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All Journal Jurnal Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Dedicators Community Murobbi: Jurnal Ilmu Pendidikan COLLASE (Creative of Learning Students Elementary Education) Jurnal Ilmiah Pendidikan Citra Bakti JIIP (Jurnal Ilmiah Ilmu Pendidikan) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam Mitra PGMI: Jurnal Kependidikan MI ZAHRA: Research and Tought Elementary School of Islam Journal JURNAL PENDIDIKAN DASAR FLOBAMORATA Indonesian Journal of Education Methods Development Jurnal Riset Madrasah Ibtidaiyah (JURMIA) SITTAH: Journal of Primary Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JEER (Journal of Elementary Educational Research) AL-UMRON: Jurnal Pengabdian kepada Masyarakat At-Tuhfah : Jurnal Studi Keislaman Indonesian Journal of Islamic Elementary Education ZAHRA: Research and Tought Elementary School of Islam Journal Jurnal Pengajaran Sekolah Dasar Jurnal Edukasi Pendidikan Guru Madrasah Ibtidaiyah Khidmatuna: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Pendidikan Citra Bakti
Dewi Niswatul Fithriyah
Universitas Nahdlatul Ulama Sunan Giri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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VISUAL SEMANTIC MAPPING BERBASIS KEARIFAN LOKAL SEBAGAI STRATEGI PEMBELAJARAN SENI BUDAYA BAGI SISWA TUNARUNGU Misbahruddin , Mochamad; Nisa’, Mirna Wardatun; Sholikhah, Taqwi Matus; Fahma, Mirda Aini; Fithriyah, Dewi Niswatul
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1506

Abstract

Cultural learning for deaf students requires strategies that emphasize visual, contextual, and meaningful aspects, particularly by utilizing local wisdom of the area where students live, such as the local wisdom of Bojonegoro Regency. One relevant approach is Visual Semantic Mapping (VSM), a visual map-based learning strategy that systematically connects main concepts with subconcepts. This study aims to examine the effectiveness of local wisdom-based Visual Semantic Mapping as a cultural learning strategy for deaf students. The method used is a descriptive qualitative study with a literature study approach and learning observations. The results of the study indicate that the application of local wisdom-based VSM can improve the understanding of cultural concepts, enrich visual vocabulary, and encourage the active involvement of deaf students in learning. This strategy also helps students connect cultural materials with real experiences in their surroundings. Thus, local wisdom-based Visual Semantic Mapping can be used as an alternative inclusive and effective cultural learning strategy for deaf students.
MANAJEMEN KELAS INKLUSI DI SEKOLAH DASAR DALAM MENDUKUNG PEMBELAJARAN PESERTA DIDIK BERKEBUTUHAN KHUSUS Dewi Niswatul Fithriyah; Ilma Ariestiana; Alfi Fakhriyyatun Nisrina; Miftakhul Rosyida; Ilma Alfiyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39898

Abstract

This study aims to examine the implementation of inclusive classroom management in elementary schools to support the learning of students with special needs. The study used a qualitative descriptive approach through a literature review related to inclusive education and classroom management practices. The results of the study indicate that effective inclusive classroom management requires a systematic process of planning, organizing, implementing, and controlling that is oriented towards the needs of students. Teachers apply various learning strategies, such as learning differentiation, collaboration between educators, project-based learning, and cooperative learning to increase student participation. In addition, the role of teachers as facilitators, motivators, and mediators, as well as the support of an inclusive school environment, contributes to creating a conducive learning atmosphere. Thus, inclusive classroom management needs to be implemented comprehensively and collaboratively in elementary schools.
Strategi Transformasi Pembelajaran Nilai-Nilai Aswaja: Dari Teori ke Praktik Sehari-Hari dalam Membangun Karakter Siswa MI Dewi Niswatul Fithriyah; Luluk Nurul Aini; Nur Diana Rahayu; Shafira Aulia Agustin; Hafni Zukhrufina
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Order
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6606

Abstract

Value-based education of Ahlussunnah Wal Jama’ah (Aswaja) plays an important role in shaping the personality of students in elementary schools. This article aims to analyze the strategies for transforming Aswaja values from the theoretical realm to practical application in the daily lives of students. The method used in writing this article is literature review based on information from the internet, including scientific articles, books, and other trusted sources. The results of the study show that strategies for transforming Aswaja values can be applied through several main approaches, namely structured regular worship habits, reflective teaching approaches, parental involvement as primary support, integration of Aswaja values in social and religious activities, value-based learning of Aswaja, and the exemplary behavior of teachers as role models. These strategies are effective in internalizing Aswaja values in students, marked by an increase in spiritual awareness, disciplined attitudes, social concern, and student tolerance. With the implementation of this strategy, students not only understand the values of Aswaja theoretically but also are able to practice them in their daily lives. This article is hoped to serve as a reference for educators in developing character education programs based on Aswaja values in elementary schools.
TANTANGAN DAN SOLUSI PELAKSANAAN PENDIDIKAN INKLUSIF DI SD/MI Dewi Niswatul Fithriyah; Siti Kurniawati; Khofifah Indar Lutfiani; Luluk Nurul Aini; Septya Relan Alivia Nanda Baisroh; Muhammad Hasan Fahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39514

Abstract

Inclusive education is an approach that provides opportunities for all students, including those with special needs, to receive an equal education within a single school environment. At the elementary school (SD) and Islamic elementary school (MI) levels, inclusive education plays a crucial role in instilling the principles of justice, tolerance, and respect for diversity from an early age. However, in practice, inclusive education in SD/MI still faces a number of challenges stemming from factors both inside and outside the school. This study aims to examine the challenges faced and find strategic solutions for the implementation of inclusive education in SD/MI. The method used is a literature review by analyzing various sources such as scientific journal articles, books, and policy documents related to the topic of inclusive education. The study revealed that internal challenges include a lack of teacher skills, inadequate facilities and infrastructure, a non-inclusive school culture, a curriculum that is not responsive to diversity, and suboptimal school management. External challenges, on the other hand, include low parental support, the impact of the social and cultural environment, and obstacles in implementing educational policies. Therefore, strategic solutions are needed, such as improving teacher competency, providing disability-friendly facilities, strengthening collaboration between schools, parents, and professionals, and providing ongoing policy support. This study is expected to serve as a reference in developing and improving the quality of inclusive education in elementary schools (SD/MI).
HAMBATAN BELAJAR ANAK BERKEBUTUHAN KHUSUS (ABK) PADA PEMBELAJARAN INKLUSI DI SD Dewi Niswatul Fithriyah; Nabila Mahfudhotin I.; Qoni’atul Athiyah; Siti Mahfudhotul Alfia; Putri Lestari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39629

Abstract

Inclusive education aims to provide equitable access to education for all learners, including children with special needs (CWSN). Nevertheless, its implementation still faces several obstacles that hinder the success of the learning process. This article aims to analyze the learning barriers in inclusive education, covering both internal and external obstacles as well as their impact on the motivation and engagement of CWSN. The approach used is a literature review of articles relevant to inclusive education. The findings of the study reveal that internal barriers, particularly cognitive, affective, language, and communication barriers, as well as external barriers such as teaching media and methods that are not aligned with the needs of CWSN, lead to a decrease in students' motivation, active participation, and academic progress. Therefore, it is important to implement a flexible and responsive inclusive learning strategy that addresses individual needs in order to improve the quality of learning at the elementary school level.
Upaya guru dan siswa dalam mengimplementasikan P5 melalui kegiatan pengelolaan sampah untuk mewujudkan sekolah berbasis Adiwiyata di MIN 1 Bojonegoro Nurul Afidah; Dewi Niswatul Fithriyah; Siti Lutfiatul Muhamaliah; Ika Devi Ratna Ning Tias; Alfi Fakhriyyatun Nisrina
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 2 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i2.27903

Abstract

Abstrak This research abstract describes the efforts of teachers and students in implementing waste management learning theory based on the Project Strengthening the Pancasila Student Profile (P5) to support the Adiwiyata program at MIN 1 Bojonegoro. The P5 learning method, which prioritizes a sustainable lifestyle, is applied through the stages of introduction, contextualization, and evaluation, where students actively recognize, sort, and manage waste in the school environment directly. The teacher acts as a facilitator who motivates and guides students in the waste collection and management activities, so that students not only gain theoretical knowledge but also build awareness and character to care for the environment in accordance with Pancasila values. The implementation of this learning also supports the achievement of the Adiwiyata program's goals through increased student participation in maintaining the cleanliness and sustainability of the school environment. The results show an increase in students' environmental awareness and creativity in waste management, although there are still constraints such as limited facilities and teacher knowledge. Kata Kunci: Adiwiyata, Waste Management, P5-Based Learning, Pancasila Student Profile Abstrak Penelitian ini menggambarkan upaya guru dan siswa dalam menerapkan teori pembelajaran pengelolaan sampah berdasarkan Proyek Penguatan Profil Pelajar Pancasila (P5) untuk mendukung program Adiwiyata di MIN 1 Bojonegoro. Metode pembelajaran P5, yang mengutamakan gaya hidup berkelanjutan, diterapkan melalui tahap pengenalan, kontekstualisasi, dan evaluasi, di mana siswa secara aktif mengenali, memilah, dan mengelola sampah di lingkungan sekolah secara langsung. Guru bertindak sebagai fasilitator yang memotivasi dan membimbing siswa dalam kegiatan pengumpulan dan pengelolaan sampah, sehingga siswa tidak hanya memperoleh pengetahuan teoritis tetapi juga membangun kesadaran dan karakter untuk peduli terhadap lingkungan sesuai dengan nilai-nilai Pancasila. Pelaksanaan pembelajaran ini juga mendukung. Kata Kunci: Adiwiyata, Pengelolaan Sampah, Pembelajaran Berbasis P5, Profil Pelajar Pancasila
Calbox Jurang: A Concrete Learning Tool to Enhance Numeracy in Grade 1 Mathematics Midya Yuli Amreta; Dewi Niswatul Fithriyah; Jamilatul Mutmainah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15974

Abstract

Students often view mathematics negatively because of the emphasis on memorizing formulas rather than conceptual understanding. Moreover, the delivery of theories is carried out without using learning media. As a result, students find it difficult to understand the material, especially in students' numeracy skills due to the minimal use of learning media. This study was conducted based on a gap in previous research, namely that there has been no research that shows the development of concrete media that focuses on improving numeracy as well as improving students' numeracy through story problems that are relevant to everyday life. The purpose of this study is to develop Calbox Jurang learning media to overcome problems in mathematics subjects, especially addition and subtraction materials and to improve the numeracy skills of class I students of MI Al Falah Kebonagung. This Calbox Jurang media provides an interactive learning experience with the visualization of concrete objects so that it can help students to explore mathematical concepts actively, compared to other concrete learning media that tend to be less likely to provide opportunities for students to be actively involved in the learning process. This research method uses R&D research with the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Data collection techniques use observation, interviews, questionnaires, tests, and documentation. The results of the validation of design experts obtained 82.5%, material experts 87.5% and language experts 85%. From the results of the three media validators, it can be categorized as suitable for use. The pretest results obtained 63.75%, and there was an increase in the posttest results of 90.75% and the effectiveness test results were 0.74 in the high category. So, it can be concluded that the development of Calbox Jurang learning media can improve students' numeracy skills and can be used as a learning medium for addition and subtraction materials.
VISUAL SEMANTIC MAPPING BERBASIS KEARIFAN LOKAL SEBAGAI STRATEGI PEMBELAJARAN SENI BUDAYA BAGI SISWA TUNARUNGU Mochamad Misbahruddin; Mirna Wardatun Nisa’; Taqwi Matus Sholikhah; Mirda Aini Fahma; Dewi Niswatul Fithriyah
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1506

Abstract

Cultural learning for deaf students requires strategies that emphasize visual, contextual, and meaningful aspects, particularly by utilizing local wisdom of the area where students live, such as the local wisdom of Bojonegoro Regency. One relevant approach is Visual Semantic Mapping (VSM), a visual map-based learning strategy that systematically connects main concepts with subconcepts. This study aims to examine the effectiveness of local wisdom-based Visual Semantic Mapping as a cultural learning strategy for deaf students. The method used is a descriptive qualitative study with a literature study approach and learning observations. The results of the study indicate that the application of local wisdom-based VSM can improve the understanding of cultural concepts, enrich visual vocabulary, and encourage the active involvement of deaf students in learning. This strategy also helps students connect cultural materials with real experiences in their surroundings. Thus, local wisdom-based Visual Semantic Mapping can be used as an alternative inclusive and effective cultural learning strategy for deaf students.
Pemanfaatan media pembelajaran digital dalam pendidikan inklusi Della Nisa'ul Mufida; Dewi Niswatul Fithriyah; Nisa’ul Khanifah; Siti Khoirun Nisa’; Shafira Aulia Agustin
COLLASE (Creative of Learning Students Elementary Education) Vol. 9 No. 3 (2026)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v9i3.30739

Abstract

Transformasi pendidikan di era digital mendorong penguatan penyelenggaraan pendidikan inklusif yang menjamin hak belajar bagi seluruh peserta didik, termasuk peserta didik berkebutuhan khusus. Media pembelajaran digital memiliki peran strategis dalam mendukung pendidikan inklusif karena mampu menyediakan pembelajaran yang fleksibel, adaptif, dan mudah diakses sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan untuk menganalisis pemanfaatan media pembelajaran digital dalam pendidikan inklusi, mengidentifikasi tantangan yang dihadapi, serta merumuskan strategi untuk mengatasi hambatan tersebut. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan menelaah buku, jurnal ilmiah, dan sumber daring yang relevan. Hasil kajian menunjukkan bahwa media digital berbasis multimedia, media digital interaktif, dan media digital asistif berperan penting dalam meningkatkan aksesibilitas dan kualitas pembelajaran inklusif. Namun, implementasinya masih menghadapi kendala berupa keterbatasan infrastruktur, rendahnya kompetensi pendidik, kurangnya konten digital yang adaptif, serta keterbatasan anggaran dan dukungan kebijakan sekolah. Oleh karena itu, diperlukan strategi komprehensif melalui peningkatan kompetensi guru, pengembangan kurikulum yang fleksibel, penyediaan sarana prasarana yang memadai, serta penguatan kolaborasi antar pemangku kepentingan. Pemanfaatan media digital secara optimal diharapkan mampu mewujudkan pendidikan inklusif yang bermutu dan berkelanjutan.
OPTIMALISASI PERAN GURU TERHADAP PESERTA DIDIK AUTISME DALAM PENDIDIKAN INKLUSI DI MI ISLAMIYAH NGASEM Niswatul Fithriyah, Dewi; Aulatul Mufidati, Aulatul; Lutfiatul Muhamaliah, Siti; Diana Rahayu, Nur; Lina Sufiatin, Nur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40055

Abstract

Inclusive education is an educational approach that aims to provide equal learning services for all students, including students with autism. This study aims to describe the implementation of inclusive learning and analyze the role of teachers in assisting students with autism at MI Islamiyah Ngasem. The study used a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The results of the study indicate that inclusive learning at MI Islamiyah Ngasem is implemented by integrating students with autism into regular classes through adjustments to learning strategies and teacher guidance. Students with autism have special characteristics, especially in aspects of social communication, learning concentration, and behavioral responses, thus requiring a different learning approach from other students. The role of teachers is an important factor in inclusive learning. Teachers act as educators and mentors through academic assistance and social-emotional support. Teachers also act as facilitators by implementing adaptive learning and using appropriate media. In addition, teachers play a role as inclusive classroom managers by organizing a conducive learning environment and managing social interactions. Challenges faced by teachers are related to the heterogeneity of student characteristics and the need for continuous learning adjustments. Therefore, optimizing the role of teachers requires support for competency development and collaboration with various parties.
Co-Authors Agustina, Saskia Alfi Fakhriyyatun Nisrina Alfi Fakhriyyatun Nisrina Aulatul Mufidati, Aulatul Della Nisa'ul Mufida Diana Rahayu, Nur Fahma, Mirda Aini Faizah, Lyla Nur Fiki Dzakiyyatul Aula Firda Zakiyatur Rofi'ah Hafni Zukhrufina Hamidatun Nihayah Ika Devi Ratna Ning Tias Ilma Alfiyanti Ilma Ariestiana Istiqomah, Ayu Dwi Jamilatul Mutmainah Kartini, Alif Yuanita Khofifah Indar Lutfiani Lina Sufiatin, Nur Lisa Aminatul Mukaromah Lisa Aminatul Mukarromah Luluk Nurul Aini Luluk Nurul Aini Lutfiani, Khofifah Indar Lutfiatul Muhamaliah, Siti Made Krisnanda Mashari Midya Yuli Amreta Miftakhul Rosyida Mirda Aini Fahma Mirna Wardatun Nisa’ Misbahruddin , Mochamad Misnawati Misnawati Mochamad Misbahruddin Moh Nur Fadlil Moh. Mualliful Ilmi, Moh. Mualliful Mohamad Romadlon Mufida, Della Nisa'ul Mufidati, Aulatul Muhammad Hasan Fahmi Nabila Mahfudhotin I. Ningtiyas, Putri Ayu Nisa, Zumrotun Nisa’, Mirna Wardatun Nisa’ul Khanifah Nur Diana Rahayu Nur Nafisatul Fithriyah Nurul Afidah Nurul Mahruzah Yulia Putri Lestari Qoni’atul Athiyah Reza Umaroh Rosyida, Afidatur Sa'diyah, Zumrotus Sanjung Ariesta Utami Sanjung Ariesta Utami Sa’diyah, Zumrotus Septya Relan Alivia Nanda Baisroh Shafira Aulia Agustin Shafira Aulia Agustin Shalihah, Fika Rachmatus Sholikhah, Taqwi Matus Siti Khoirun Nisa’ Siti Kurniawati Siti Lutfiatul Muhamaliah Siti Mahfudhotul Alfia Sufiandi, Enrico Suttrisno Taqwi Matus Sholikhah WULANDARI Zumrotus Sa'diyah