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All Journal Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Motiva: Jurnal Psikologi at-tamkin: Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan INTEGRITAS : Jurnal Pengabdian PSIKODINAMIKA : Jurnal Literasi Psikologi KESANS : International Journal of Health and Science Indo-MathEdu Intellectuals Journal Indonesian Community Journal JPLED Flourishing Journal Jurnal Edukasi Pengabdian Masyarakat: EDUABDIMAS Jurnal Penelitian Kualitatif Ilmu Perilaku Indonesian Journal of Islamic Psychology
Rizka Fibria Nugrahani
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Program Penguatan Pendidikan Inklusif untuk Meningkatkan Akses dan Kualitas Pendidikan bagi Guru di Sekolah Dasar Islam Al-Irsyad Kota Tarakan Retno Sulistiyaningsih; Ali Syahidin Mubarok; Rizka Fibria Nugrahani; Helga Graciani Hidajat; Jati Fatmawiyati; Yusandi Rezki Fadhli
INTEGRITAS : Jurnal Pengabdian Vol 10 No 1 (2026): JANUARI - JULI
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat - Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/integritas.v10i1.7315

Abstract

Program pendidikan inklusif bertujuan menjamin akses serta kesempatan belajar yang setara bagi seluruh anak, tanpa memandang perbedaan kemampuan maupun latar belakang. Dalam implementasinya, pengembangan kompetensi guru menjadi kebutuhan mendesak yang dapat difasilitasi melalui psikoedukasi penguatan pendidikan inklusif. Program ini dilaksanakan melalui pendekartan psikoedukasi yang terdiri dari 3 tahapan utama, yakni identifikasi kebutuhan mitra, program penguatan pendidikan inklusif, dan evaluasi. Program ini membantu guru memahami karakteristik siswa secara lebih mendalam, mengelola kelas secara efektif, serta meningkatkan kepekaan terhadap kebutuhan khusus peserta didik. Partisipasi aktif guru selama kegiatan menjadi indikator penting keterlibatan dan komitmen mereka terhadap penerapan nilai-nilai inklusif di sekolah. Melalui psikoedukasi, diharapkan lahir tindak lanjut berupa program pengembangan berkelanjutan yang memperkuat kemampuan guru dalam mendampingi siswa sesuai kebutuhan individualnya, sehingga tercipta lingkungan belajar yang ramah, setara, dan berkeadilan bagi semua.
Metacognition and Critical Thinking Among Indonesian College Students: Examining the Role of Cognitive Load as a Moderating Factor Nur Amin Barokah Asfari; Anjarie Dharmastuti; Rizka Fibria Nugrahani; Laila Indra Lestari; Callista Justine Margandhi; Clay Alcander Marchelius Teguh
IJIP : Indonesian Journal of Islamic Psychology Vol. 8 No. 1 (2026)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v8i1.5574

Abstract

This study examined whether cognitive load moderates the relationship between metacognition and critical thinking among students in Indonesia. A total of 201 undergraduate and diploma students participated by completing an online questionnaire using the Indonesian version of the Metacognitive Awareness Inventory (MAI), the Leppink et al. adaptation of the Cognitive Load Scale, and the Sosu adaptation of the Critical Thinking Disposition Scale. Results showed that metacognition had a significant positive effect on critical thinking (p<.001), explaining approximately 47-50% of the variance across models. However, intrinsic, extraneous, and germane cognitive load did not significantly moderate this relationship. The interaction between metacognitive awareness and critical thinking disposition remains stable across varying levels of perceived cognitive load. These findings highlight metacognition as a robust predictor of critical thinking disposition and suggest that perceived cognitive load may not substantially alter this relationship at the dispositional level. Rather than contradicting Cognitive Load Theory, the results refine its applicability by indicating that cognitive load effects may be more observable in performance-based contexts. Future research may explore whether cognitive load exerts stronger moderating effects on performance-based critical thinking tasks under experimentally manipulated conditions.
Co-Authors Achmad, Zidan Adzimatnur Muslihasari Ainiyah, Hilda Rosa Ali Syahidin Mubarok Anjarie Dharmastuti Arsyiatul Alfath , Esa Aurellia, Wulan Zaesa Callista Justine Margandhi Clay Alcander Marchelius Teguh Dia Cahyani Eko Wahyudi , Tedi Eva, Nur Fitri, Wulan Charisma Haliza, Ria Nur Helga Graciani Hidajat Ilfatul Maghfuroh Indah Wahyuningrum Irma Dian Tristanti Jati Fatmawiyati Kholisna, Titin Lail Rosyidatul Mu'ammaroh, Nurul Laila Indra Lestari Luthfiatus zuhroh Myra Wahyu Arsyilia , Ern Novi Nur Fitria Nur Amin Barokah Asfari Nur Eva Nuskha Rahmah, Awaly Oktavia, Rizki Eka Retno Sulistiyaningsih Ria Nur Haliza Salsabila, Alwiyah Setyoningtias, Khasdyah Dwi Dewi Shokhwatunnisa Sri Andayani Titin Kholisna Tsamrotul Fuadi Vardia, Melly Amalia Wafiyatu Maslahah Wahyu Widodo Wuli Oktiningrum Yusandi Rezki Fadhli Zuhroh, Luthfiatus