviewed studies and was associated with deeper multisensory engagement, enhanced conceptual understanding, and the development of 21st-century skills in primary education. Novelty/Originality of this study: This study offers a comparative synthesis of non-immersive, semi-immersive, and fully immersive VR in primary education and highlights the pedagogical factors that shape their educational contribution.
Co-Authors Achmad Basari Eko Wahyudi Agusdianita, Neza Anjani, Siti Ratna Banu Setyo Adi Dayurni, Popi Eli, Widi Furtasan Ali Yusuf Joharman Joharman Ma'arif, Minhatul Maharani, Arista Selly Marliani, Hetty Moh Salimi Mutoharoh Najib, Muhamad Ainun Ningsih, Rizki Wulan Novita Sari Nurdiani, Sulastri Nuryati Puspaningtyas, Anindya Putri, Amanda Sabrina Zahra Rahmadani, Kurniati Ratna Hidayah Romadiah, Hikmah Setiawan, Raysa Amaviska Putri Suhartono Tarma, Tarma Tri Saptuti Susiani Umalihayati Wahyono Wahyono Wahyono Wijaya, Tommy Tanu Zainurri, Hasan