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All Journal Pendidikan Geografi Sanskara Pendidikan dan Pengajaran West Science Interdisciplinary Studies West Science Interdisciplinary Studies Science Information System and Technology
Irda Rafika
Unknown Affiliation
Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Diversifikasi the chili (Capsicum Annum) Plant Picnic Rubber (Havea Brasiliensis) Kanagarian Ampang Kuranji District Koto Baru, Dharmasraya. Rafika, Irda; Dasrizal, Dasrizal; Thesiwati, Aslan Sari
Pendidikan Geografi Vol 2, No 2 (2013): Jurnal Wisuda Ke 47, Pendidikan Geografi
Publisher : STKIP PGRI Sumbar

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Abstract

Research for this purposes get the data and information in one about chili (Capsicum Annum) plant Diversifikasi picnic rubber (Havea Brasiliensis) Kanagarian Ampang Kuranji district Koto Baru, Dharmasraya.Research for this type of research category Depth Kualitatif. Informan research taken in one Snowball sampling (Originally in a little, be Goose) is based on the same research sample characteristics spesific, the Filter is con sidered related with chili RAISING Picnic in the rubber. Informan this research are the farmers Plant rubber filter rubber Picnic in the chili.By research result Get node Following severar aspects: 1) How to grow chili picnic in the First rubber first taken ore sae chili, chili settings that ore FRUIT is made up raw for the origin, spread before origin, picnic in the rubber down clean planting origin chili, 2) How origin chili that comes down to bathing seeds and chili Filter raw bother with pests to pesticide plan in order chili, chili Plant grown with good, 3) Production results chili like Rock planr rubber quite profitability for farmers due to very satisfactory results than Get meet the needs day-day chili Get it for sale.
The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah, Istiarsyah; Nurhabibah, Nurhabibah; Anizar, Anizar; Amelyani, Amelyani; Rafika, Irda; Basneldi, Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

Abstract

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.
The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah, Istiarsyah; Nurhabibah, Nurhabibah; Anizar, Anizar; Amelyani, Amelyani; Rafika, Irda; Basneldi, Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

Abstract

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.
Implementasi Early Childhood Education untuk Peningkatan Keterampilan Sosial Anak di Indonesia Anizar, Anizar; Qomariyah, Lailil; Khoiriyah, Khoiriyah; Rafika, Irda; Istiarsyah, Istiarsyah
Sanskara Pendidikan dan Pengajaran Vol. 4 No. 01 (2026): Sanskara Pendidikan dan Pengajaran (SPP)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/spp.v4i01.739

Abstract

Penelitian ini mengkaji dampak Pendidikan Anak Usia Dini (PAUD) terhadap perkembangan keterampilan sosial anak-anak di Indonesia. Dengan pendekatan kuantitatif, data dikumpulkan dari sampel 155 anak yang terdaftar dalam program PAUD, dengan menilai perilaku sosial mereka melalui survei skala Likert yang diisi oleh guru dan orang tua. Analisis statistik deskriptif, korelasi Pearson, dan regresi berganda menggunakan SPSS versi 25 diterapkan untuk menganalisis data. Hasil penelitian menunjukkan korelasi positif yang signifikan antara partisipasi dalam PAUD dan keterampilan sosial, dengan hubungan terkuat teramati pada empati dan kerja sama. Analisis regresi menunjukkan bahwa tingkat partisipasi PAUD yang lebih tinggi memprediksi peningkatan yang lebih besar dalam keterampilan sosial anak-anak, terutama dalam kerja sama dan empati. Temuan ini menyarankan bahwa program PAUD di Indonesia dapat secara signifikan meningkatkan keterampilan sosial, menyoroti pentingnya mengintegrasikan pembelajaran sosial-emosional ke dalam kurikulum pendidikan awal untuk mendorong perkembangan sosial yang seimbang pada anak-anak usia dini.
The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah, Istiarsyah; Devita, Dela; Astuti, Eka Yuli; Hayati, Pelita; Rafika, Irda
West Science Information System and Technology Vol. 4 No. 01 (2026): West Science Information System and Technology
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsist.v4i01.2855

Abstract

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.
Co-Authors Amelyani, Amelyani Anizar Anizar Aslan Sari Thesiwati Basneldi, Basneldi Dasrizal Dasrizal Devita, Dela Eka Yuli Astuti Hayati, Pelita Istiarsyah, Istiarsyah Khoiriyah Khoiriyah Nurhabibah Nurhabibah Qomariyah, Lailil