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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Humanika : Kajian Ilmiah Mata Kuliah Umum Dinamika Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat KEMBARA Al Ishlah Jurnal Pendidikan REiD (Research and Evaluation in Education) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL FOUNDASIA Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Journal of Islamic Educational Review Journal of Nonformal Education
Riana Nurhayati
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Asesmen kebijakan sekolah ramah anak di sekolah dasar Nurhayati, Riana; Hajaroh, Mami; Purwastuti, Lusila Andriani; Rohman, Arif
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 24 No. 1 (2024): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v24i1.68600

Abstract

Penelitian ini bertujuan  untuk  mengklasifikasikan dan mengkategorikan sekolah dasar yang mengimplementasikan kebijakan sekolah ramah anak di kabupaten Bantul Yogyakarta. Pendekatan penelitian merupakan penelitian kuantitatif dengan jenis survei. Teknik pengambilan sampel menggunakan simple random sampling dengan jumlah responden sebanyak 356 yang terdiri dari kepala sekolah dan guru. Teknik pengumpulan data menggunakan angket dengan skala likert, angket disebarkan melalui google form untuk membantu peneliti menjangkau seluruh lokasi. Instrumen angket menggunakan model evaluasi CIPP (context, input, process, product). Analisis data menggunakan statistik desktiptif dalam bentuk persentase.Hasil penelitian menunjukkan bahwa kategori dari hasil asesmen evaluasi kebijakan sekolah ramah anak di sekolah dasar kabupaten Bantul DIY yang menerapkan kebijakan sekolah ramah anak baik itu negeri dan swasta termasuk dalam kategori sangat baik. Hasil analisis menunjukkan bahwa dari 144 SD Negeri dan 30 SD swasta terdapat 130 sekolah (37%) yang menerapkan Sekolah Ramah Anak termasuk ke kategori "Sangat Baik", sebanyak 109 sekolah (31%) yang menerapkan SRA termasuk ke kategori "Baik", sebanyak 76 sekolah (21%) yang menerapkan SRA termasuk ke kategori "Cukup", sebanyak 34 (10%) sekolah ramah anak yang termasuk dalam kategori "Kurang Baik", dan 7 sekolah (2%) termasuk ke kategori "Tidak Baik" pelaksanaannya.This research aims to classify and categorize elementary schools implementing child-friendly policies in the Bantul district, Yogyakarta. The research approach is quantitative research with a survey type. The sampling technique used simple random sampling with a total of 357 respondents consisting of school principals and teachers. The data collection technique uses a Likert scale questionnaire distributed via Google Forms to help researchers reach all locations. The questionnaire instrument uses the CIPP (context, input, process, product) evaluation model. Data analysis uses descriptive statistics in the form of percentages. The research results show that the category of evaluation results of child-friendly school policies in elementary schools in Bantul DIY district which implement child-friendly school policies, both public and private, is included in the excellent category. The results of the analysis show that of the 144 public elementary schools and 30 private elementary schools, there are 130 schools (37%) that implement Child-Friendly Schools, including the "Very Good" category, as many as 109 schools (31%) that implement SRA fall into the "Good" category, as many as 76 schools (21%) that implemented SRA were included in the "Fair" category, 34 (10%) child-friendly schools were included in the "Poorly Good" category, and seven schools (2%) were included in the "Not Good" category.
Strategies to inculcate moral values in Islamic Elementary School Nurhayati, Riana
REID (Research and Evaluation in Education) Vol. 8 No. 1 (2022)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v8i1.45041

Abstract

This study aims to explore the integration of moral values into learning activities, management, and student guidance activities. This study employed a descriptive qualitative approach. The data were collected through three techniques, namely in-depth interviews, participant observations, and a document study. The research respondents were principals, teachers, and students until the data was saturated. The sampling technique used was simple random sampling. For data analysis, Miles and Huberman's method of interactive qualitative analysis was used, which consists of data condensation, data display, and conclusion/verifying. The data trustworthiness was enhanced through conti-nuous observations and resource and technique triangulations. The results of the study show that the strategy of inculcating moral values at Islamic elementary school can have a positive impact on the moral values of its students. Moral values can be integrated into learning activities through the strategies of reward and punishment, storytelling, spontaneous or direct activities, the setting of good examples and habits, and readings from the Al Qur'an. Moral values can be integrated into management through the strategies of Al Qur'an recitation, tahfidh or the memorization of the short surah, alma'surat, collective dhuhur (noon) and Friday prayers, and organized lunches with dhuha prayers. Moral values may be integrated into student guidance activities on market days, through scouting and other outbound activities, and through mabit, muhayyam, and gardening.
Student Participation in The Certified Internship and Independent Study Program (MSIB) and the Improvement of Soft Skills Among Students in Indonesia Riana Nurhayati; Fitriana Tjiptasari; Evi Rovikoh Indah Saputri
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education and Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.29833

Abstract

The background of this study is the high unemployment rate among university graduates in Indonesia (842,378 people in 2024) due to the mismatch between competencies and industry needs. As a form of service learning, the Certified Internship and Independent Study Program (MSIB) is expected to improve students' soft skills. This quantitative study aims to measure the impact of MSIB on the overall improvement of students' soft skills and three specific aspects: communication skills, creativity, and conflict resolution. Data were collected through a Likert scale questionnaire from 118 MSIB participants at Yogyakarta State University and analyzed using simple correlation and MANOVA. The results show that 1) MSIB has a significant impact on the overall improvement of soft skills (12.1%); 2) MSIB has the most substantial impact on communication skills (50% variance), followed by creativity (37.4%), and conflict resolution (36.8%). These findings support the role of MSIB as an effective strategy in bridging the competency gap among graduates.
IMPLEMENTATION OF STORY-BASED ANIMATED VIDEO TO IMPROVE THE ABILITY TO DISTINGUISH SIMILAR LETTERS AMONG STUDENTS WITH LEARNING DISABILITIES IN AN INCLUSIVE ELEMENTARY SCHOOL Nur Azmy; Riana Nurhayati
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9234

Abstract

This study aims to describe the planning, implementation, and evaluation of story-based animated video in improving the ability to distinguish similar letters (b-d, p-q, n-m) among a special needs student with learning disabilities in grade V of SDN 003 Telen. A descriptive qualitative approach with a single-subject case study design was used. The main subject was a grade V student with a learning disability, with the classroom teacher and parent as supporting data sources and learning documents as additional data. Data were collected through moderate participatory observation, semi-structured interviews, and documentation study, checked for trustworthiness through source and technique triangulation, and analyzed through data reduction, data display, and conclusion drawing. The results show that learning planning was arranged adaptively based on identifying student needs, selecting suitable video media, and designing simple, gradual learning steps. Implementation took place over eight sessions and showed progressive development, from hesitation in early sessions to greater independence and confidence in later sessions. Authentic, ongoing evaluation indicated improvement in distinguishing similar letters, with the b-d pair showing the most consistent progress, while p-q and n-m still required further practice. Beyond cognitive-visual gains, the student also showed affective development in engagement, courage, and learning motivation. The study concludes that story-based animated video is effective as an alternative learning medium for students with learning disabilities because it matches learning needs that are concrete, multisensory, and grounded in meaningful narrative context.
IMPLEMENTATION OF FINGER PAINTING TECHNIQUE IN CHILDREN WITH SPECIAL NEEDS SLOW LEARNERS IN CULTURAL ARTS LEARNING IN GRADE III ELEMENTARY SCHOOL Syahrul Amri; Riana Nurhayati
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9236

Abstract

Slow learners have below-average learning ability and commonly experience difficulties in fine motor skills and creativity, requiring learning approaches that are concrete, gradual, and multisensory. This study aims to describe the planning, implementation, and evaluation of the finger painting technique in improving the creativity and fine motor skills of a special-needs student categorized as a slow learner in Cultural Arts learning in Grade III of SDN 002 Sangkulirang. A descriptive qualitative approach was employed, with a slow-learner student (initials ADM) as the research subject, supported by the classroom teacher and the student's parent as informants. Data were collected through moderate participant observation, semi-structured interviews, and documentation, validated through source and technique triangulation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that the planning was designed simply and adaptively using concrete media; implementation proceeded gradually across three sessions, from teacher modeling to instruction without examples and finally free creative expression; and evaluation emphasized the individual learning process. The implementation of finger painting was shown to improve confidence, hand-finger coordination, and creativity, indicating its potential as an alternative instructional strategy for Cultural Arts in inclusive elementary schools.
Evaluation of the School Literacy Movement Program with the CIPP Model on Reading Literacy in Primary Schools in Gunung Kidul, Yogyakarta Wulan Tri Puji Utami; Riana Nurhayati; Muhammad Saiful Anwar; Mami Hajaroh; Arif Rohman; Sudarno Sudarno; Hanif Musthofa Al Fajri; Lina Rahmawati; Lily Siti Nurkhayati; Muhammad Akmal Azhar
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 11 No. 2 (2025): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v11i2.41755

Abstract

This study uses a quantitative approach with a descriptive evaluative type to assess the effectiveness of the School Literacy Movement Program (GLS) in elementary schools in Gunung Kidul Regency, Yogyakarta. In this Context, reading literacy challenges are still evident in the uneven interest in reading, limited and diverse reading materials, variations in the readiness of school facilities/infrastructure, and parental involvement and consistency in implementing literacy activities. The study evaluated GLS using the CIPP (Context, Input, Process, Product) model based on the perceptions of program implementers (principals and teachers). Data were collected through questionnaires from 9 principals and 54 teachers in 9 elementary schools and analyzed using IBM SPSS Statistics 29 (mean and standard deviation). The results show Context = 3.55 (very good), Input = 3.35 (very good), Process = 3.10 (good), and Product = 3.50 (perfect). These findings confirm that GLS has a strong policy foundation and adequate resource support, followed by generally exemplary implementation, and contribute to improving students' reading literacy. The implementation of GLS at Gunung Kidul Elementary School is effective. However, it needs to be strengthened in terms of process, especially consistency of implementation, active student participation, diversification of reading materials, support from parents/community, and ensuring the sustainability of resources so that the program's impact is more equitable and sustainable.
Strategi Guru Bimbingan dan Konseling Mengatasi Kesulitan Membaca Siswa dengan Risiko Slow Learner Melalui Pendekatan Individual: Strategies of Guidance and Counseling Teachers to Address Reading Difficulties in Students at Risk of Being Slow Learners Through an Individual Approach Eriya Puspita Dewi; Riana Nurhayati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9300

Abstract

Guidance and Counseling (BK) teachers play a crucial role in helping students at risk of being slow learners overcome reading difficulties through services tailored to individual needs. This study aims to describe the strategies BK teachers use to identify reading difficulties in students at risk of being slow learners, how they implement individual approaches to address these difficulties, and the factors that support or hinder this process at SMP Negeri 1 Muara Bengkal. The study uses a qualitative case study approach. Research subjects included BK teachers, students at risk of being slow learners, Indonesian language teachers, and parents. Data were collected through in-depth interviews, observation, and documentation, and subsequently analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The results indicate that BK teachers' strategies, using an individual approach, involved identifying students' reading abilities and obstacles, designing services based on individual needs, providing continuous guidance, motivation, and learning support, and collaborating with subject teachers and parents. The school's commitment to inclusive education, support from teachers and families, and student motivation supported the success of these strategies; conversely, challenges included limited service time, diverse student characteristics, and suboptimal learning support at home. These strategies contributed positively to improvements in reading ability, self-confidence, and student participation in the learning process.
Efektivitas Metode Multisensori terhadap Kemampuan Memahami Materi Luas Bangun Datar Sederhana pada Siswa Slow Learner : The Effectiveness of the Multisensory Method on the Ability to Comprehend the Concept of Area of ??Simple Plane Figures among Slow Learners Jumawati Dewi Sartina Surni; Riana Nurhayati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9301

Abstract

This study examined the effectiveness of the Visual, Auditory, Kinesthetic, and Tactile (VAKT) multisensory approach in improving the ability of slow-learning students at State Elementary School 002 North Sangatta to understand the concept of the area of simple plane figures. The study employed a quasi-experimental pre-test-post-test control group design. The study population comprised all fourth-grade slow-learning students, with a sample of 24 students divided into two groups: an experimental group of 12 students receiving the VAKT intervention and a control group of 12 students receiving conventional instruction. Data were collected using a cognitive ability test covering squares, rectangles, and triangles; the test's reliability was verified using Cronbach's Alpha (alpha = 0.87). Preliminary data analysis using the Shapiro-Wilk test indicated a normal distribution (p > 0.05), while Levene's test showed homogeneous variance (p > 0.05). The independent samples t-test on post-test scores revealed a significant difference between the groups (t = 4.185; p = 0.002), with the experimental group demonstrating significantly higher achievement than the control group. Cohen's d yielded an effect size of 1.38, categorized as a large effect. Field challenges—such as student mental fatigue due to weather conditions and fine motor difficulties in manipulating learning aids—were acknowledged as actual limitations but did not invalidate the data. The study concludes that the VAKT multisensory approach is significantly effective in mitigating cognitive barriers and enhancing the understanding of geometric concepts among slow-learning students in an inclusive school setting.
Peningkatan Kemampuan Mengenal Pola Melalui Game Edukasi Digital Berbasis Pembelajaran Kolaboratif Pada Anak dengan Gejala Kesulitan Belajar Nur Laili Rahmawati; Riana Nurhayati
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.756

Abstract

Penelitian ini mengkaji penggunaan permainan edukatif digital berbasis pembelajaran kolaboratif untuk meningkatkan kemampuan mengenal pola pada anak TK Kelas A yang menunjukkan gejala kesulitan belajar. Penelitian ini dilatarbelakangi oleh kebutuhan akan media pembelajaran yang menarik dan sesuai untuk mendukung perkembangan kemampuan kognitif awal, khususnya kemampuan mengenal pola pada anak yang mengalami kesulitan belajar. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan setiap siklus terdiri atas empat tahap, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah dua anak Kelas A di TK Negeri Pembina Kabupaten Kutai Timur yang menunjukkan gejala kesulitan belajar. Data dikumpulkan melalui tes dan observasi. Hasil penelitian menunjukkan bahwa penggunaan permainan edukatif digital berbasis pembelajaran kolaboratif mampu meningkatkan kemampuan mengenal pola pada anak yang menunjukkan gejala kesulitan belajar secara bertahap pada setiap siklus tindakan. Peningkatan tersebut didukung oleh tampilan visual yang menarik dan beragam fitur interaktif dalam permainan edukatif digital yang mampu meningkatkan keterlibatan dan antusiasme anak dalam belajar mengenal pola. Hasil penelitian juga menunjukkan adanya peningkatan kemampuan mengenal pola pada kedua subjek secara bertahap pada setiap tahapan intervensi.
Co-Authors Amrih Setyo Raharjo Annis Noviana Rahmat Ariefa Efianingrum Arif Rohman Arif Rohman Astuti Lestari Eriya Puspita Dewi Evi Rovikoh Indah Saputri Evi Rovikoh Indah Saputri Fitriana Tjiptasari Hanif Musthofa Al Fajri Hindun Nur "Aisyah Irmawati Irmawati Jumawati Dewi Sartina Surni Lily Siti Nurkhayati Lina Rahmawati LUSILA ANDRIANI PURWASTUTI, LUSILA ANDRIANI Mami Hajaroh Maryani Maryani Muhammad Akmal Azhar Muhammad Saiful Anwar Nur Azmy Nur Laili Rahmawati Purwastuti, Lusila Andiani Siti Irene Astuti D Sudarno Sudarno Syahrul Amri Wulan Tri Puji Utami