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All Journal Cakrawala Pendidikan JPK (Jurnal Pendidikan Khusus) Jurnal Konseling dan Pendidikan Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia IJIET (International Journal of Indonesian Education and Teaching) Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Journal of Innovation in Educational and Cultural Research Journal of Innovation and Research in Primary Education
Pujaningsih Pujaningsih
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Jurnal Prima Edukasia

 1 
Exploring learning and behavior problems of gifted children in Indonesia: A content analysis study Pujaningsih Pujaningsih; Mar’atu Husnia Alfi
Jurnal Prima Edukasia Vol 10, No 1 (2022): January 2022
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v10i1.43951

Abstract

Although gifted children have talents and positive traits in academic area that already been supported, little empirical evidence addresses the need of support for gifted children in non-academic areas in Indonesian context.  To fill this void, this study conducted a content analysis of two books about gifted children based on parents’ narratives to explore the need for support for social-emotional problems. “Menyongsong Pagi” and “Menyiangi Petang” are the two books which describe how thirteen gifted children grew up and face obstacle in their learning. Drawing on the theory of positive disintegration and Bronfenbrenner’s theory of ecological development, this study analyzed the two books to describe the uniqueness of gifted students in terms of emotion, intellectual and psychomotor still mostly seen as problems by their teachers and friends which lead to various educational issues. The implication of this study calls for the comprehensive support from teachers and schools’ leader to support gifted children both in academic and non-academic areas.
Development of the Entrepreneurship Program Implementation Strategy for Elementary School Students Apriyanto, Ridwan Eko; Suyud, Suyud; Pujaningsih, Pujaningsih
Jurnal Prima Edukasia Vol. 12 No. 1 (2024): January 2024
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v12i1.57061

Abstract

The entrepreneurship program in Indonesia is a manifestation of the initiative to enhance the image of Pancasila students. However, there are still areas that need improvement in the implementation, and there is a lack of research on the strategies for developing entrepreneurship programs. Therefore, it is crucial to develop a strategy to assist in the execution of the entrepreneurship program. This study employed a qualitative approach, specifically utilizing a case study design. Data was gathered by conducting interviews with three individuals who played a crucial role in the entrepreneurship program at Muhammadiyah Prambanan Elementary School. The findings indicate that schools incorporated entrepreneurship into their curriculum through various means, such as organizing field trips, setting up food stands, and hosting artwork exhibitions. The approach to developing the implementation of the entrepreneurship program involved the formation of committees, establishing partnerships with external schools, and engaging work instructors. Factors that contributed to the research included strong support from stakeholders and external schools through collaboration, while obstacles emerged from a lack of skills among existing school staff and challenges with guardians/parents. This study offers a comprehensive analysis of the approach to establishing entrepreneurship programs in educational institutions. It aims to provide valuable insights for other schools seeking to develop similar initiatives.
The Development of Collaborative-Based Learning Models to Increase Self-Efficacy and Positive Attitudes of Primary Teacher Education Students towards Inclusive Education in Yogyakarta Wati, Unik Ambar; Hermanto, Hermanto; Rahmadonna, Sisca; Pujaningsih, Pujaningsih; Komalasari, Mahilda Dea; Pratama, Kukuh Wahyudin
Jurnal Prima Edukasia Vol. 11 No. 2 (2023): July 2023
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v11i2.62193

Abstract

This study attempts to develop a collaborative-based learning model that can increase self-efficacy and positive attitudes of Primary Teacher Education (PGSD) students toward inclusive education in Indonesia. This study is intended to provide an understanding to PGSD students who are also teacher candidates. The understanding is about the importance of positive attitudes and teaching abilities, which in this study are limited in self-efficacy. The present study employed the Research and Development (R & D) research model. The research participants were elementary school teachers who teach in inclusive schools and 54 PGSD students. Quantitative and qualitative techniques were used to analyze the data. Mann–Whitney U test was used to determine changes in students' self-efficacy and attitudes before and after learning activities. The results indicate a significant difference in self-efficacy with p sig < 0.05. The t-test result is 0.119. As the tcount is greater than the ttable (0.119 > 0.05), it indicates that there is no significant difference. Hence, it can be inferred that there is no statistically significant difference in developing a collaborative-based lecture model aimed at enhancing self-efficacy and fostering favorable attitudes among PGSD students towards inclusive education in Yogyakarta.
Improving Appropriate Behaviour of a Student with Emotional and Behavioural Problems through SWPBS and LST Collaboration Haryanto, Haryanto; Pujaningsih, Pujaningsih
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.77502

Abstract

Support for students with emotional and behavioural problems (EBP) in Indonesia remains limited. This action research explores the use of School-Wide Positive Behaviour Support (SWPBS) to improve student behaviour through collaboration among classroom teachers, subject teachers, special education teachers, school administrators, parents, and psychologists. The study involved 13 teachers and key school stakeholders working together as a learning support team to enhance the appropriate behaviours of a student with EBP. Data were collected through structured and informal teacher reflections and analysed using descriptive statistics. Findings show that collaborative implementation of SWPBS increased the student’s appropriate behaviours and reduced inappropriate ones. Internalising behaviours, such as staying on task and avoiding distractions, reached 100% frequency, while externalising behaviours like physical disruptions dropped to 0%. Class cooperation and routine adherence also reached 100%. However, verbal engagement remained low, with 0% participation in discussions and 33–67% in other academic behaviours, indicating the need for continued support in this area. Teachers reported using various strategies to foster a supportive classroom environment, including greeting the student (66.7%), maintaining a calm setting (40%), assisting with problem-solving (33.3%), and teaching emotional regulation (26.7%). Other strategies included adapted tasks, physical activity, leadership opportunities, and positive reinforcement. These findings highlight the effectiveness of teacher-driven, relationship-based strategies in supporting students with EBP. They also suggest implications for future educational policy, including the integration of social-emotional learning in teacher training and the inclusion of student wellbeing indicators in school practice to promote more inclusive and responsive educational environments.
Co-Authors Apriyanto, Ridwan Eko Asri, Hanifa Nur Azkia Mardhatillah Nesy Badiatul Islami Cabatay, Mulina Madlangbayan Haryanto Haryanto Hermanto Hermanto Ishartiwi Ishartiwi Kamsiah Kamsiah Komalasari, Mahilda Dea Mahardhika Andiansyah Mar’atu Husnia Alfi Mumpuniarti Mumpuniarti Nur Azizah Nurhidaya Nurhidaya Pratama, Kukuh Wahyudin Rahmawati, Rahmawati Ranny Dwi Agustin Retno Wulandari Rezky Ultabaini Ristyaningsih, Ristyaningsih Sarinten Sarinten Sinuhaji, Betaria Br Sisca Rahmadonna Srywahyuni, Srywahyuni Sukinah Sukinah Sulisnuryati, Sulisnuryati Suwarlis, Suwarlis Suwarsih, Ati Suyud, Suyud Taqiyah, Dewi Barotut Unik Ambarwati Utami, Annisa Putri Yuliana Yuliana Zulma Indra Rahmi Putri