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All Journal Indonesian Journal of Islam and Muslim Societies Jurnal Pendidikan Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Muslim Education Review Journal of Contemporary Issues in Elementary Education Journal on Mathematics Education COUNS-EDU: The International Journal of Counseling and Education
Dellarosa, Maretha
The Ohio State University
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Conceptualizing Muslim identity in the US, post-9/11 Maretha Dellarosa
Indonesian Journal of Islam and Muslim Societies Vol 12, No 2 (2022): Indonesian Journal of Islam and Muslim Societies
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijims.v12i2.369-392

Abstract

This article examines the conception of Muslim identity by Muslim teachers in the broader Islamophobic American social environment and the ways they support young Muslim children. To answer these questions, this article employs a qualitative case study by observing and interviewing Muslim teachers who teach kindergarteners in a Sunday school program. Drawing on identity, social identity, and intersectionality as theoretical frameworks, the findings from this study demonstrate that the interpretation of good Muslim and Islamic principles serve as an instrument to conceptualize Muslim teachers’ identity.
Nurturing Young Muslim Students as Part of Minority Group in American Society Dellarosa, Maretha; Windarto, Titus Eko
Muslim Education Review Vol. 3 No. 1 (2024)
Publisher : UIII Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56529/mer.v3i1.180

Abstract

Placing a religious foundation in the early generation presents challenges for Muslims, especially when religion is not part of academic curricula. Even though there has been debates on religious teaching, the significance of infusing religious values remains unquestionable in students’ lives. Those who need to deepen their religious faith enroll in religious classes outside school activities. The present article sets out to examine two Muslim teachers’ efforts to nurture young Muslims’ identity and the challenges they encounter. In doing so, this study employs the Early Years Foundation Stage (EYFS) and identity theory as theoretical frameworks. The findings of this qualitative study add to the literature on the importance of nurturing Muslim students’ identity in a non-Muslim country, the U.S. This is important because the ongoing hate against Islam in a post-9/11 world causes Muslim and Muslim-looking students to face religious discrimination on academic grounds. We argue that infusing Islamic values to young Muslim students serves as a strong foundation for students’ spiritual development.
Sustaining Culture among the Young Indonesian Generation Dellarosa, Maretha; Muhimmah, Hitta Alfi; Julianto, Julianto; Wicaksono, Vicky Dwi; Sukartiningsih, Wahyu; Mulyani, Mulyani; Mizan, Saeful
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.49365

Abstract

Teaching in a multicultural country such as Indonesia presents unique challenges. This paper examines how teachers envision diversity and how they build an inclusive learning environment in a multicultural classroom community. To address these questions, qualitative study was employed. Data collected included semi-structured interviews, journals, observations, class documentation, and relevant documents. In addition, the data gathered were analyzed thematically. This research requires the participation of two teachers who dedicated their time to teaching students in early childhood education. The study underscores various activities in teaching diversity to young generations that can inspire other teachers who want to foster a classroom environment where an individual's uniqueness is valued and nurtured. Also, several aspects of diversity are discussed.
PELATIHAN PENYUSUNAN PROGRAM SEKOLAH ANTI BULLYING: PELATIHAN PENYUSUNAN PROGRAM SEKOLAH ANTI BULLYING Wicaksono, Vicky Dwi; Dellarosa, Maretha; Muhimmah, Hitta Alfi; Sukartiningsih, Wahyu; Mulyani; Julianto
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 4 No 2 (2024): Volume 4, Nomor 2, Juli 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v4n2.p87-93

Abstract

Bullying in the educational environment is in the spotlight of society and social media. Data from KPAI for 2021 recorded 2,982 cases of violence against children, of which 157 were cases of bullying. Educational institutions, as producers of human resources, are expected to create a safe and friendly environment for students, but in reality there are still many cases of bullying. Therefore, preparing an anti-bullying training program is very necessary. This training aims to equip teachers with knowledge and skills in developing a holistic anti-bullying program, creating a safe, comfortable learning environment and supporting student development. The methods used in implementing this training activity include lectures, questions and answers, discussions, giving assignments, and independent practice. The results of the training showed that teachers acquired the skills to design effective anti-bullying programs. From the pretest results, data on teacher understanding of bullying was 75.2%. After participating in the training, results increased to 80.5%. Evaluation through a training questionnaire showed that 93.5% of participants felt helped by this training. This training makes a positive contribution in creating a learning environment that is free from bullying at the elementary school level, and supports the creation of schools that are inclusive, innovative and relevant to current developments. Keywords: Program, anti-bullying, elementary school
MONOPOLY GAME TO IMPROVE STUDENTS’ LEARNING OUTCOMES Dellarosa, Maretha; Nafisah, Durrotun
Journal of Contemporary Issue in Elementary Education Vol. 2 No. 2 (2024): Desember 2024
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jciee.v2i2.9766

Abstract

Based on preliminary research, results demonstrated that the learning process in the fifth grade still uses conventional teaching methods without using interactive learning media. This research aims to develop Monopoly Game learning media on biodiversity topics by using Research and Development (R&D), ADDIE model. This model consists of five stages: analyzing, designing, developing, implementing, and assessing. The subjects of the current research were fifth graders at a public elementary school in East Java province, Indonesia. Data collections included media and learning device validation sheets, observation during learning activities, and students’ test results. The data obtained was analyzed by using Likert Scale, especially on validation data and test results to determine the evaluation of the result of media use. From the validation expert, the result shows that the Monopoly game received 81.82% and 80.77% which was included in the very feasible category. Based on the results of students’ learning outcomes, it is proven that the influence of Monopoly media significantly improved the students’ learning outcomes, by 40.09% compared to conventional teaching which was only able to increase their grade by 31.02%. The results emphasize that monopoly learning media improves students' learning outcomes.
PELATIHAN MODUL AJAR BERDIFERENSIASI DI SEKOLAH INKLUSIF : PELATIHAN MODUL AJAR BERDIFERENSIASI DI SEKOLAH INKLUSIF Wicaksono, Vicky Dwi; Muhimmah, Hitta Alfi; Sukartiningsih, Wahyu; Julianto; Mulyani; Dellarosa, Maretha
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 5 No 1 (2025): Volume 5, Nomor 1, Januari 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v5n1.p24-31

Abstract

The differentiated instruction approach is one of the strategies aimed at creating inclusive learning. This training for creating differentiated teaching modules is designed for elementary school teachers as an effort to create innovative and relevant inclusive schools in the era of the Industrial Revolution 4.0. Differentiated teaching modules are collections of learning modules developed to accommodate students' diverse learning needs. Therefore, it is crucial for teachers to understand how to design these modules to achieve effective and enjoyable learning for students. This training explores the use of differentiated teaching modules as an effective teaching tool, enabling teachers to create engaging, interactive, and student-centered learning materials. The methods used in this training include lectures, Q&A sessions, discussions, assignments, and independent practice. The results of this training indicate that 98% of teachers feel supported by the training in creating differentiated teaching modules, which aids in the growth and development of students. Keywords:Teaching Modules, Differentiation, Inclusive School
Exploring mathematics concepts in Palestinian Keffiyeh motifs: An autoethnographic study Fathir, Amrul Huda; Mariana, Neni; Dellarosa, Maretha; Gunansyah, Ganes; Alsulami, Naif Mastoor
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp159-178

Abstract

Culturally significant artifacts have long been recognized in ethnomathematics as sites where mathematical ideas are embedded and expressed through visual and symbolic forms. However, research remains limited on how such artifacts—particularly those originating beyond local classroom cultures—can be systematically analyzed to reveal mathematical structures relevant to school mathematics. Addressing this gap, the present study explores the mathematical concepts embedded in Palestinian Keffiyeh motifs and examines their potential relevance for mathematics learning, with a particular focus on geometry. Adopting a qualitative autoethnographic approach, the study draws on narrative writing and dialogic engagement with relevant literature to examine recurring structural patterns within Keffiyeh designs. The analysis identifies three central mathematical structures: tessellation generated through geometric transformations, hierarchical composition of planar shapes, and layered symmetry operating at both global and sub-unit levels. To enhance interpretive rigor and curricular alignment, an in-depth interview was conducted with a mathematics education expert to validate the identified mathematical interpretations and clarify their correspondence with school-level geometry concepts. The findings suggest that Keffiyeh motifs exemplify sophisticated geometric organization and reveal cross-cultural commonalities in mathematical patterning found in culturally meaningful artifacts. From a pedagogical perspective, these motifs offer rich contexts for geometry instruction through visualization tasks, construction and decomposition activities, and formative assessment of students’ geometric reasoning. While the study does not provide empirical classroom-based evidence, it contributes conceptually and methodologically to ethnomathematics by demonstrating how reflective and dialogic inquiry can be used to systematically uncover mathematical meaning in cultural artifacts. Limitations related to interpretive subjectivity are acknowledged, and directions for future classroom-based and cross-cultural research are outlined.
Does spirituality correlate with students’ empathy during covid-19 pandemic? the case study of Indonesian students Fitriyah, Fifi Khoirul; Saputra, Nopriadi; Dellarosa, Maretha; Afridah, Wiwik
COUNS-EDU: The International Journal of Counseling and Education Vol. 5 No. 3 (2020)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020200527820

Abstract

Covid-19 pandemic has affected all parts of human life. It affects health, as well as socio and economic aspects. In this situation, high empathy should follow the implementation of physical distancing to reduce the spread of the virus. However, anti-social behavior has mostly materialized. This study aims to explore the spiritual effect on students' empathy during the Covid-19 pandemic. It observes if spirituality predicts empathy and the other way around. 1004 university students from 65 universities in East Java, Indonesia, were recruited to give responses from a set of questionnaires. Smart-PLS application was used to analyze the statistical data. Findings uncovered that this measurement model is valid and reliable for spirituality (Spiritual Assessment Scale=SAS) and empathy (Interpersonal Reactivity Index=IRI) construct. Through a structural model, our study also found that spirituality and empathy have a significant reciprocal relationship (with a path coefficient of 0.564). Spirituality predicts empathy and the other way around. Our findings suggest that universities' counseling units apply spiritual strategies in counseling activities to accelerate students' empathy during the Covid-19 pandemic and to anticipate the future crisis.
EFEKTIVITAS MEDIA PEMBELAJARAN JANGKAR (JENGA KARTU AUGMENTED REALITY) TERINTEGRASI INDIGENOUS CULTURE DALAM MENINGKATKAN PEMAHAMAN KONSEP KEBERAGAMAN BUDAYA SISWA SEKOLAH DASAR Chesta Briliant Nayottama, Orniga; Metalin Ika Puspita, Ari; Dellarosa, Maretha; Pandu Paksi, Hendrik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47638

Abstract

Teaching about cultural diversity in the Pancasila Education course in elementary schools often faces challenges due to a lack of variety in the use of teaching materials, resulting in lessons that fail to provide concrete and meaningful learning experiences. This, in turn, leads to students’ suboptimal understanding of the concept of cultural diversity. This study aims to analyze the effectiveness of using JANGKAR (Jenga Augmented Reality Cards) media integrated with indigenous culture in enhancing elementary school students’ conceptual understanding of cultural diversity. The study employed a quantitative approach using a quasi-experimental design of the nonequivalent control group type. The research subjects consisted of 53 third-grade students at SDN Petemon XII/360 in Surabaya, with 27 students from Class III-A serving as the control group and 26 students from Class III-B as the experimental group. Data collection techniques utilized test instruments in the form of pretests and posttests, which were verified through Pearson Product Moment correlation validity and Cronbach’s Alpha reliability. The research data were analyzed using the Independent T-test, Cohen’s d effect size, and N-Gain. The results show that the independent t-test yielded a significance value of 0.040, indicating a significant difference between the test results of the experimental class and the control class. Additionally, the effect size test yielded a value of 0.5787, which falls into the moderate category, indicating a moderate effect of using the JANGKAR learning media integrated with indigenous culture. The N-Gain test yielded a value of 0.5859 or 58.59%, which falls into the moderate category, indicating that the media is quite effective. Thus, the JANGKAR (Jenga Augmented Reality Cards) learning media integrated with indigenous culture demonstrates sufficient effectiveness in improving students’ conceptual understanding of cultural diversity.
Co-Authors Abda Abda Afridah, Wiwik Alsulami, Naif Mastoor Chesta Briliant Nayottama, Orniga Durrotun Nafisah Fathir, Amrul Huda Fifi Khoirul Fitriyah Ganes Gunansyah JULIANTO Julianto Julianto Muhimmah, Hitta Alfi MULYANI Neni Mariana Nopriadi Saputra PANDU PAKSI, HENDRIK Puspita, Ari Metalin Ika Saeful Mizan, Saeful Vicky Dwi Wicaksono WAHYU SUKARTININGSIH Windarto, Titus Eko