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Developing reinforcement of character education by implementing religious nationalism values Syakroni, Agus; Setyosari, Punaji; Murtadho, Nurul; Sulthoni, Sulthoni
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243819

Character education teaches ethical values in society and the state. It included religious nationalism values in the educational curriculum aimed at passing down the norms that apply to the life of a society. This study aimed to analyze the reinforcement of character education by implementing religious nationalism values in the school of Nasima, Method of this research used an ethnographic qualitative design. The research instruments utilized interview, observation, and documentation formats. Data collection was conducted by interviewing the foundation's chairman, school principal, teachers, and parents of students as core informants, and triangulation was carried out by interviewing educational supervisors and the education department of Semarang city. The results of the study revealed that reinforcement of character education by implementing religious nationalism values in the school of Nasima applied role play, exemplifying, the habituation of students to strengthening their good-manner behavioral culture, honesty, discipline, and the formation of religious nationalism character. The realization of education and religious character towards strengthening the values of nationalism can be implemented through four strategies, namely an integrated learning strategy between subjects carried out by teachers in the classroom, parental engagement strategy, school collaboration with society for strengthening the values of religious nationalism and their daily positive behavior through extracurricular activities and a partnership education strategy by involving agencies. government, private sector, religious leaders, and community leaders.

The Effectiveness of the TEACCH Model in Improving Joint Attention in Early Childhood Autistic Children: A Case Study at SLB River Kids Yenni, Safrina; Setyosari, Punaji; Degeng, Nyoman Sudana; Sulthoni
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26329

This study aimed to evaluate the effectiveness of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) model in improving joint attention skills in early childhood autistic children at SLB Autisme River Kids in Malang City. The TEACCH model emphasizes structured learning environments to enhance comprehension for autistic children. This approach involves physical structure, where learning spaces are clearly organized to minimize confusion and provide predictability. Visual schedules help children understand the sequence of activities and prepare them for transitions between tasks. Structured tasks ensure that activities are presented systematically, allowing children to complete them independently. Additionally, visual supports, such as images, symbols, or text-based cues, assist in reinforcing instructions, fostering autonomy, and reducing anxiety in the learning process. Data were analyzed using reduction, display, and inference techniques, with source triangulation to ensure validity. The results of the study showed that the TEACCH approach significantly (p < 0.05) improved joint attention skills in autistic children. Subjects demonstrated improvements in sharing attention with teachers or peers, an enhanced ability to follow visual instructions, and a reduction in maladaptive behaviors. The discussion highlighted that visual structures provide clarity, reduce anxiety, and increase children's participation in learning. However, this study confirms that a visually structured approach should be widely implemented in inclusive schools to support the social and communicative development of autistic children. The findings suggest that TEACCH-based interventions can serve as an effective educational strategy, not only in special education settings but also in mainstream classrooms aiming to accommodate neurodiverse learners.

Spontaneous Respiration Intubation as a Cornerstone of Multidisciplinary Management for Delayed Tracheoesophageal Fistula Repair in a Critically Ill Neonate Sulthoni; Dino Irawan; Novita Anggraeni; Nopian Hidayat; T Addi Saputra
Bioscientia Medicina : Journal of Biomedicine and Translational Research Vol. 10 No. 1 (2026): Bioscientia Medicina: Journal of Biomedicine & Translational Research
Publisher : HM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37275/bsm.v10i1.1474

Background: The perioperative management of neonates with esophageal atresia and Type C tracheoesophageal fistula (EA/TEF) is exceptionally challenging, particularly in cases of delayed diagnosis complicated by aspiration pneumonia and congenital heart disease. The primary anesthetic risk is catastrophic gastric insufflation and hemodynamic collapse from positive pressure ventilation (PPV) before fistula control. This report details a successful multidisciplinary strategy centered on an airway technique that preserves spontaneous ventilation. Case presentation: A 16-day-old, 2.5 kg female neonate with Type C EA/TEF presented for surgical repair following a delayed referral. The case was critically complicated by severe aspiration pneumonia (cultures positive for Klebsiella pneumoniae), which was managed with targeted antibiotic therapy, and hemodynamically significant congenital heart defects (2.5 mm patent ductus arteriosus, 3 mm patent foramen ovale). After 48 hours of intensive cardiorespiratory and nutritional optimization in the neonatal intensive care unit (NICU), the patient underwent surgery. To circumvent the life-threatening risks of PPV, an inhalational induction with sevoflurane was performed, maintaining spontaneous ventilation. The airway was secured via direct laryngoscopy without neuromuscular blockade. A right extrapleural thoracotomy, fistula ligation, and primary esophageal anastomosis were successfully performed. Intraoperative lung retraction-induced desaturation was managed with coordinated surgeon-anesthetist maneuvers. The postoperative course was uneventful. Conclusion: In a high-risk neonate with delayed TEF presentation and profound cardiorespiratory compromise, securing the airway while maintaining spontaneous ventilation is a cornerstone of safe anesthetic practice. This approach, integrated within a comprehensive, multidisciplinary management plan, directly mitigates the risk of gastric perforation and cardiovascular collapse, thereby enabling a successful surgical repair and favorable outcome.

Spontaneous Respiration Intubation as a Cornerstone of Multidisciplinary Management for Delayed Tracheoesophageal Fistula Repair in a Critically Ill Neonate Sulthoni; Dino Irawan; Novita Anggraeni; Nopian Hidayat; T Addi Saputra
Bioscientia Medicina : Journal of Biomedicine and Translational Research Vol. 10 No. 1 (2026): Bioscientia Medicina: Journal of Biomedicine & Translational Research
Publisher : HM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37275/bsm.v10i1.1474

Background: The perioperative management of neonates with esophageal atresia and Type C tracheoesophageal fistula (EA/TEF) is exceptionally challenging, particularly in cases of delayed diagnosis complicated by aspiration pneumonia and congenital heart disease. The primary anesthetic risk is catastrophic gastric insufflation and hemodynamic collapse from positive pressure ventilation (PPV) before fistula control. This report details a successful multidisciplinary strategy centered on an airway technique that preserves spontaneous ventilation. Case presentation: A 16-day-old, 2.5 kg female neonate with Type C EA/TEF presented for surgical repair following a delayed referral. The case was critically complicated by severe aspiration pneumonia (cultures positive for Klebsiella pneumoniae), which was managed with targeted antibiotic therapy, and hemodynamically significant congenital heart defects (2.5 mm patent ductus arteriosus, 3 mm patent foramen ovale). After 48 hours of intensive cardiorespiratory and nutritional optimization in the neonatal intensive care unit (NICU), the patient underwent surgery. To circumvent the life-threatening risks of PPV, an inhalational induction with sevoflurane was performed, maintaining spontaneous ventilation. The airway was secured via direct laryngoscopy without neuromuscular blockade. A right extrapleural thoracotomy, fistula ligation, and primary esophageal anastomosis were successfully performed. Intraoperative lung retraction-induced desaturation was managed with coordinated surgeon-anesthetist maneuvers. The postoperative course was uneventful. Conclusion: In a high-risk neonate with delayed TEF presentation and profound cardiorespiratory compromise, securing the airway while maintaining spontaneous ventilation is a cornerstone of safe anesthetic practice. This approach, integrated within a comprehensive, multidisciplinary management plan, directly mitigates the risk of gastric perforation and cardiovascular collapse, thereby enabling a successful surgical repair and favorable outcome.

Developing reinforcement of character education by implementing religious nationalism values Agus Syakroni; Punaji Setyosari; Nurul Murtadho; Sulthoni Sulthoni
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243819

Character education teaches ethical values in society and the state. It included religious nationalism values in the educational curriculum aimed at passing down the norms that apply to the life of a society. This study aimed to analyze the reinforcement of character education by implementing religious nationalism values in the school of Nasima, Method of this research used an ethnographic qualitative design. The research instruments utilized interview, observation, and documentation formats. Data collection was conducted by interviewing the foundation's chairman, school principal, teachers, and parents of students as core informants, and triangulation was carried out by interviewing educational supervisors and the education department of Semarang city. The results of the study revealed that reinforcement of character education by implementing religious nationalism values in the school of Nasima applied role play, exemplifying, the habituation of students to strengthening their good-manner behavioral culture, honesty, discipline, and the formation of religious nationalism character. The realization of education and religious character towards strengthening the values of nationalism can be implemented through four strategies, namely an integrated learning strategy between subjects carried out by teachers in the classroom, parental engagement strategy, school collaboration with society for strengthening the values of religious nationalism and their daily positive behavior through extracurricular activities and a partnership education strategy by involving agencies. government, private sector, religious leaders, and community leaders.

The Effect of the Ergonomics of the Reggio Emilia Approach and Mastery Motivation on Early Childhood Independence Rolina, Nelva; Degeng, I Nyoman Sudana; Sulthoni, Sulthoni; Kuswandi, Dedi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8411

This study examines the effect of the Ergonomic of Reggio Emilia Approach (EoREA) and Mastery Motivation (MM) on Early Childhood Independence (ECI). Thus, the purpose is to determine the main and interaction effects of the treatment variables on ECI. There are three variables in the study, namely: the independent variable (EoREA), the moderator variable (MM), and the dependent variable (ECI). The quasi-experimental study used a 2 x 2 factorial design, and the subjects were students from Play Group. The results showed a difference in the ECI between learning using play environment arrangements according to the EoREA and NEoREA, as indicated by a significant F value (F = 20.441; p < 0.05). There was also a difference in the ECI between students with high and low MM, as indicated by F = 4.580; p < 0.05. It is also known that there was an interaction between the EoREA model and MM on the ECI, as evidenced by F = 9.478, p < 0.05. Thus, it can be concluded that the three hypotheses in this study have been proven, so that the EoREA model assisted by MM can be applied to stimulate ECI.

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