Article Per Year (5 Year)
p-Index From 2021 - 2026
3.415
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan dan Pengajaran Pendidikan Luar Biasa Jurnal Pengkajian dan Pengembangan Teknologi Pertanian Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika PSYMPATHIC AWLADY Jurnal Pendidikan Anak Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Kebutuhan Khusus Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Ilmiah Sekolah Dasar Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Hermanto
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 30 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 30 Documents
Search

 1   2   3 
The Influence of Competency on The Performance of Functional Officials with Equalization Pathway Istiyani Nuryati; Sujarwo Sujarwo; Hermanto Hermanto
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 14 No 1 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
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.v14i1.4791

Abstract

This research aims to examine competency's influence on functional officials' performance through equalization pathways. Employing an applied causal quantitative approach, the study surveyed functional officials from various universities, with 100 respondents. A questionnaire served as the instrument, encompassing variables such as competency, work motivation, work culture, and the performance of functional officials. Data analysis comprised descriptive and inferential analyses alongside multiple regression analysis techniques aimed at determining variable X's partial and simultaneous influence on variable Y. The findings revealed a positive correlation between competency (X) and performance (Y), indicating that higher competency levels corresponded to higher performance levels. In comparison, lower competency levels were associated with diminished performance. Thus, it can be inferred that a significant relationship exists between competency and the performance of functional officials.
Analysis of Career Potential Based on Holland's Theory to Prepare Graduates among Students with Intellectual Disabilities Peby Tri Hartati; Hermanto Hermanto
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4558

Abstract

Students with intellectual disabilities often encounter significant challenges as they prepare for post-graduation careers. Recognizing the importance of aligning career paths with individual interests and abilities, SLB Negeri 1 Yogyakarta serves as a pivotal institution in vocational education for these students. This research employs case studies to delve into the ways vocational education programs can enhance career readiness among intellectually disabled students, using interest and talent assessments based on Holland’s theory. The study involves 28 students at the SMALB level, a guidance counselor, 10 vocational instructors, and 8 parents, employing methods such as semi-structured interviews, participatory observations, and documentation analysis. Findings indicate a significant correlation between Holland's personality types and the career interests of students, with realistic, conventional, and artistic types prevailing. Moreover, career guidance grounded in Holland's theory at SLB Negeri 1 Yogyakarta effectively nurtures vocational skills that resonate with the students’ talents and capabilities, supporting their potential career trajectories.
The Role of Principals in Implementing Inclusive Education Through Culturally Responsive School Leadership Muhamad Tanzi; Hermanto Hermanto
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4274

Abstract

Inclusive education aims to ensure that all students can be fully involved, feel accepted, and feel valued. The principal must be willing to build an inclusive school in all aspects that respects the diversity of students in an assertive and supportive manner. This article's objective is to provide an understanding and description of the leadership role of principals to increase engagement and to establish an environment of acceptance for children with special needs in inclusive schools through Culturally Responsive School Leadership (CRSL) framework. The phases of a systematic literature review, which included designing a review, conducting a review, and assessing and documenting the outcomes of the review, were followed in the conduct of this study. Data were generated from reviewing 13 articles. This article reviewed articles published from 2018 to 2023 from the Taylor Francis, Science Direct, and Google Scholar databases. All articles are classified by year, internationally published articles, research articles, research objectives, and topics related to the role of inclusive school principals based on the CRSL framework. Purposive sampling was used to get the data, and specific search engine phrases were used. After gathering the data, content analysis methods were used to examine it. This study discovered that the principal's leadership is essential for developing inclusive educational management. Principals need to be responsive and serious about the diversity of students with special needs, which includes reflection on leadership, developing responsive teacher abilities, and building an environment that is inclusive of children with special needs.
Dynamics of Male and Female Social Interactions in Students with Intellectual Disabilities during Puberty Zainab Al Ghazali; Nur Azizah; Hermanto Hermanto; Mulina M. Cabatay
Psympathic : Jurnal Ilmiah Psikologi Vol 11, No 1 (2024): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v11i1.33228

Abstract

This research aimed to determine the understanding and experiences of students with intellectual disabilities regarding social interactions of the opposite gender during puberty. The focus was on comprehending these interactions and identifying associated risk and protective factors. A qualitative method was used, incorporating the Miles and Huberman analysis model as well as triangulating data through interviews and observations. The results showed that students with intellectual disabilities tended to imitate social interaction behaviors of the opposite gender observed in the surroundings including media such as TV and YouTube. Schools also played an important role in managing the protective factors within these interactions for students with intellectual disabilities. Measures implemented included reproductive health training, assigning proactive teachers to students, providing education on the boundaries of social interactions of the opposite gender, and installing CCTV to monitor and prevent negative behaviors. The actions were intended to mitigate the adverse effects of social interactions, particularly those including opposite-gender relationships.
Implementasi Pedagogy Inklusi di SD Negeri Karanganyar Yogyakarta Galih Rasita Dewi; Hermanto
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.56173

Abstract

The general problem of learning opportunities for children with special needs is society's serious problem. Therefore, the quality of inclusive education must always be improved, one of which is the teaching staff (teachers). Every teacher must master and improve various aspects of competence, one of which is the competence used in inclusive education, inclusive pedagogy competence. This research aims to describe the implementation of inclusive pedagogy in schools providing inclusive education. This type of research is descriptive with a qualitative approach via phenomenology. The subjects in this research were one inclusion class teacher and one special supervisor teacher (GPK). The data collection method used was interviewed using an instrument in the form of an interview sheet. The collected data is explained using content analysis techniques to identify the main themes in the news with the application of inclusive pedagogy. The research results show that inclusive pedagogy competence involves the teacher's ability to provide learning that considers student diversity. This is done through efforts to accept, communicate, and build an inclusive environment. By showing the benefits and challenges of implementing inclusive pedagogy, this research can help increase public support for inclusive education.
Virtue-book: Digital fairytale book for the teaching of integrity and learning recovery after the covid-19 pandemic Hermanto Hermanto; Nanda Veruna Enun Kharisma
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 13 No. 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v13i1.15621

Abstract

Integrity and learning loss are two problems in Indonesian education due to the Covid-19 pandemic. After schools reopen in the post-pandemic period, improving integrity and learning recovery are two priorities. This study aims to develop VIRTUE-BOOK as a learning media to increase integrity and decrease learning loss for learning recovery for 3rd-grade elementary school students. This research used research and development (R&D) with the ADDIE model. There were two experts, three teachers, and 32 students as the subjects. A purposive sampling technique established the subjects. The data collection technique used scales and questionnaires. The data analysis used descriptive statistics. The results show that: 1) at the design stage, the preliminary product of VIRTUE-BOOK has been produced; 2) at the end of the development stage, several assessments were carried out through expert validation scales, and they were found that the VIRTUE-BOOK is very feasible for teaching 3rd-graders about integrity and moral value of a fairytale; while the practicality response questionnaires of teachers and students show that VIRTUE-BOOK is very practical to use.
The Existence of Students with Special Needs in an Inclusive Elementary School Silvita; Hermanto
Jurnal Ilmiah Sekolah Dasar Vol 7 No 2 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i2.53801

Abstract

Children with special needs at school receive less attention from teachers at school. The study aimed to describe the classroom teacher's views on children with special needs, children's adjustment to learning, expressing children's interactions with obstacles, and child development. This type of research uses qualitative research with a descriptive qualitative approach. This research was carried out through design, research, implementation, data analysis, and making research reports. Data collection techniques using interviews, observation, and documentation. The research subjects were 17 children with special needs; the data source came from 10 teacher respondents, namely 7 class teachers, 2 subject teachers, and 1 special supervising teacher. Data analysis is done by gathering information through data reduction, display, and conclusions. The results of this study show that teachers at school do not feel ready to handle children with special needs, but the environment is supportive, teachers can learn how to deal with children, and teachers can create a positive attitude. Learning at school is carried out by adjusting to the needs of children and is carried out comfortably. Teachers at school do not discriminate between students with special needs and regular children. Interactions carried out by children with special needs with regular children are carried out well under the guidance of teachers at school. The surrounding environment helps children with disabilities develop properly.  
Contextual Teaching and Learning for Teacher Professionalism in Inclusive Early Childhood Education Junarti, Junarti; Hermanto, Hermanto
AWLADY : Jurnal Pendidikan Anak Vol 11, No 2 (2025)
Publisher : Jurusan PIAUD UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/awlady.v11i2.22527

Abstract

Inclusive early childhood education requires teachers to possess professional competencies in managing diverse learner needs, yet many kindergarten teachers lack adequate training in implementing effective inclusive pedagogies. This study investigated the implementation of Contextual Teaching and Learning (CTL) to enhance teacher professionalism in managing inclusive classrooms at Darul Falah Islamic Kindergarten, East Kutai Regency, Indonesia. Employing a School Action Research design across two cycles with four instructional sessions, the study involved two kindergarten teachers and utilized structured observation instruments validated by expert reviewers. Data were analyzed using both quantitative methods (percentage calculations with predetermined success criteria) and qualitative approaches (thematic analysis following Miles and Huberman's framework). Results demonstrated substantial improvements in teacher implementation proficiency, increasing from 66.66% in Cycle I Meeting 1 to 86.66% in Cycle II Meeting 2, while student engagement levels improved from 53.33% to 83.33% across the same period. Both metrics exceeded the 80% success threshold by the intervention's conclusion. The iterative cycles of planning, implementation, observation, and reflection enabled teachers to progressively develop competencies in connecting curriculum content with students' lived experiences, facilitating collaborative learning communities, and employing authentic assessment strategies. These findings provide empirical evidence supporting CTL as an effective approach for enhancing teacher professionalism in inclusive kindergarten contexts, with significant implications for teacher education programs and professional development policies.
Inclusive Leadership and Diversity-Friendly Schooling: A Case Study from an Elementary School in Indonesia Muhammad Bakhtiar Safari; Hermanto Hermanto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8456

Abstract

Creating inclusive, diversity-friendly schools remains a major challenge in under-resourced educational settings. In Indonesia, particularly rural areas like East Lombok, limited infrastructure, absence of special education teachers, and rigid school culture hinder efforts toward educational equity. This study investigates how inclusive leadership practices can foster an inclusive school culture despite such systemic constraints. This research employed a qualitative single-site case study at Aikmel 02 Public Elementary School, purposively selected for its strong commitment to inclusive practices despite lacking formal inclusive school designation. Data were collected through in-depth interviews, direct observation, and document analysis, involving a principal and two experienced classroom teachers. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (2014), with open thematic coding aligned with Carmeli et al.’s (2010) framework of inclusive leadership: openness, accessibility, and availability. Findings indicate that inclusive leadership was practiced through empathetic engagement with diversity, collaborative decision-making, flexible pedagogy, and strategic use of limited resources. The principal mobilized internal capacities, supported teacher autonomy, and facilitated external training partnerships. Despite systemic, cultural, and pedagogical barriers, adaptive strategies enabled meaningful inclusion for students with diverse needs. This study highlights how inclusive leadership in low-resource contexts can drive school-level transformation. By prioritizing trust, relational ethics, and collaborative culture, leaders can overcome structural limitations. The findings offer insights for policy development, school leadership training, and grassroots innovation in inclusive education.
Principles' Training Programs and Transformational Leadership and Its Effect on School Quality Management Implementation Ridho Frihastama; Hermanto Hermanto
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1315

Abstract

The aim of this study is determining the effect of the principal's transformational leadership, the commitment of educators and education personnel, and training programs on the implementation of school quality management and performance. This research is considered as quantitative research. The population in the study is all Malang teachers. 100 Malang teachers are used as samples selected by simple random sampling. The data in this study is obtained by distributing questionnaires through G-Form distributed to each school's group. The collected data is analyzed using Structural Equation Model (SEM). The results of the test show that Transformational Leadership has an effect on the Implementation of Quality Management. Transformational Leadership affects Institutional Performance, Commitment of Educators and Education Personnel affects Quality Management Implementation, Educator and Educational Personnel Commitment affects Institutional Performance, Training Programs affect quality management, training programs affect Institutional Performance. This research is hoped to contribute to the educational literature and have beneficial throughout larger society, especially in educational field.
Co-Authors Agustian Ramadana Putera Alfiana Nurussama Ali Imron Anggraita Pangriptaningrum Astri Widyasari Bambang Budi Wiyono Bayu Pamungkas bayu pamungkas Danuri, Danuri Dwi Hariyanta Galih Rasita Dewi Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Herwin Yogo Wicaksono Imron Arifin Irradhiatul Jannah Istiyani Nuryati Junarti, Junarti Luqi Darmawan Muhamad Tanzi Muhammad Abduh Muhammad Bakhtiar Safari Mulina M. Cabatay Nanda Veruna Enun Kharisma Norkholizah Norkholizah Nur Azizah Peby Tri Hartati Ridho Frihastama Silvita Siti Nurjannah Sujarwo Yanter Hutapea yuana rizki fitri Zainab Al Ghazali Zykra Zakiah