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All Journal Jurnal Penelitian dan Pengembangan Pendidikan International Journal of Nusantara Islam Jurnal Prima Edukasia EDUKASI: Jurnal Pendidikan Islam Journal on Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Review Pendidikan dan Pengajaran (JRPP) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Amalee: Indonesian Journal of Community Research & Engagement At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Jurnal Abdimas Imigrasi (JaIM) Journal for Lesson and Learning Studies Basica Jurnal Pengabdian Kepada Masyarakat Abdi Nusa Annals of Human Resource Management Research Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Pengabdian Pada Masyarakat METHABDI International Journal of Trends in Mathematics Education Research (IJTMER) GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity The Journal of Artificial Intelligence and Development International Assulta of Research and Engagement International Journal of Nusantara Islam EDUJAVARE: International Journal of Educational Research
Ayi Abdurahman
Universitas Nusa Putra
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Implementation of Inclusive Education in Elementary Schools: Challenges and Opportunities in Learning Wulandani, Nur; Abdurahman, Ayi; Lestari, Rini; Mahmudin NST, Anjar; Said, Awayundu
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 12 No 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.11131

Abstract

Inclusive education is an approach that aims to provide equal educational rights for all students, including those with special needs. This research aims to identify the challenges faced in the implementation of inclusive education in primary schools as well as opportunities that can be used to overcome them. This study uses qualitative methods with interviews, observations, and documentation approaches to obtain in-depth data on inclusive education practices in several elementary schools in Indonesia. The study results show that the main challenges faced include the lack of inclusive teacher training, limited support facilities for students with special needs, and the lack of effective social interaction in the school environment. However, some opportunities can be utilized, such as providing practice-based continuous training, improving disability-friendly facilities and infrastructure, establishing social support groups in schools, and using educational technology as an interactive learning tool. The conclusion of this study confirms that a practical training-based approach for teachers, investment in inclusive facilities, the development of social activities that support the interaction of students with special needs, and the use of digital media can increase the effectiveness of implementing inclusive education. The main contribution of this research is to provide new insights into practical strategies for addressing the challenges of inclusive education at the primary school level, which can be a reference for policymakers and education practitioners.
Blended Learning for Character Education: Integrating Tri Hita Karana Wisdom to Develop Graduate Competencies Aligned with SDGs Astawan, I Gede; Utama, I Dewa Gede Budi; Paramartha, Wayan Eka; Abdurahman, Ayi; Maidin, Siti Sarah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2498

Abstract

Purpose of the study: This study examines the effectiveness of a technology-enhanced character education model based on the Balinese Tri Hita Karana philosophy in developing primary students’ competencies aligned with SDG 4. Using blended learning, it addresses gaps in research on culturally grounded technology integration in character education. Methodology: This quasi-experimental study involved 92 fifth-grade students from four primary schools in Karangasem, Bali, comparing a Technology-Enhanced Tri Hita Karana Character Education Model with conventional instruction. Using LMS, digital portfolios, gamification, and learning analytics, competencies were assessed through questionnaires, portfolios, and observations, with data analyzed using t-tests, ANCOVA, and thematic analysis. Main Findings: The experimental group demonstrated significantly higher graduate competency scores (M=81.89, SD=9.78) compared to the control group (M=70.02, SD=10.02), t(90)=5.98, p<.001, Cohen's d=1.25, indicating a large effect size. Analysis of digital portfolio data revealed enhanced self-regulated learning behaviors and deeper engagement with character development activities. Qualitative analysis showed that students appreciated the gamification elements and found the LMS-mediated learning more engaging and meaningful. Learning analytics data indicated consistent progress tracking and timely teacher interventions. Novelty/Originality of this study: The technology-enhanced Tri Hita Karana character education model effectively develops primary students’ competencies through culturally grounded digital pedagogy. This study strengthens evidence on technology-mediated character education and shows how local wisdom supports global educational goals. It highlights the need for teacher professional development and policy support to implement culturally responsive, technology-enhanced, and sustainable blended learning in primary education.
Co-Authors A. Asrijal Adam, Ketlin Aprijane Afriani, Gusma Akbar, Rasona Sunara Ali Rohmad Andi Fitriani Djollong Anjana Prusty Arif Saefudin Asfahani Asfahani Asfahani, Asfahani Baso Intang Sappaile, Baso Intang Besse Hartati Dana Budiman Deisye Supit Dewanta Arya Nugraha Eny Haryaty Fatmasari, Deasy Fattahillah, Nuris Fredrik Warwer Gultom, Melanisa Steviani Hegar Harini Hendriyanto, Agus Hermin Nainggolan Hidayat, Ujang Syarif I Dewa Gede Budi Utama I Gede Astawan Khattak, Ahmed Waseem Laros Tuhuteru Loso Judijanto M. Daud Yahya, M. Daud Mahmudin Nst, Anjar Maidin, Siti Sarah Marzuki, Kartini Mila Rosmaya Misbahul Munir Mohammad Syahru Assabana Muhaimin, Lukman Hakim Mulyadi Mulyadi Ninik Sudarwati Nova Krisnawati Nursanto, Gunawan Ari Nurul Hikmah Pradesa, Kohar Pratiwi, Endah Andriani Putri, Desfita Eka Rahmadi Rini Lestari Sa'diyah, Sa'diyah Said, Awayundu Sajidin Sajidin, Sajidin Saro'i, Mohammad Seeletse, Solly Matshonisa Setiawati Setiawati Setiawati Setiwati, Setiwati Sri Erwini Christine Supartini, Nani Syaifana, Elsya Syamsul Muqorrobin, Syamsul Syatria Adymas Pranajaya Utomo Utomo Utomo, Jepri Via Yustitia Waham, Jihad Jaafar Wayan Eka Paramartha WIDANINGSIH, WULAN Wijayanti, Lisma Meilia Wiwin Winarni Wulandani, Nur Yaman Yaman, Yaman Yanry Budianingsih