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All Journal Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Journal of Education and Instruction (JOEAI) Voices of English Language Education Society Education Journal : Journal Educational Research and Development Journal of Elementary School (JOES) Jurnal Kiprah Pendidikan Education and Counseling Journal SENTRI: Jurnal Riset Ilmiah JECIE (Journal of Early Childhood and Inclusive Education) EDUCATIONE: Journal of Education Research and Review Jurnal Mitra Dedikasi Masyarakat Jurnal kiprah pendidikan
Noviyanti, Ade Irma
Universitas PGRI Argopuro Jember
Aerospace Engineering Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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TINJAUAN LITERATUR TENTANG PENGELOLAAN MANAJEMEN PENDIDIKAN INKLUSI DI ERA MASYARAKAT MADANI Noviyanti, Ade Irma; Ade Chandra, Ratnasari Dwi; Budiyanto, Budiyanto; Sartinah, Endang Pudjiastuti
Consilium: Education and Counseling Journal Vol 5 No 1 (2025): EDISI : MARET
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v5i1.5705

Abstract

Pendidikan inklusi merupakan salah satu konsep pendidikan yang semakin mendapatkan perhatian di Indonesia, seiring dengan perkembangan kesadaran akan pentingnya pendidikan yang setara bagi semua lapisan Masyarakat. pengelolaan manajemen pendidikan inklusi di masyarakat madani masih terbatas, sehingga penelitian ini bertujuan untuk mengisi kesenjangan tersebut dengan melakukan tinjauan literatur yang lebih mendalam. Penelitian ini akan mengkaji pengelolaan pendidikan inklusi dari berbagai perspektif, baik dari aspek kebijakan, kurikulum, infrastruktur, hingga tantangan sosial yang dihadapi dalam penerapannya. Masyarakat Madani merujuk pada masyarakat yang berkembang dengan nilai-nilai keadilan, kemanusiaan, dan kebersamaan yang didasarkan pada norma-norma sosial dan agama. Dalam konteks ini, pendidikan inklusi tidak hanya dianggap sebagai kewajiban negara, tetapi juga sebagai tanggung jawab bersama setiap individu dalam masyarakat. Kurikulum Pendidikan Inklusi yang Masih Kurang Adaptif adalah tinjauan bahwa kurikulum pendidikan yang diterapkan di banyak sekolah belum sepenuhnya responsif terhadap kebutuhan siswa dengan berbagai disabilitas atau keterbatasan. Meskipun ada beberapa sekolah yang sudah mulai merancang kurikulum yang lebih inklusif, namun implementasi di lapangan masih terbatas.
STRATEGI PENGAJARAN YANG EFEKTIF DALAM KELAS INKLUSI: PERSPEKTIF GURU DAN SISWA SLBN DI KABUPATEN JEMBER Kurnia, Nury; Noviyanti, Ade Irma; Wijaya, Pipit Rika
Consilium: Education and Counseling Journal Vol 5 No 1 (2025): EDISI : MARET
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v5i1.5491

Abstract

Pendidikan inklusi merupakan salah satu bentuk pendekatan pendidikan yang semakin diperkenalkan dan diterapkan di berbagai negara, termasuk Indonesia. Fenomena terkini menunjukkan bahwa meskipun banyak sekolah SLBN di kabupaten Jember yang telah mengimplementasikan pendidikan inklusi, kualitas pengajaran yang diberikan di kelas inklusi masih bervariasi. Berdasarkan data dari Pusat Data dan Statistik Pendidikan (PDSP) Kementerian Pendidikan dan Kebudayaan Indonesia, sekitar 45% sekolah yang melaksanakan pendidikan inklusi mengakui bahwa mereka kesulitan dalam menyediakan sumber daya yang memadai, baik dari segi materi ajar, alat bantu pengajaran, maupun pelatihan untuk guru. Adapun penelitian ini untuk menganalisis strategi yang efektif dalam pembelajaran di kelas inklusi di SLBN kabupaten jember, Adapun temuan yang diperoleh adalah Strategi Pengajaran yang Digunakan Guru Guru di kelas inklusi umumnya menggunakan berbagai strategi untuk menciptakan pembelajaran yang inklusif, antara lain: Differentiated Instruction (Instruksi Terbeda): Guru memberikan materi pelajaran yang disesuaikan dengan kemampuan dan kebutuhan siswa. Pembelajaran Kooperatif: Guru pada sekolah inklusi mendorong kerja sama antar siswa melalui kegiatan kelompok. Ini membantu siswa dengan kebutuhan khusus untuk belajar dari teman sekelas mereka yang lebih mampu dan yang ketiga adalah Penggunaan Media dan Teknologi: diantaranya adalah Aplikasi seperti Khan Academy, Duolingo, atau Learning Ally, Video edukasi di platform seperti YouTube, Edpuzzle, atau Khan Academy dll.
INTEGRASI TEKNOLOGI DIGITAL UNTUK MENDUKUNG MANAJEMEN PERILAKU DAN PEMBELAJARAN BAHASA INGGRIS PADA ANAK PAUD INKLUSIF Wijaya, Pipit Rika; Noviyanti, Ade irma; Kurnia, Nury
Consilium: Education and Counseling Journal Vol 5 No 2 (2025): Edisi: Agustus
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v5i2.6361

Abstract

Penilitian ini membahas integrasi teknologi digital dalam pembelajaran bahasa Inggris serta manajemen perilaku anak di Pendidikan Anak Usia Dini (PAUD) inklusif di Indonesia. Dengan semakin berkembangnya teknologi, pemanfaatan alat digital dalam pembelajaran diharapkan dapat meningkatkan efektivitas proses belajar mengajar, khususnya dalam mengajarkan bahasa Inggris kepada anak-anak dengan beragam kebutuhan. Selain itu, teknologi juga dapat mendukung pengelolaan perilaku anak, membantu menciptakan lingkungan belajar yang inklusif dan mendukung perkembangan sosial-emosional anak. Penelitian ini menganalisis penerapan teknologi digital seperti aplikasi interaktif, media pembelajaran berbasis video, dan alat bantu komunikasi visual dalam mengatasi tantangan yang dihadapi oleh pendidik dalam manajemen perilaku dan pengajaran bahasa. Hasil penelitian menunjukkan bahwa integrasi teknologi ini memberikan dampak positif dalam peningkatan motivasi belajar, keterlibatan anak, serta pengelolaan perilaku yang lebih efektif dalam kelas inklusif.
STRATEGI PENGUATAN MANAJEMEN KOLABORATIF ORANG TUA DAN GURU DALAM MENINGKATKAN KUALITAS LAYANAN PAUD Noviyanti, Ade Irma; Pipit Rika Wijaya; Sugihartatik
Jurnal Mitra Dedikasi Masyarakat Vol. 2 No. 1 (2025): Edisi Juni
Publisher : Yayasan Bakti Cendekia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70305/jmdm.v2i1.129

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru PAUD dalam membangun manajemen kolaboratif dengan orang tua sebagai upaya peningkatan kualitas layanan pendidikan anak usia dini. Pengabdian ini dilaksanakan di Kabupaten Jember dengan pendekatan partisipatif berbasis workshop dan pendampingan. Hasil identifikasi awal menunjukkan bahwa keterlibatan orang tua dalam layanan PAUD masih terbatas dan belum dikelola secara sistematis. Melalui pelatihan dan simulasi, guru PAUD diberikan pemahaman konseptual dan keterampilan praktis dalam menjalin kemitraan yang efektif. Peserta pelatihan menyusun rencana aksi kolaboratif yang kemudian diimplementasikan di lembaga masing-masing dengan pendampingan dari tim pengabdian. Hasil kegiatan menunjukkan adanya peningkatan pengetahuan, sikap, dan keterampilan guru dalam membangun kolaborasi, serta terbentuknya jejaring komunikasi antar guru PAUD. Penguatan manajemen kolaboratif ini terbukti menjadi strategi efektif dalam mendukung peningkatan mutu layanan PAUD di tingkat lokal.
SOCIODRAMA-BASED EDUCATION: IMPROVING STUDENTS’ POSITIVE SELF-CONCEPTS IN INDONESIAN SECONDARY SCHOOLS Veryanto, Setiya; Noviyanti, Ade Irma; Masyitoh, Dewi
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.108

Abstract

Many Indonesian junior high school students experience challenges in developing a positive self-concept, often leading to diminished academic motivation and social adaptation. This study aimed to examine the effectiveness of sociodrama—a role-play-based experiential learning technique—within an educational context to improve the positive self-concept of seventh-grade students at SMPN 1 Kalibaru. Employing a quantitative quasi-experimental design with a modified equivalent time series framework, the study purposively selected ten students identified with low self-concept for four sociodrama intervention sessions. Pre-test and post-test measurements were analyzed using the Wilcoxon Signed Rank Test. The findings revealed a statistically significant increase in self-concept scores among all participants (p = 0.005) after the intervention, moving them from a low to a medium self-concept category. These results demonstrate the potential of group-based, experiential interventions in education for fostering self-awareness, confidence, and interpersonal skills during early adolescence. The study's contribution lies in providing robust empirical evidence for the integration of sociodrama in educational counseling practices in Indonesia. Practically, these results suggest that sociodrama can be adopted by school counselors and educators as an effective tool to address students’ psychosocial development needs. Future research is recommended to employ larger and more diverse samples, utilize randomized controlled trials, and explore the long-term effects of such interventions across varied educational settings.
Pelaksanaan Layanan Konseling Individu dengan Teknik Cognitive Defusion dalam Menumbuhkan Rasa Percaya Diri pada Siswa Kelas X di MAN Lumajang Haniyah, Rafidah; Noviyanti, Ade Irma; Sukmawati, Bhennita
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 8 (2025): SENTRI : Jurnal Riset Ilmiah, Agustus 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i8.4517

Abstract

This study aims to examine the effectiveness of individual counseling services using the Cognitive Defusion technique in improving the self-confidence of tenth-grade students at MAN Lumajang. This technique, which is part of the Acceptance and Commitment Therapy (ACT) approach, helps individuals reduce the influence of negative thoughts by changing their perspective rather than eliminating the thoughts themselves. The background of this research lies in the low level of self-confidence among students, characterized by feelings of inferiority, self-doubt, fear of speaking in public, and withdrawal from social interactions. Such conditions hinder the learning process, social interaction, and personal development. This study employed a descriptive qualitative approach with two tenth-grade students identified as having low self-confidence based on initial observation and recommendations from school counselors. Data were collected through interviews, observations, and documentation, and validated through source triangulation. The results indicated that the application of Cognitive Defusion techniques in individual counseling enhanced students’ courage to speak, participate, and interact with peers. In conclusion, individual counseling using the Cognitive Defusion technique is effective in fostering students’ self-confidence.
Implementation of Individual Counseling of Cognitive Dispute Techniques to Improve the Psychological Welfare of Junior High School Students Ermawati, Luluk; Ulwiyah, Imaratul; Noviyanti, Ade Irma
Jurnal Kiprah Pendidikan Vol. 4 No. 4 (2025): Jurnal Kiprah Pendidikan | Oktober 2025 (In Press)
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i4.p785-795

Abstract

This study aims to implement and evaluate the effectiveness of individual counseling with cognitive dispute techniques in improving the psychological well-being of grade VII students at SMP IT Grafika Pesanggaran. The background of this study is based on the importance of psychological well-being in early adolescence, especially in dealing with academic, social, and emotional pressures in the school environment. The research method used is quantitative experimental with a single subject research (SSR) approach and A-B design, consisting of a baseline phase (A) and an intervention phase (B). The research subjects were selected purposively, namely grade VII students who had a low level of psychological well-being based on the results of initial measurements. The intervention was given in the form of individual counseling using cognitive dispute techniques, which is the process of helping students recognize and dispute irrational or negative thoughts that hinder their well-being. During the counseling process, repeated measurements were taken to see any changes in the psychological condition of students before and after the intervention. The results of this study are expected to show an increase in aspects of students' psychological well-being after being given intervention, such as increased self-confidence, self-control, meaning of life, and positive relationships with others. In addition, this study also provides a practical overview of the application of cognitive counseling techniques in the context of education and guidance in schools. This research not only contributes to the field of guidance and counseling, but also becomes a reference for BK teachers and education practitioners in developing counseling services based on cognitive approaches to support students' mental health as a whole..
Enhancing EFL Instruction in Special Needs Education: Integrating Multimodal Digital Tools and Deep Learning Strategies Prystiananta, Nostalgianti Citra; Noviyanti, Ade Irma
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29411

Abstract

Special Needs Education (SNE) faces persistent challenges, particularly in teaching English as a Foreign Language (EFL) to students with disabilities. Limited teacher preparedness, insufficient professional development, and underutilized digital resources contribute to these difficulties, calling for more inclusive instructional approaches. This study explores how multimodal digital tools and deep learning pedagogical strategies—emphasizing higher-order thinking and critical reflection—can support teacher competence and instructional quality in EFL classrooms within the SNE context. Employing a mixed-methods design, the study involved 50 teachers from integrated schools for students with special needs in Indonesia, spanning primary to high school levels. These teachers participated in a professional development program focused on designing interactive digital books using the Book Creator platform. The findings of this study reveal that integrating multimodal digital tools contributed to increased engagement, accessibility, and differentiated instruction for students. At the same time, deep learning strategies encouraged more reflective and adaptive teaching practices. Nevertheless, challenges such as limited access to technology and the need for ongoing training continue to affect implementation. The study recommends sustained institutional support and targeted professional development to promote more inclusive and responsive EFL instruction in special education settings.
Implementasi Disiplin Positif untuk Anak Usia Dini Wijaya, Pipit Rika; Noviyanti, Ade Irma; Hidayanto, Nova Eko
JECIE (Journal of Early Childhood and Inclusive Education) Vol. 7 No. 2 (2024): Juli
Publisher : Program Studi PG PAUD - FKIP - UNIPAR JEMBER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jecie.v7i2.1901

Abstract

Penelitian ini berfokus pada implementasi disiplin positif untuk anak usia dini sebagai pendekatan alternatif dalam pendidikan. Latar belakang penelitian ini adalah pentingnya penerapan disiplin yang mendukung perkembangan karakter, nilai, dan perilaku positif pada anak. Penelitian ini menggunakan metode kualitatif deskriptif untuk memahami dan menjelaskan fenomena disiplin positif dalam konteks pendidikan anak usia dini. Data dikumpulkan melalui observasi langsung dan studi literatur dari jurnal ilmiah yang relevan. Tujuan penelitian ini adalah untuk mengidentifikasi strategi efektif dalam penerapan disiplin positif, memahami dampaknya terhadap perkembangan anak, dan mengevaluasi tantangan yang dihadapi dalam implementasinya. Hasil penelitian menunjukkan bahwa disiplin positif meningkatkan perilaku positif anak, memperbaiki hubungan antara anak dan pendidik, serta meningkatkan keterlibatan dan dukungan orang tua. Namun, tantangan seperti konsistensi penerapan dan pemahaman mendalam tentang disiplin positif perlu diatasi. Penelitian ini menyimpulkan bahwa disiplin positif merupakan pendekatan yang efektif dalam mendidik anak usia dini dan memberikan rekomendasi untuk pengembangan program yang mendukung implementasinya di lembaga pendidikan anak usia dini.
Implementation of Individual Counseling of Cognitive Dispute Techniques to Improve the Psychological Welfare of Junior High School Students Ermawati, Luluk; Ulwiyah, Imaratul; Noviyanti, Ade Irma
Jurnal Kiprah Pendidikan Vol. 4 No. 4 (2025): Jurnal Kiprah Pendidikan | Oktober 2025 (In Press)
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v4i4.p785-795

Abstract

This study aims to implement and evaluate the effectiveness of individual counseling with cognitive dispute techniques in improving the psychological well-being of grade VII students at SMP IT Grafika Pesanggaran. The background of this study is based on the importance of psychological well-being in early adolescence, especially in dealing with academic, social, and emotional pressures in the school environment. The research method used is quantitative experimental with a single subject research (SSR) approach and A-B design, consisting of a baseline phase (A) and an intervention phase (B). The research subjects were selected purposively, namely grade VII students who had a low level of psychological well-being based on the results of initial measurements. The intervention was given in the form of individual counseling using cognitive dispute techniques, which is the process of helping students recognize and dispute irrational or negative thoughts that hinder their well-being. During the counseling process, repeated measurements were taken to see any changes in the psychological condition of students before and after the intervention. The results of this study are expected to show an increase in aspects of students' psychological well-being after being given intervention, such as increased self-confidence, self-control, meaning of life, and positive relationships with others. In addition, this study also provides a practical overview of the application of cognitive counseling techniques in the context of education and guidance in schools. This research not only contributes to the field of guidance and counseling, but also becomes a reference for BK teachers and education practitioners in developing counseling services based on cognitive approaches to support students' mental health as a whole..
Co-Authors Bhennita Sukmawati Budiyanto Budiyanto Damayanti, Selina Endang Pudjiastuti Sartinah Ermawati, Luluk Firman Ashadi H.B.A Jayawardana Haniyah, Rafidah Hidayanto, Nova Eko Kurnia, Nury Masyitoh, Dewi Nike Norma Epriliyana Nike Norma Epriliyana Nury Kurnia Pipit Rika Wijaya Prystiananta, Nostalgianti Citra Ratnasari Dwi Ade Chandra Rina Sugiarti Dwi Gita Rina Sugiarti Dwi Gita Sholeha, lutviatus Sholehah, Lutviatus Sugihartatik Susana Aja Ulwiyah, Imaratul Veryanto, Setiya Wijaya, Pipit Rika