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All Journal Publikasi Pendidikan Jurnal Pendidikan Dasar Nusantara Jurnal Inovasi Teknologi Pendidikan Pedagogi : Jurnal Penelitian Pendidikan Transformasi: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar Jurnal Gantang Briliant: Jurnal Riset dan Konseptual Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal Bidang Pendidikan Dasar Jurnal Dimensi Pendidikan dan Pembelajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Beta: Jurnal Tadris Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Jurnal Ilmiah Mandala Education (JIME) JARES (Journal of Academic Research and Sciences) PrimaryEdu - Journal of Primary Education Jurnal Didaktika Dwija Indria JPMI (Jurnal Pembelajaran Matematika Inovatif) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Ilmiah Profesi Pendidikan PAKAR Pendidikan Jurnal Pendidikan Dasar Perkhasa Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Journal Coaching Education Sports JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Inteligensi : Jurnal Ilmu Pendidikan Indonesian Journal of Primary Science Education (IJPSE) SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Journal for Lesson and Learning Studies Journal of Research in Instructional Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Edumatica: Jurnal Pendidikan Matematika Journal of Innovation and Research in Primary Education Eduvest - Journal of Universal Studies Indonesian Journal of Mathematics Education GEMBIRA (Pengabdian Kepada Masyarakat) Cybersecurity and Innovative Technology Journal EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Media Pendidikan Matematika
Slamet Arifin
SD Negeri Tanjungtirto Berbah Sleman Daerah Istimewa Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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The Integration of Digital Interactive Whiteboards in Elementary School Education: A Literature Review Based on the TPACK Framework Saputri, Kiki Niken; Anggraini, Ade Eka; Nusantara, Toto; Pristiani, Riska; Arifin, Slamet
Cybersecurity and Innovative Technology Journal Vol 4, No 1 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/citj.v4i1.880

Abstract

This study seeks to analyze and synthesize the outcomes of previous studies about the implementation of PID in elementary education using the TPACK framework as a framework for analysis. This study is a review of scientific literature that analyzes ten scientific articles found in national and international scientific journals accessed via the Google Scholar, ERIC, and ScienceDirect databases. The technique utilized in analyzing the data involves collecting, coding, organizing, and synthesizing the information derived from the research. Based on the findings of this study, PK and TPK are identified as the most dominant dimensions of TPACK in the process of implementing PID in the classroom setting. On the other hand, TK and TCK were recognized as the weakest elements among the ten articles examined. It can be inferred from these findings that teachers are more at ease discussing instructional matters and integrating technology in their teaching methods, but still have issues in terms of technical proficiency in using devices and integrating technology in the curriculum content. In addition, it was also noted that teachers who used student-centered pedagogy effectively developed transformative TPACK, while teachers who utilized teacher-centered pedagogy failed to do so. Contextual knowledge (CK) has similarly been found to be an essential variable in moderating the effectiveness of PID implementation in various school contexts. In summary, the results obtained in this study prove that the effectiveness of PID implementation in elementary schools is not only contingent upon the presence of technology tools and their use in training sessions, but more importantly, the effective implementation of PID relies on the appropriate combination of all the seven TPACK components, especially TK and TCK, a student-centered instructional model, and careful considerations of the teaching and learning context. Finally, it is recommended that there should be more holistic, collaborative, and sustainable professional development programs for teachers, as well as future studies involving experimental and longitudinal research designs to investigate the effects of different TPACK training approaches in elementary schools.
PERLINDUNGAN HAK ANAK DALAM PENELITIAN DIGITAL : TINJAUAN SISTEMATIS TERHADAP KERANGKA ETIKA DAN PEDOMAN Naidasari, Ulfi; Waliah, Diyah Rutin; Mas’ula, Siti; Arifin, Slamet
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5780

Abstract

This study aimed to identify and analyze ethical frameworks involving the protection of children’s rights in digital educational research, and to compare them with traditional research methods. Using a Systematic Literature Review (SLR) approach, the study explored empirical and theoretical literature related to the ethics of children’s digital education, with a focus on privacy, informed consent, and potential exploitation associated with digital technologies. Data were collected through systematic literature searches in Google Scholar and Scopus databases, followed by article selection using strict inclusion and exclusion criteria. Data analysis was conducted through thematic synthesis and quality appraisal of relevant studies. The findings show that although efforts have been made to develop strong ethical frameworks, significant gaps remain in their implementation, particularly in inadequate privacy policies and child protection within EdTech platforms. Participatory approaches in research are increasingly valued; however, traditional methods often limit the depth of data obtained. The study also highlights challenges posed by artificial intelligence, including algorithmic bias, privacy concerns, and reduced human oversight. In conclusion, the study recommends the development of more ethical AI design focusing on transparency, fairness, and stronger child participation as active agents in digital education ecosystems. It also emphasizes the need for policymakers and educators to adopt more inclusive, child-rights-based approaches in digital educational research and technology development.
IMPLEMENTASI ASESMEN BERDIFERENSIASI SEBAGAI UPAYA PERWUJUDKAN PENDIDIKAN BERKUALITAS PADA SEKOLAH INKLUSI DI KOTA MALANG Farizza, Rifqi Al; Waliah, Diyah Rutin; Arifin, Slamet; Ekawati, Ratna
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5625

Abstract

This study examines inclusive assessment as a fundamental paradigm shift grounded in the principles of equity and equal opportunity. It emphasizes recognizing and valuing student diversity, particularly the unique potential of students with special needs, rather than measuring conformity to a single standard. The implementation of formal assessment in inclusive schools requires extensive modifications and accommodations. Common accommodations include extended time and adjustments to assessment formats, such as large-print texts and illustrated questions. These are based on individual assessments and aligned with Individualized Education Programs (IEPs). In practice, most educators modify the content and format of standard assessments to ensure pedagogical fairness and provide equal opportunities for students to demonstrate their competencies. Beyond evaluation, modified assessment serves as a crucial diagnostic tool. It helps identify students’ learning needs, facilitates targeted interventions, and contributes to improved learning outcomes and self-confidence among students with special needs. Although its effectiveness depends on consistency, collaboration, and data-driven observation, modified assessment represents a meaningful commitment to valuing each student’s learning process and unique potential in inclusive education.
The role of visual representation in primary student’s ability to solve fraction word problems Aurelia, Davina; Arifin, Slamet; Faizah, Siti; Dewi, Radeni Sukma Indra; Ekawati, Ratna
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.729

Abstract

[English]: Difficulties in solving fraction word problems remain a persistent challenge in elementary mathematics education, as students struggle to translate written situations into appropriate mathematical representations and corresponding operations, or vice versa. This study explores how visual representation contributes to primary students’ ability to solve fraction word problems. Despite fractions being fundamental for mathematics advancement, students struggle with translating written problems into mathematical operations. Through a systematic literature review following the PRISMA framework, 28 peer-reviewed articles that were published between 2015 and 2025 were analyzed from Semantic Scholar, ERIC, and Scopus databases using the SPIDER tools for keyword selection. The findings reveal that area models were most frequently used, followed by number lines, bar models, and set models. Furthermore, the findings suggest that visual representations are associated with improved performance in solving fraction word problems and may support students’ conceptual understanding of fractions by organizing information and providing concrete illustrations of abstract concepts. [Bahasa]: Kesulitan dalam menyelesaikan soal cerita pecahan masih menjadi tantangan yang persisten dalam pendidikan matematika tingkat dasar, karena siswa mengalami kesulitan dalam menerjemahkan situasi soal tertulis menjadi representasi matematis yang tepat dan operasi yang sesuai atau sebaliknya. Penelitian ini mengkaji dampak representasi visual terhadap kemampuan siswa sekolah dasar dalam menyelesaikan soal cerita pecahan. Meskipun pecahan merupakan konsep dasar dalam perkembangan matematika, siswa sering kesulitan dalam menerjemahkan soal tertulis menjadi operasi matematika. Melalui tinjauan literatur sistematis berdasarkan kerangka kerja PRISMA, 28 artikel yang diterbitkan antara tahun 2015 dan 2025 dari database Semantic Scholar, ERIC, dan Scopus menggunakan alat SPIDER untuk pemilihan kata kunci. Temuan menunjukkan bahwa model area paling sering digunakan, diikuti oleh garis bilangan, model batang, dan model himpunan; selain itu, temuan tersebut juga mengindikasikan bahwa representasi visual berkaitan dengan peningkatan kemampuan dalam memecahkan soal cerita pecahan dan dapat mendukung pemahaman konseptual siswa tentang pecahan dengan cara mengorganisasikan informasi serta memberikan ilustrasi konkret atas konsep-konsep abstrak.
Penerapan pembelajaran diferensiasi pada pendidikan inklusi: studi kasus di sdn x kabupaten mojokerto Rofiqi, Ainur; Fauziyah, Fauziyah; Arifin, Slamet; Ekawati, Ratna
Didaktika Dwija Indria Vol 13, No 6 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i6.112676

Abstract

Inclusive education reflects a national commitment to guaranteeing every individual’s right to education, yet its implementation continues to face challenges. This study examines the complexity of implementing differentiated instruction at SDN X, Mojokerto Regency, as a representation of inclusive practices in public elementary schools. Using a case study design, the research involved classroom teachers, the principal, and parents as participants. Data were collected through validated interviews and classroom observations, then analyzed using data triangulation based on the Miles and Huberman framework. The findings reveal that differentiated instruction has been implemented through flexible content modification, the use of varied learning media, and adjustments to learning time. However, its implementation remains suboptimal due to the absence of Special Education Teachers and the lack of an inclusive education team. Theoretically, the study indicates that the effectiveness of differentiated instruction in inclusive settings depends not only on teachers’ pedagogical competence but also on strong collaboration between schools and parents through the Individualized Education Program (IEP). Practically, the findings highlight the need to strengthen structural support by providing Special Education Teachers, establishing an inclusion team, enhancing teacher capacity, and fostering sustained collaboration with relevant stakeholders to ensure more effective and sustainable implementation of differentiated instruction
Co-Authors Achmad Noerkhaerin Putra Ade Eka Anggraini Adi, Yogi Kuncoro Adip Wahyudi Alfan, Muhammad ALFARIS, RENALDY Alfikri Islami, Kaisra Alif Mudiono Amaliya, Fierda Nursitasari Anggraini, Dhea Ayu Annisa, Annisa Qadri Tanjung Annisa, Selfiana Atna Tiningrum Aurelia, Davina Aynin Mashfufah Cahyadi, Firman Cholis Sa’dijah Damopolii, Insar Dedi Kuswandi Dewi , Elsa Haruna Dewi, Elsa Haruna Dian Ratna Sari Eka Wahyudi Eldiana, Novia Frisda Fadani, Hikmah Al Fadholi, Amak Faizah, Siti Farizza, Rifqi Al Fatia Fatimah Fatmawati, Risdiana Andika Fauziah, Nanda Nissa Fauziyah Fauziyah Firmansyah, Muhammad Aris Fitriana, Evi Fitriyah, Siti Ni'matul Gestiardi, Rivan Hasanah, Annisa Hasporo, Cahyo Aji Imam Suyitno Imroatul Mufidah, Imroatul Imron, Ilmawati Fahmi Intan Sari Rufiana Isnaini Wulandari Izzati, Aulia Al Tsani khusnul khotimah Leba, Imanuel Herlimus M. Ramli M. Zainuddin Madzkiyah, Azizah Fathanatul Mardhatillah Mardhatillah, Mardhatillah Mariani, Sijah Maryanah, Maryanah Mauidah, Siti Maulana, Feri Fahrian Mirayanti Mirayanti, Mirayanti Mohammad Yusuf Randy Muhammad Zainuddin Mustofa, Ma'ruf Naana, Tesya Mahdaniya Ode Naidasari, Ulfi Nasir, Nur Indah Ririn Fitriani nita, Oknita Nurjati, Radya Wirawan Nursitasari Amaliya, Fierda Nurul Murtadho Ode Naana, Tesya Mahdaniya Oktaviani Adhi Suciptaningsih Perdana Putra, Dimas Bayu Pranitasari, Diah Pratiwi, Nike Prista, Dynda Putra, Halil Haqizul Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati, Ratna Ekawati Riska Pristiani Rofiqi, Ainur Rohmah, Minhatur Salam, Haerul Saputri, Kiki Niken Sentot Kusairi Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Siti Mas’ula Situmorang, Raja Uruk Sri Rahayuningsih Subanji Sudirman Sudirman Supriyono Supriyono SURAYANAH . Tanjung, Annisa Qadri Toto Nusantara Tuti Mutia WAHYUDI Wahyudi Wahyudi Waliah, Diyah Rutin Wanti, Astika Berliana Wicaksono, Adyatma Nugrahsanto Widiana, Galuh Tisna Widyawati, Nur