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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 Didaktik : Jurnal Ilmiah PGSD STKIP Subang 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 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 Journal of Artificial Intelligence and Development International Assulta of Research and Engagement International Journal of Nusantara Islam
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 Nur Wulandani; Ayi Abdurahman; Rini Lestari; Anjar Mahmudin NST; Awayundu Said
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.
Pendampingan Literasi melalui Refleksi dan Evaluasi Pembelajaran dengan Menggunakan Pendekatan Deep Learning di SDN 2 Cimerang Melanisa Steviani Gultom; Ayi Abdurahman
Jurnal Pengabdian Pada Masyarakat METHABDI Vol 5 No 2 (2025): Jurnal Pengabdian Pada Masyarakat METHABDI
Publisher : Universitas Methodist Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46880/methabdi.Vol5No2.pp204-213

Abstract

This research aims to improve the literacy skills of elementary school students through learning assistance based on reflection and evaluation with a deep learning approach. The activities were conducted at SDN 2 Cimerang with the subjects being 5B grade students. The method used is Classroom Action Research (CAR) which consists of planning, implementation, observation, and reflection cycles. The initial observation results show that students tend to read mechanically and are unable to comprehend the meanings of the readings deeply. Through the application of a deep learning approach that integrates meaningful, mindful, and joyful learning, students begin to show improvements in critical thinking, reflective writing, and connecting texts with personal experiences. Teachers also started to implement formative evaluation and reflection as part of the learning strategy. The final results show that 80% of students experienced an improvement in literacy understanding. This approach has proven effective in creating an active, enjoyable, and meaningful learning environment, and is worth replicating in other elementary schools.
Empowering Mathematics Teachers In Evaluating Textbooks: A Praxeological Approach To Enhancing Constructive Skepticism Agus Hendriyanto; Ayi Abdurahman; Wiwin Winarni; Utomo Utomo; Sajidin Sajidin; Deasy Fatmasari; Elsya Syaifana; Lukman Hakim Muhaimin
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.890

Abstract

This study aims to empower mathematics teachers in evaluating textbooks through the praxeological approach and the development of a constructive skepticism attitude. Textbooks are often used without critical evaluation, which can hinder the development of students' critical thinking skills. The praxeological approach provides a framework based on practical experience, while constructive skepticism encourages in-depth analysis of textbook content. The study employed a qualitative method with a hermeneutic phenomenological approach, involving 20 mathematics teachers in Sukabumi. Data were collected using semi-structured interviews and questionnaires, which explored teachers' criteria for textbook evaluation, challenges in using textbooks, and their attitudes toward textbook content. Thematic analysis was used to analyze the data, allowing the identification of patterns and themes related to teachers' evaluation practices. The results showed that training based on praxeology and constructive skepticism improved teachers' ability to evaluate textbooks, identify weaknesses, and select more relevant materials. This study recommends collaborative training programs to support more critical textbook evaluations, with the goal of enhancing the quality of mathematics education in Indonesia.
Innovative Solutions for AI Contribution in Developing Socially Inclusive Education for Children Loso Judijanto; Asfahani Asfahani; Nova Krisnawati; Ayi Abdurahman; Anjana Prusty
Journal of Artificial Intelligence and Development AI Development
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jaid.v1i1.300

Abstract

This study explores the innovative solutions offered by artificial intelligence (AI) in advancing social inclusion within educational environments for children. Through a qualitative research approach involving interviews, focus groups, observational studies, and document analysis, the research investigates the potential of AI-driven interventions to address barriers to social inclusion and promote equity in education. The findings highlight stakeholders' recognition of AI's transformative potential, students' emphasis on inclusive design principles, and concerns regarding privacy and bias. Moreover, positive outcomes observed in classrooms, such as improved efficiency in personalized instruction and increased student engagement, underscore the promise of AI in fostering more equitable learning environments. However, challenges such as the digital divide and algorithmic bias necessitate further research and the development of ethical guidelines to ensure responsible deployment of AI technologies. Overall, this research contributes to understanding the role of AI in advancing children's social inclusive education and provides recommendations for future research and policy development in this critical area.
Co-Authors A. Asrijal Adam, Ketlin Aprijane Afriani, Gusma Agus Hendriyanto Akbar, Rasona Sunara Ali Rohmad Andi Fitriani Djollong Anjana Prusty Anjar Mahmudin NST Arif Saefudin Asfahani Asfahani Asfahani, Asfahani Awayundu Said Baso Intang Sappaile, Baso Intang Besse Hartati Dana Budiman Deasy Fatmasari Deisye Supit Elsya Syaifana Eny Haryaty 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 Kohar Pradesa Laros Tuhuteru Loso Judijanto Lukman hakim muhaimin M. Daud Yahya, M. Daud Maidin, Siti Sarah Marzuki, Kartini Melanisa Steviani Gultom Mila Rosmaya Misbahul Munir Mohammad Syahru Assabana Mulyadi Mulyadi Ninik Sudarwati Nova Krisnawati Nur Wulandani Nursanto, Gunawan Ari Nurul Hikmah Pradesa, Kohar Pratiwi, Endah Andriani Putri, Desfita Eka Rahmadi Rini Lestari Sa'diyah, Sa'diyah Safitri, Hernia Sajidin Sajidin Saro'i, Mohammad Setiawati Setiawati Setiawati Setiawati Setiwati Setiwati Sri Erwini Christine Sulistiana, Lisna Supartini, Nani Syatria Adymas Pranajaya Utomo Utomo Utomo, Jepri Via Yustitia Waham, Jihad Jaafar Wayan Eka Paramartha Wiwin Winarni Wulan Widaningsih Yanry Budianingsih