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All Journal APRON Management of Education: Jurnal Manajemen Pendidikan Islam Al Ishlah Jurnal Pendidikan Jurnal Budaya Nusantara Journal of Education, Humaniora and Social Sciences (JEHSS) Education and Human Development Journal Elementa: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Abdi: Media Pengabdian Kepada Masyarakat Economics, Business and Management Science Journal Jurnal Indonesia Sosial Sains Ekalaya: Jurnal Pengabdian Kepada Masyarakat Indonesia JPLED Jurnal Pendidikan Islam Catharsis Indonesian Journal of Learning and Instructional Innovation Management of Education: Jurnal Manajemen Pendidikan Islam Jurnal Manajemen Pendidikan Islam
Karoso, Subianto
Universitas Negeri Surabaya
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Journal : Education and Human Development Journal

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Transformation of Cultural Arts Education in Indonesia: Combining Technological Innovation and Adaptability in the Era of Globalisation Karoso, Subianto
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 9 No 1 (2024): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v9i1.5673

Abstract

This research explores the transformation of arts and culture education in Indonesia in the face of challenges and opportunities brought about by globalisation and technological advancement. The main focus is on the integration of technology in arts education as a catalyst for pedagogical innovation. A qualitative descriptive method was used, with a sample that included schools, education experts, art teachers, and students. Data were collected through interviews, case studies, document analysis, and observation. The results showed that cultural arts education in Indonesia requires a transformation that involves not only the use of technology, but also the adaptability of curricula and teaching methodologies that are responsive to global needs and trends. The integration of technology has been shown to increase student engagement and participation, as well as providing them with opportunities to explore arts and culture in more interactive and innovative ways.
Designing Inclusive Learning Environments in Vocational Education through the EKEE Learning Model Karoso, Subianto; Pujosusanto, Ari; Rinaldi, Cherry; Enie Wahyuning Handayani
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8501

Abstract

This study examines the role of the EKEE (Exploration, Creation, Expression, and Evaluation) learning model in designing inclusive learning environments in Indonesian vocational secondary schools. The research is grounded in the need for pedagogical approaches that not only support the development of vocational competencies but also ensure equitable participation, meaningful learning experiences, and holistic human development for students with diverse abilities and learning needs. A qualitative approach with an implementative design was employed in inclusive vocational school classrooms. Data were collected through classroom observations, in-depth interviews with teachers and students, and analyses of learning documentation. The data were subsequently analysed using thematic analysis. The findings indicate that the EKEE learning model effectively supports inclusive learning by embedding flexibility, collaboration, and reflection throughout all stages of the learning process. The exploration stage provides safe and accessible entry points for learning, while the creation stage facilitates differentiated and collaborative learning activities. The expression stage enables diverse and authentic demonstrations of learning outcomes, and the evaluation stage promotes reflective, fair, and process-oriented assessment practices. These integrated stages contribute to increased student engagement, confidence, social interaction, and meaningful participation in learning. The discussion highlights that inclusivity within the EKEE model is operationalized through intentional learning design rather than merely through structural placement. This approach aligns with constructivist, sociocultural, and humanistic learning perspectives. The study concludes that the EKEE learning model offers a flexible and humanistic pedagogical framework for inclusive vocational education, supporting both vocational competency development and holistic learner growth. The model also demonstrates potential for adaptation across various vocational fields to promote equitable and sustainable inclusive learning practices.
Co-Authors Abdul Nadjib ARI PUJOSUSANTO Arif Hidajat Bachtiar S. Bachri Basir, Abd. Baso, Rachmie Sari Budi Cahyono Cherry Rinaldi Eko Lianto Rihardi ENIE WAHYUNING HANDAYANI Enie Wahyuning Handayani Handayani, Enie Wahyuning HASNI MUHAMMAD, ADITYA Husnul Yaqin Irfan Nurdiansyah Khabib Muzari Martadi Martadi Nikmah Suyandari NURIANA, ERVIN Putri, Suriani Nanda Rinaldi, Cherry Rizqa Anisa Hillan Saidi, Suid Sasanajati, Jajuk Setyo Yanuarti Setyo Yanuartuti SETYO YANUARTUTI Sholihah, Maidatus SUGITO Suraijiah Suraijiah Syunu Trihantoyo Tamjidnor, Tamjidnor Tri Cahyono, Budi TRIHANTOYO, SYUNU Warih Handayaningrum YATIM RIYANTO