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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Primary: Jurnal Pendidikan Guru Sekolah Dasar Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Journal on Education Jurnal Kreativitas PKM JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Jurnal Educatio FKIP UNMA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Kewarganegaraan Jurnal Pengabdian Masyarakat Indonesia Jurnal Abdi Masyarakat Indonesia Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of General Education and Humanities Jurnal Basicedu Education: Jurnal Sosial Humaniora dan Pendidikan Jurnal Pendidikan Indonesia Jurnal Multidisiplin Indonesia
Prihantini
Universitas Pendidikan Indonesia Kampus Cibiru
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Development of Digital Comics Containing Legends as a Media for Intangible Cultural Heritage for Generation Alpha Prihantini Prihantini; Ranu Sudarmansyah; Agus Juhana; Agus Mulyana; Nurul Hidayah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6226

Abstract

This research aims to develop a digital comic that raises the legend of 'Curug Awang' as an intangible cultural heritage medium for the Alpha generation. The alpha generation is the target user of research products because they are very visual tech-savvy, and familiar with smartphones and digital media. The research method applies the Multimedia Development Life Cycle (MDLC) model. The respondents consisted of two media experts, two linguists, 31 Alpha generations, and 27 teachers. Product testing showed that digital comics met the validation criteria, achieving an average score of 3.55 from media experts and 3.45 from linguists. At the user acceptance testing stage, Generation Alpha rated it at 83.46%, while teachers rated it at 84.6%. These results show that digital comic products are a valuable educational medium. Qualitative data revealed that these comics positively influenced the Alpha generation's understanding of the important values in the legend, namely perseverance and strong determination needed in the pursuit of knowledge, as well as the importance of environmental conservation. Teachers recognize the potential of digital comics to enrich the learning experience and convey meaningful moral messages to the younger generation. The results of this research not only succeeded in documenting and revitalizing the legend of Curug Awang but also contributed to the preservation of intangible culture, as well as overcoming the gap that has not been widely developed digital comics as a transformation medium to increase the awareness of the younger generation about local cultural heritage through interesting and easily accessible media.
From Assessment to Intervention: A Model for Utilizing Disability Service Unit Assessment Findings to Strengthen Inclusive Education Services in Primary Schools Ira Rikmasari; Fatimatuzzahro Fatimatuzzahro; Linda Yuliandini; Kokom Komalasari; Prihantini Prihantini
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1699

Abstract

Inclusive education is about making sure that schools can help all students, including those with disabilities. One big problem is making sure that what we learn from assessing students with disabilities actually helps us teach them better. This study looked at how a Disability Service Unit in Bandung City Indonesia uses what they learn from assessments to make education better for students with disabilities. The study talked to 22 people, including the head of the Disability Service Unit, someone who does assessments, 10 teachers and 10 parents of students with disabilities. They also looked at reports and records from assessments. What they found out is that the assessments give us a lot of information about what students need to learn what they're good at how they communicate, how they feel and what kind of support they need. The study also found out that we can use what we learn from assessments to help students by changing the way we teach making plans for each student working together with parents and teachers and using special interventions. So they made a six-stage model that shows how we can use assessments to help students. The model has these stages: assessing students figuring out what they need and what they are good at making recommendations working together with parents and teachers teaching students and checking to see how it is all working. This model helps us make sure that we are using what we learn from assessments to make decisions about how to teach students with disabilities. It also shows how important Disability Service Units are in making sure that schools are inclusive. The study helps us understand more about how assessments can inform the way we teach students with disabilities and how we can make education better for all students. Inclusive education is important and Disability Service Units play a big role, in making it happen. The study of education and Disability Service Units is ongoing and this study is a part of it.
Inclusive Leadership as a Strategy for Promoting Educational Rights and Participation of Students with Disabilities Djedjen Djedjen; Andrian Muhamad; Ika Ismail; Prihantini Prihantini; Juntika Nurihsan
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1737

Abstract

Inclusive education has become a central strategy for ensuring students with disabilities’ educational rights and meaningful participation. Despite significant policy developments and international commitments to disability rights, many students with disabilities continue to encounter barriers that limit their access, participation, and educational success. In this context, educational leadership plays a critical role in promoting inclusive practices and creating equitable learning environments. This study aims to examine inclusive leadership as a strategic approach for advancing educational rights and participation among students with disabilities. The study employed a narrative literature review, analyzing scholarly publications, policy documents, and theoretical works on inclusive education, disability rights, educational leadership, and social justice. The literature was collected from academic databases, including Google Scholar, ERIC, ScienceDirect, and Scopus-indexed journals, and analyzed using thematic analysis. The review identified three major themes: students with disabilities’ educational rights and participation; the theoretical foundations of inclusive leadership; and inclusive leadership as a strategy for promoting educational rights and participation. The findings indicate that inclusive leadership integrates transformational, distributed, and social justice leadership perspectives to foster inclusive school cultures, remove barriers to participation, promote stakeholder collaboration, strengthen teacher capacity, and support equitable educational opportunities. Furthermore, inclusive leadership functions as a bridge between educational rights and meaningful participation by translating policy commitments into inclusive educational practices. The study concludes that inclusive leadership represents a transformative approach to advancing disability rights, educational equity, and social inclusion. Strengthening inclusive leadership is therefore essential for creating educational environments where all students can participate fully and succeed.
Contextual Teaching and Learning in Elementary Mathematics Education: A Bibliometric Performance Analysis Indry Wenno; Sofyan Iskandar; Prihantini Prihantini; Indry Wenno; Sofyan Iskandar; Prihantini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i11.2026.3

Abstract

Research on Contextual Teaching and Learning (CTL) in elementary mathematics education has expanded substantially over the past decade, yet no bibliometric study has systematically mapped its intellectual structure, growth pattern, or geographic distribution. This study addresses that gap through a bibliometric performance analysis of 55 Scopus-indexed documents published between 2009 and 2026, guided by three research questions on publication trends, geographic contributions, and source characteristics. Data were retrieved from the Scopus database on May 2, 2026, and analyzed using the Scopus Analyze Search Results feature and Microsoft Excel. Results reveal that annual output grew from one document in 2009 to a peak of 11 in 2020 (20.0% of total), declined to two in 2022 amid COVID-19 disruptions, and resurged to 10 in 2025, the second highest on record. Geographically, Indonesia accounts for 85.5% of publications (n = 47), followed by Malaysia (5.5%; n = 3), while contributions from Western countries and other regions remain negligible. Publication sources are dominated by conference proceedings: the Journal of Physics: Conference Series (36.4%) and AIP Conference Proceedings (20.0%) together account for 56.4% of all documents. These findings highlight the need for broader international collaboration, stronger journal-based dissemination, and expanded use of advanced bibliometric tools.
PERAN PENDIDIK DALAM PENGELOLAAN PEMBELAJARAN Yohana R. U. Sianturi; Amanda Ramadhan Firdaus; Prihantini Prihantini
Jurnal Kewarganegaraan Vol 6 No 1 (2022): 1 Januari - 30 Juni 2022 (In Press)
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i1.2217

Abstract

Abstrak Penelitian ini dilakukan untuk memberitahu betapa pentingnya peran pendidik dalam pengelolaan pembelajaran. Dan ketika ingin mengelola pembelajaran akan erat kaitannya dengan pendidik. Guru atau pendidik harus memiliki moral yang baik agar menjadi role model bagi anak didik. Dalam pengelolaan pembelajaran guru memegang peran yang sangat penting. Hasil kajian teoretis menunjukkan bahwa pengelolaan pembelajaran dalam tugas-tugas fungsional guru akan terlaksana secara efektif dan efisien apabila guru mampu melakukan perannya sebagai manajer of instruction Kata Kunci:  Peran guru, pengelolaan, pembelajaran AbstractThis research was conducted to inform the importance of the role of educators in learning management. And when you want to manage learning, it will be closely related to educators. Teachers or educators must have good morals so that they become role models for students. The results of the theoretical study indicate that the management of learning in the functional tasks of the teacher will be carried out effectively and efficiently if the teacher is able to carry out his role as manager of instruction. Keywords: Teacher’s role, management, learning
Co-Authors Agus Juhana Agus Mulyana Ai Nurul Nurohmah Alexandria Sarah Vania Alvira Oktavia Safitri Alvira Oktavia Safitri Amanda Ramadhan Firdaus Amel Fitriani Andrian Muhamad Andriani Safitri Andriani Safitri Angel Dwi Septianingrum Angga Angga Anti Muthmainnah Anti Muthmainnah Arya Chandra Wiguna Asep Herry Hernawan Awalia Marwah Suhandi Ayu Kartini Ayu Kartini Azahra Dewanti Galuh Azka Salmaa Salsabilah Benedicta Dwi Adventyana Chika Chelita Chairunnisa Cucu Suryana D. Rostika Dede Margo Irianto, Dede Margo Defany Dwi Rahmadhani Delia Maharani Deti Ros Rostika Devyanne Oktari Dewi Kartini Dinda Rahma Dinda Rahma Dinila Dinila Djedjen Djedjen Dwi Wulandari Ervina Yunica Euis Nur Amanah Asdiniah Evi Maylitha Fajriyatur Robi'ah Fannia Sulistiani Putri Farah Sabilla Febriany Fatimah, Siti Fatimatuzzahro Fatimatuzzahro Fina Puspa Effendi Ghina Fauziah Hazimah Hafni Fauziyyah Hafni Fauziyyah Hani Risdiany Hanny nur alifia Ika Ismail Ika Nur Muzamil Ilma Siti Salamah Ima Nurwahidah Indira Syifa Karai Handak Indri Fitriani Juardi Indry Wenno Indry Wenno Ineu Sumarsih Ira Rikmasari Isfi Aulia Septiani Jessica Angeline De Eloisa Tobing Khairunnisa Khairunnisa Kokom Komalasari Kurniawati Nia Wati Kuswanto, Kuswanto Latifah Meynawati Lin Herlina Linda Yuliandini Mae Afriliani Magdalena Magdalena Marsanda Claudia Parameswara Maulida Sukmalia Mega Triasya Remana Mei Nur Rusmiati Mila Andriani Nurcahya Mita Maulani Mochammad Fahmi Iskandar Muhammad Farhan Nurdiansyah Muhammad Irfan Adriansyah N. Hidayah Nabila Putri Nur Afifah Nandia Kiranti Naura Lathifah Jayadi Nurihsan, Achmad Juntika Nurul Hidayah O. Abdurhman Prihantini Puji Ayu Handayani Puji Ayu Handayani Puspitasari Puspitasari Putri Sofiatul Maola Rachel Fadila Putri Herdiansyah Ranu Sudarmansyah Raudhatul Khasanah Regina Nurul Sakinah Regina Nurul Sakinah Restu Rahayu Riswati Ashifa Rita Rosita Sabian Nuraprilia Sam Rizqi Yunaenti Sekar Ayu Cahyani Shofi Nurul Hikmah Siti Fadia Nurul Fitri Siti Nur Azizah Siti Rohmah Sofian Abdulatif Sofyan Iskandar, Sofyan Sri Nurlina Sri Nurulita Sukardi, Rendi Restiana Syafa Herdiani Syahla Rizkia Putri Nur’insyani Syifaun Nafisah Teni Marliyani Tyara Tyara Vioreza Dwi Yunianti Yadi Hadiyansah Yayu Sri Rahayuningsih Yohana R. U. Sianturi