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All Journal At-Tarbawi: Jurnal Kajian Kependidikan Islam Islamic Management: Jurnal Manajemen Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI JECED : Journal of Early Childhood Education and Development Journal On Teacher Education (Jote) JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Harakat an-Nisa: Jurnal Studi Gender dan Anak Journal of Early Childhood and Character Education DUNIA ANAK: Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan dan Perkembangan Anak Usia Dini ABNA : Journal of Islamic Early Childhood Education At-Tarbawi: Jurnal Kajian Kependidikan Islam Asian Journal of Applied Education Journal of Islamic Education for Early Childhood Jurnal Pengabdian Masyarakat dan Riset Pendidikan Zuriah : Jurnal Pendidikan Anak Usia Dini
Hery Setiyatna
UIN Raden Mas Said Surakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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TAHAPAN IMPLEMENTASI KURIKULUM MERDEKA SESUAI KESIAPAN PENDIDIK DAN SATUAN PENDIDIK Saroh, Siti; Quraini, Arofah Nur; Aprilia, Isa; Setiyatna, Hery
LENTERA ANAK Vol 4, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/jla.v4i1.7207

Abstract

Implementasi perubahan kebijakan pendidikan, termasuk kurikulum, merupakan proses yang kompleks. Sama halnya dengan peserta didik yang belajar sesuai dengan kesiapan dan tahap capaian mereka, pendidik dan satuan pendidikan juga belajar untuk mengimplementasikan Kurikulum Merdeka sesuai dengan kesiapan masing-masing dan terus meningkatkan kemampuannya. Kajian akademik ini menjelaskan dasar-dasar, landasan empiris, dan kerangka konseptual dalam merumuskan dan merancang Kurikulum Merdeka, serta strategi implementasi kurikulum baru yang krusial bagi keberhasilan kebijakan pendidikan. Penelitian menunjukkan bahwa tahapan implementasi Kurikulum Merdeka berfungsi sebagai alat refleksi diri bagi pendidik dan satuan pendidikan, bukan untuk menilai kinerja atau karier mereka. Dukungan dari pimpinan dan pemerintah daerah penting untuk mendukung peningkatan implementasi secara bertahap, dengan fleksibilitas tahapan yang memungkinkan pendidik memulai dan berkembang sesuai kondisi mereka, sambil mengikuti prinsip-prinsip pembelajaran dan asesmen. Langkah-langkah implementasi meliputi perencanaan, pelaksanaan, dan evaluasi, serta memerlukan perencanaan yang jelas, substansi kurikulum yang relevan, kompetensi pendidik, dan iklim serta budaya sekolah yang mendukung.
POLICY FOR BUILDING A CONDUCIVE ORGANIZATIONAL CLIMATE AT AL-HIKMAH ISLAMIC MIDDLE SCHOOL MAYONG JEPARA Utomo, Budi; Muharom, Fauzi; Setiyatna, Hery
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol. 8 No. 02 (2025): Islamic Management: Jurnal Manajemen Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v8i02.8635

Abstract

This research aims to find out Policy for Building a Conducive Organizational Climate at Al-Hikmah Islamic Middle School, Mayong, Jepara. The method used in this research is a descriptive qualitative research method field research. The results of the research that has been conducted are as follows: one form of policy that must be used by the principal in building a conducive organizational climate is: 1) Mutual respect, 2) Mutual respect, 3) Mutual support, 4) Trying to put yourself in the position of the other party, 5) Taking mutually beneficial actions. Al-Hikmah Islamic Middle School, Mayong, Jepara has a way of implementing policies to build a conducive organizational climate at Al-Hikmah Islamic Middle School, Mayong, Jepara as follows: 1) Clear organizational structure, 2) Analysis of teacher and employee performance standards. 3) Responsibility, 4) Recognition, 5) Support, 6) Goals, 7) Commitment, 8) Student Skills. Understanding school climate as aintangiblebut it is important for an organization and is analogous to the personality of an individual.
Strategi Guru dalam Penanganan Kesulitan Belajar Disleksia Pada Anak Usia Dini Na’immaturrohmah, Mar’ah; Setiyatna, Hery
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kesulitan belajar merupakan kekurangan yang tidak nampak secara lahiriah. Ketidakmampuan dalam belajar tidak dapat dikenali dalam wujud fisik yang berbeda dengan orang yang tidak mengalami masalah kesulitan belajar. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam menangani kesulitan belajar disleksia pada anak usia dini. Metode penelitian menggunakan pendekatan studi literatur dan wawancara kepada guru di sekolah dasar inklusi. Hasil penelitian menunjukkan guru menggunakan beberapa strategi khusus seperti metode permainan huruf dan gambar, penggunaan kartu flash card serta penggunaan media pembelajaran yang menarik agar anak dapat mengenal huruf dan kata dengan lebih efektif. Guru juga memberikan waktu khusus dan latihan secara bertahap, mulai dari mengenal huruf, membacakan buku bersama, hingga anak dapat membaca dan menulis secara mandiri. Pendekatan ini terbukti dapat membantu mengurangi kesulitan belajar disleksia pada anak usia dini sehingga mereka mampu mengikuti proses pembelajaran membaca dengan lebih baik.
Pengembangan Komunikasi Efektif dalam Pendidikan Anak Usia Dini Ayuningrum, Anisa; Latifah, Azizah Nur; Hudayani, Wakhida Fajar; Setiyatna, Hery
Journal of Early Childhood and Character Education Vol. 3 No. 1 (2023)
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/joecce.v3i1.13405

Abstract

Komunikasi merupakan suatu aktivitas yang sangat sering dilakukan oleh setiap orang dalam lingkup apapun, dimanapun, dan kapanpun. Komunikasi dalam PAUD adalah suatu poses hubungan antara pendidik dan peserta didik, dalam pembelajaran anak akan selalu berkomunikasi dengan guru, dengan menyampaikan informasi atau pesan sehingga ada umpan balik antara pendidik dan peserta didik. Komunikasi dalam pendidikan anak usia dini sangat penting, karena dapat mengembangkan kemampuan bahasa anak. Selain itu dengan melaksanakan komunikasi efektif dapat menciptakan pola hubungan yang baik antara pendidik dan peserta didik.  Dengan komunikasi efektif diharapkan mampu memberikan dampak positif  bagi anak maupun sekolah.
Dampak Penerapan Prinsip Pendidikan Inklusi di PAUD Inklusi Saymara Kartasura: Penelitian Naura Huwaida; Hery Setiyatna
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3388

Abstract

This study aims to analyse the impact of applying inclusive education principles at Saymara Inclusive Early Childhood Education on child development. The study uses a qualitative approach with in-depth interviews, aiming to understand the experiences and meanings felt by educators in applying inclusive education principles. The implementation of inclusive education principles is carried out by providing equal opportunities for regular children and children with special needs, as well as implementing an Individual Learning Programme (PPI) tailored to the needs and potential of each child. Learning activities involve social interaction and independence training to encourage the development of emphathy, helpfulness, and social skills in children. The obstacles that arise include the challenges of managing diverse classes and the lack of support from some parents for the inclusion programme. Nevertheless, the implementation of inclusive education has a significant positive impact, including improving children’s social and communication skills and self-confidence, as well as shaping the social character of regular children. The results of the study confirm that inclusive education not only supports the development of children with special needs but also creates an adaptive, equitable learning environment that values the diversity of student.
Exploring the Effectiveness of Experience-Based Learning Approaches in Supporting Long-Term Strengthening of Character Education in Schools Setiyatna, Hery; Mahmud, Nurhani; Astutik, Yuli; Muhkam, Mirwan Fikri
Asian Journal of Applied Education (AJAE) Vol. 4 No. 4 (2025): October 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i4.15581

Abstract

This study examines the effectiveness of experience-based learning in strengthening sustainable character education in high schools. Using a mixed methods design combining a quasi-experimental pretest–posttest and qualitative case study, 200 students from two Indonesian schools were divided into experimental and control groups. Quantitative data were analyzed using mean difference tests and ANCOVA, while qualitative insights were obtained through interviews, observations, and reflections. The results show a significant improvement in discipline, responsibility, empathy, and cooperation among students in the experimental group. The study concludes that direct learning experiences, supported by reflection and social engagement, effectively foster long-term character values and contribute conceptually to sustainability-oriented education strategies, offering practical guidance for schools in designing experiential curricula.
DARI PERBEDAAN MENJADI KEKUATAN: IMPLEMENTASI PENDIDIKAN INKLUSIF DI PAUD Damanik, Risma Andriani; Setiyatna, Hery
DUNIA ANAK: Jurnal Pendidikan Anak Usia Dini Vol 8, No 2 (2025): DUNIA ANAK
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpaud.v8i2.5534

Abstract

Penelitian ini bertujuan untuk mengungkap bagaimana pendidikan inklusif dapat diterapkan di lembaga Pendidikan Anak Usia Dini (PAUD) sebagai sarana membangun empati, kerja sama, dan penghargaan terhadap perbedaan sejak dini. Permasalahan yang diangkat dalam penelitian ini adalah masih adanya anggapan bahwa perbedaan kemampuan anak menjadi hambatan dalam proses belajar. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi di lembaga PAUD inklusif. Hasil penelitian menunjukkan bahwa keberagaman anak justru menjadi kekuatan dalam pembelajaran apabila guru mampu mengelolanya dengan baik. Anak-anak reguler menunjukkan peningkatan empati, solidaritas, dan keterampilan sosial saat berinteraksi dengan teman berkebutuhan khusus. Guru berperan penting sebagai fasilitator yang menciptakan kegiatan belajar berbasis kolaborasi, seperti permainan kelompok, kegiatan seni, dan proyek bersama. Pembelajaran inklusif di PAUD tidak hanya mengembangkan kemampuan akademik dasar, tetapi juga membentuk karakter anak yang peduli, sabar, dan toleran. Dengan demikian, pendidikan inklusif menjadi fondasi penting untuk menumbuhkan budaya saling menghargai sejak usia dini.
Pendidikan Inklusif pada PAUD: AnalisisPermasalahan dan Solusi Berbasis StudiLiteratur Khuru’Aini, Loeyyina; Setiyatna, Hery
Harakat an-Nisa: Jurnal Studi Gender dan Anak Vol. 10 No. 1 (2025)
Publisher : Center for Gender and Children Studies, Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) UIN Sultan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/101.51-64

Abstract

This study aims to analyze various problems and solutions in the implementation of inclusive education in Early Childhood Education (PAUD) institutions through a literature review method. Inclusive education in PAUD is an effort to provide fair and equal educational services for all children, including children with special needs. However, its implementation in the field still faces many obstacles, such as limited teacher competency, lack of facilities and infrastructure, low parental support, and suboptimal institutional policies. This study collected and analyzed ten national and international scientific articles related to the implementation of inclusion in PAUD. The results of the study indicate that the main problems lie in the aspects of human resources and policy, while the proposed solutions include improving teacher competency, strengthening collaboration between teachers and parents, and policy support from the government and educational institutions. Thus, inclusive education in PAUD can be implemented more effectively through synergy between the various parties involved.
Pendekatan Strategis dalam Penanganan Perilaku Anak Tunalaras pada PAUD Inklusi Zahwa, Najwa Putri; Setiyatna, Hery
Harakat an-Nisa: Jurnal Studi Gender dan Anak Vol. 10 No. 2 (2025)
Publisher : Center for Gender and Children Studies, Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) UIN Sultan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/102.89-100

Abstract

The phenomenon of emotional and behavioural difficulties in children, characterized by emotional instability and challenges in social interactions, requires systematic handling strategies based on the individual needs of the child. This study aims to identify and describe strategic approaches in managing the behaviour of children with emotional and behavioural disorders at PAUD Inklusi Saymara. The research methods were conducted through in-depth interviews, documentation, and literature review. The findings reveal that behaviour management strategies are implemented through synergy between teachers, parents, and therapists, supported by the application of structured daily routines, healthy eating patterns, and proper rest schedules for children. The implementation of these strategies has been proven to improve emotional stability, concentration in learning, and self-regulation abilities. Nevertheless, the study found obstacles in the form of low consistency of support at home and suboptimal parental involvement.  Therefore, the sustainability of the strategy requires cross-environment coordination and strengthening the role of the family as a partner in inclusive education.
Co-Authors Andarista Sekar Setyowati Aprilia, Isa Auliana, Sherly Ayuningrum, Anisa Budi Utomo Cahyani, Ita Damanik, Risma Andriani eko setiawan Fatiha Khairurizky Fauzi Muharom Hudayani, Wakhida Fajar hunon sephia niken Karina Wilda Suzeni Kartika, Intan Khuru’Aini, Loeyyina Latifah Permatasari Fajrin Latifah, Azizah Nur Muhammad Julijanto MUHKAM, MIRWAN FIKRI Naura Huwaida Na’immaturrohmah, Mar’ah Nur Faizah Nur, Dinni NURHANI MAHMUD Putri Melati Qoulan Sadida Quraini, Arofah Nur Sekar Alyaa Siti Saroh Susilo Surahman Via, Novia Vanes Wulan Siti Hajar Yuli Astutik Zahwa, Najwa Putri