Article Per Year (5 Year)
p-Index From 2020 - 2025
2.177
P-Index
This Author published in this journals
All Journal ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Edukasi AUD Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Jurnal PTK dan Pendidikan as-sibyan : Jurnal Pendidikan Anak Usia Dini Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini IJIGAEd: Indonesian Journal of Islamic Golden Age Education Mu'adalah: Jurnal Studi Gender dan Anak Pratama Widya: Jurnal Pendidikan Anak Usia Dini SASANGGA: Journal of Education and Learning
Koenarso, Dyah Ageng Pramesty
UIN Antasari Banjarmasin
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 21 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 21 Documents
Search

 1   2   3 
IMPLEMENTASI KEBIJAKAN KEAMANAN LINGKUNGAN BELAJAR PADA PAUD INKLUSIF Yarliani, Ikta; Koenarso, Dyah Ageng Pramesty
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 10 No 1 (2025): Pratama Widya April 2025
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v10i1.4287

Abstract

Inclusive early childhood education (ECED) ensures all children, including those with special needs, have access to a safe learning environment. This study examines the implementation of safety policies in inclusive ECED institutions in Banjarmasin and Banjarbaru using a phenomenological approach. Data were collected through in-depth interviews, document analysis, and observations, following stages of participant selection, interviews, transcription, coding, theme development, and interpretation. Findings indicate that while safety policies are implemented, challenges remain in infrastructure, teacher training, and community awareness. Limited resources, inadequate facilities, and low parental understanding hinder inclusivity. However, teacher training and policy adaptation have improved inclusive practices. To enhance implementation, stronger government support is needed in funding, regulations, and public awareness. Key recommendations include (1) allocating budgets for inclusive infrastructure, (2) mandating specialized teacher training, (3) integrating community engagement programs, and (4) establishing monitoring mechanisms. These measures can create a more inclusive and supportive learning environment.
Co-Authors Afipah Afipah Annisa Herlida Sari, Annisa Herlida Any Yulinda Aspiya Aziza Az-Zahra, Wafiqa Aziza, Aspiya Fajarwati, Ayu Hardiyanti Pratiwi Hardiyanti Pratiwi, Hardiyanti Ikta Yarliani, Ikta Rizki Noor Haida Siti Paridah Yulinda, Any Yulinda, Any