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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Usia Dini Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Inklusi Journal of Disability Studies DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Muaddib : Studi Kependidikan dan Keislaman PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Penelitian Cendikia : Media Jurnal Ilmiah Pendidikan BUANA GENDER : Jurnal Studi Gender dan Anak At-Tarbawi: Jurnal Kajian Kependidikan Islam EDUJAVARE: International Journal of Educational Research Al-Mabsut: Jurnal Studi Islam dan Sosial Journal of Educational Studies Elevasi: Jurnal Pengabdian Masyarakat dan Inovasi Southeast Asian Journal of Islamic Education Management
Junanto, Subar
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Love-Based Curriculum as a Humanistic Approach to Realizing Inclusive Learning Putri Rizqiyah Rahmawati; Subar Junanto; Latifah Permatasari Fajrin
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1430

Abstract

This study explores learning strategies for early childhood education in remote and coastal areas, focusing on how contextual, community-based, outdoor, and technology-supported approaches can improve the quality of learning for young children in geographically isolated regions. Using a qualitative literature review method, this research analyzes scholarly articles, journals, and academic publications related to early childhood education practices in rural, remote, and coastal contexts published between 2020 and 2025. The findings indicate that contextual and community-based learning strategies, which integrate local wisdom and involve active participation from families and community members, significantly enhance children’s engagement, cultural identity, and developmental outcomes. In addition, outdoor learning in natural coastal environments provides meaningful experiential learning opportunities that support cognitive, physical, and socio-emotional development while fostering environmental awareness. Furthermore, technology integration serves as a complementary strategy to overcome geographical barriers by improving access to learning resources and supporting teacher professional development, although challenges such as limited infrastructure and digital literacy remain. The study concludes that a blended approach combining local-context learning, nature-based education, and digital innovation is essential to ensuring equitable and high-quality early childhood education in remote and coastal areas, while also promoting sustainable educational development.
Management of Pancasila Value Internalization in Strengthening Students’ Civic Disposition in Madrasah Ibtidaiyah Latifah Permatasari Fajrin; Subar Junanto; Mila Faila Shofa; Putri Rizqiyah Rahmawati
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.4040

Abstract

This study aims to analyze the management of Pancasila value internalization in strengthening students’ civic disposition in Madrasah Ibtidaiyah. The urgency of this study lies in the need to transform Pancasila values from cognitive understanding into students’ daily attitudes and behaviors. This research employed a qualitative approach with a case study design at MI Muhammadiyah Karanganyar. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, teachers, character program coordinators, and fourth-grade students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings indicate that Pancasila value internalization is managed through four interconnected processes: planning, organizing, actuating, and controlling. Planning is reflected in the determination of priority values and behavioral indicators. Organizing involves collaboration among school leaders, teachers, students, and parents. Actuating is implemented through learning activities, habituation, teacher role modeling, and social practices. Controlling is conducted through behavioral observation, teacher reflection, and continuous evaluation. The internalization process strengthens students’ civic disposition through moral knowing, moral feeling, and moral action. This study concludes that effective management of Pancasila value internalization requires an integrated educational ecosystem that connects leadership, school culture, character education, and sustainable evaluation.
Early Childhood Digital Literacy Gaps for Deep Digital Play-Based Learning Mila Faila Shofa; Subar Junanto; Rosida Nur Syamsiyati; Putri Rizqiyah Rahmawati; Latifah Permatasari Fajrin
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.4153

Abstract

Digital technology in early childhood education often remains limited to watching and repetitive practice, although digital literacy requires critical, creative, ethical, and contextually meaningful participation. This study mapped young children's digital literacy, examined teachers' pedagogical practices, and identified design requirements for a Deep Digital Play-Based Learning model. A cross-sectional descriptive survey with dual-source needs analysis was conducted. The initial child dataset contained 87 records; five were excluded because reported ages fell outside the 4-to-under-7 criterion, leaving 82 valid records. The teacher dataset comprised 17 educators. The child instrument included 15 items across five dimensions on a four-point scale, whereas the teacher instrument included 14 items across seven dimensions on a five-point scale. Data were analyzed using means, standard deviations, 95% confidence intervals, low-score proportions, Cronbach's alpha, and Friedman tests. Children's overall digital literacy averaged 3.06 (SD = 0.42), with digital creativity as the lowest dimension (M = 3.01). Using camera or recording features to document ideas was the weakest child indicator (M = 2.99; 15.9% low scores). Teachers' pedagogical practices averaged 3.18 (SD = 0.38), but creative production was the weakest dimension (M = 2.82), followed by collaborative sharing (M = 3.00). Facilitating original digital products was the lowest teacher indicator (M = 2.63; 35.3% low scores). The findings reveal a consistent gap between basic device use and productive, reflective, critical, and collaborative digital practices. The model should integrate meaningful triggers, guided exploration, digital creation, critical-ethical dialogue, reflective pauses, and digital-unplugged transfer.
Comparative Study of Character Education Policies at MI Hidayatul Insan and SDN 3 Matesih Muhammad Habib Rosyidi; Subar Junanto
PALAPA Vol 13 No 2 (2025): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v13i2.5954

Abstract

This study addresses the limited research on character education policies in Islamic and public elementary schools, despite their crucial role in shaping students’ moral and spiritual development. The research aims to analyze and compare how Madrasah Ibtidaiyah (MI) Hidayatul Insan and Sekolah Dasar Negeri (SDN) 3 Matesih design and implement character education policies in alignment with their institutional missions and cultural contexts. Employing a qualitative comparative case study design, the study selected both schools through purposive sampling. Data were gathered through in-depth interviews, classroom observations, and curriculum document analysis, and were analyzed thematically to uncover patterns of similarity and difference in policy implementation. Findings reveal that both institutions emphasize core values such as discipline, responsibility, politeness, and cooperation. However, MI Hidayatul Insan integrates character education with a strong focus on religious and spiritual values embedded in Islamic learning activities, while SDN 3 Matesih emphasizes civic and social values aligned with the national character education framework. The study concludes that institutional vision and religious orientation significantly shape the priorities and strategies of character education. The findings contribute theoretically to comparative studies between Islamic and public education systems and offer practical insights for policymakers and educators seeking to integrate religious and civic values more holistically into national character education policies. Future research is recommended to explore cross-regional or longitudinal analyses to evaluate the long-term impact of character education across diverse educational settings.
Evaluasi Program Pembelajaran di PAUD Inklusi dengan Model Context, Input, Process, and Product (CIPP) Subar Junanto; Nur Arini Asmaul Kusna
INKLUSI Vol. 5 No. 2 (2018)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.27 KB) | DOI: 10.14421/ijds.050202

Abstract

The Context, Input, Process, and Product (CIPP) evaluation model is commonly used to evaluate a program, including a learning program. This study aimed at assessing the implementation of the learning program in Inclusive Early Childhood Education (PAUD) using the CIPP model. This is a qualitative study at the Lazuardi Kamila GIS Surakarta Pre-kindergarten and Kindergarten. Data are collected through observation and interviews. The finding of the context evaluation showed that in the planning, the therapist and the teacher coordinated to determine the material. The input evaluation showed the availability of necessary facilities provided by the school. In the process evaluation showed that children with disabilities were educated in the same class and curriculum with other students and curriculum; only their assessment was made different as reflected in the IEP (Individualized Education Program). Product evaluation showed that Pra TK-TK Lazuardi Kamila GIS Surakarta has provided an inclusive education.[Evaluasi dengan model Context, Input, Process, and Product (CIPP) digunakan untuk menilai sebuah program, termasuk program pembelajaran. Penelitian ini bertujuan untuk mengevaluasi pembelajaran di sebuah Pendidikan Anak Usia Dini (PAUD) inklusif dengan menggunakan model evaluasi CIPP. Penelitian ini adalah penelitian deskriptif kualitatif dengan pendekatan studi kasus di Pra TK dan TK Lazuardi Kamila Global Islamic School Surakarta. Metode pengambilan data meliputi observasi dan wawancara terhadap guru pendamping Khusus (GPK), guru kelas, dan kepala sekolah. Hasil evaluasi context menunjukkan bahwa pada aspek perencanaan pembelajaran, terapis dan guru berkoordinasi untuk menentukan materi yang akan diberikan ke siswa. Evaluasi input menunjukkan  ketersediaan sarana prasarana yang didukung oleh alat-alat dari Pelangi. Evaluasi proses menunjukkan pembelajaran antara peserta didik reguler dengan anak difabel disamakan dan hanya ketika evaluasi untuk anak difabel sesuai dengan IEP (Individualized Education Program) yang telah ditentukan terapis dan guru sentra. Evaluasi produk menunjukkan bahwa layanan inkusi telah dilakukan oleh  lembaga ini.]
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Wahid Abdul Wahid Ari Priyono Aryn Widawati Fajrin, Latifah Permatasari Hanik Fitriyatun Kurniasari, Diyah Kusnul Khotimah Latifah Permatasari Fajrin Latifah Permatasari fajrin Layla Dzurriyyatur Rohmah Mila Faila Shofa Muhammad Habib Rosyidi Muhammad Munadi Muntaha, Muntaha Nur Arini Asmaul Kusna Priyono, Ari Putri Rizqiyah Rahmawati Putri Rizqiyah Rahmawati Retno Wahyuningsih Retno Wahyuningsih Rifda Syafiqoh Nur’aini Rosida Nur Syamsiyati Sri Setyowati Sukma Wisnu Pamungkas Syahir Naashiruddin Tri Utami Tuanaya, Rugaya