Article Per Year (5 Year)
p-Index From 2021 - 2026
8.786
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Journal of Education and Learning (EduLearn) KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Dasar Nusantara Jurnal Prima Edukasia Pedagogi : Jurnal Penelitian Pendidikan JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) JPGSDI Al Ishlah Jurnal Pendidikan TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Bidang Pendidikan Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Martabe : Jurnal Pengabdian Kepada Masyarakat JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika WIDYA LAKSANA Diakronika The Indonesian Journal of Social Studies Autentik : Jurnal Pengembangan Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Jurnal Berdaya Mandiri Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Madrasah PROFICIO: Jurnal Pengabdian Masyarakat Jurnal Impresi Indonesia Jurnal Kajian Ilmu Pendidikan (JKIP) Indonesian Journal Of Educational Research and Review Jurnal Cakrawala Pendas Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal PGSD Indonesia
Dhiniaty Gularso
UPY
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 77 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 77 Documents
Search

 4   5   6   7   8 
INTEGRITAS PROFESIONAL GURU INKLUSI DALAM KOLABORASI BERBASIS SEKOLAH UNTUK MENDUKUNG PENDIDIKAN INKLUSIF DI INDONESIA Randy Pranarelza; Dhiniaty Gularso
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 2 (2026): Vol. 6 No. 2 Edisi Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i2.4657

Abstract

Pendidikan inklusif adalah pendidikan yang bertujuan memberi kesempatan belajar yang setara untuk semua peserta didik, tanpa membedakan latar belakang, jenis kelamin, usia dan bahkan apakah anak tersebut berkebutuhan khusus atau tidak. Hal ini menjadi sangat penting bagi sekolah inklusi, khususnya peserta didik berkebutuhan khusus. Maka konsep utama dalam pendidikan inklusi ini menjadi dasar pokok dalam menerapkan pendidikan inklusif (Ainscow, 2020; UNESCO, 2020). Tetapi pada kenyataannya, saat ini penyelenggaraan pendidikan inklusif lebih dari sekadar formalitas, baik dari segi kurikulum, fasilitas, dan kebijakan. Yang sangat diperlukan dalam pelaksanaan penerapan pendidikan inklusi adalah termasuk kerja sama antar profesional yang berhubungan sangat erat yang ada di sekolah (Florian & Black-Hawkins, 2011). Guru inklusi punya peran utama dalam pendidikan inklusi. Mereka harus memastikan kebutuhan belajar peserta didik berkebutuhan khusus terpenuhi (Friend & Cook, 2016; Dettmer et al., 2005). Namun peran seorang guru inklusi ini sangat membutuhkan kerja sama yang kuat dengan tenaga profesional terkait. Guru perlu bekerja sama dengan kepala sekolah dalam memaksimalkan sumber daya. Selain itu mereka juga perlu bekerja sama dengan guru lain untuk menyesuaikan kurikulum. Dan tak lupa penting juga berdiskusi dengan orang tua tentang perkembangan anak. Serta melakukan kerjasama dengan psikolog, konselor, dan terapis dalam penanganan peserta didik berkebutuhan khusus.
The Malay literacy movement as a best practice in curriculum development in elementary schools Sriyantini; Dhiniaty Gularso
Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 14 No. 1 (2026): April 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jp2sd.v14i1.43295

Abstract

The Malay Literacy Movement is a locally developed curriculum innovation at SDN 010 Bintan Utara to strengthen literacy skills while instilling character values and a love for Malay culture in elementary school students. This study aims to describe the implementation of the Malay Literacy Movement, analyze improvements in students' literacy and character through classroom action research, and identify the involvement of schools, families, and communities in supporting the sustainability of local culture-based literacy programs. The study used a Classroom Action Research (CAR) design, conducted in two cycles, with the following stages: planning, action implementation, observation, and reflection. The research subjects included all students in grades I-VI at SDN 010 Bintan Utara. Data were collected through observation of literacy activities, analysis of student work, documentation, and teacher reflection, and were then analyzed qualitatively, supported by percentage data to reinforce the results of each cycle. The results showed an increase in student literacy achievement from cycle I to cycle II. In cycle I, around 65% of students wrote pantuns with the correct structure and rhyme, and this increased to around 78% in cycle II. Students' ability to retell Malay fairy tales coherently and communicatively increased from around 60% in cycle I to around 72% in cycle II. In addition, students' active participation and confidence in literacy activities increased in cycle II. These findings indicate that the Malay Literacy Movement has the potential to serve as a model for developing a culture-based curriculum in elementary schools
PERAN KOMPETENSI SOSIAL GURU TERHADAP HUBUNGAN GURU DAN PESERTA DIDIK DI SLB NEGERI 1 BANTUL Kuswarini; Saniyyah Difta P; Micky Arda Julanda; Dzakiyah Khansa; Dhiniaty Gularso
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14094

Abstract

This study aims to analyze the role of teachers’ social competence in shaping the relationship between teachers and students with physical disabilities at SLB Negeri 1 Bantul using a qualitative descriptive approach through non-participant observation and documentation methods. The findings indicate that teachers’ social competence plays a crucial role in creating effective learning processes and positive interpersonal relationships, as reflected in adaptive communication skills, empathy, patience, and the use of flexible teaching methods tailored to students’ needs. In addition, teachers contribute to fostering students’ social interaction and creating an inclusive learning environment, which positively impacts students’ comfort, self-confidence, learning motivation, as well as their social and emotional development. Overall, teachers’ social competence significantly contributes to the quality of learning in special education settings; therefore, continuous efforts through training and professional development are needed to improve the quality of educational services for students with special needs.
PENGEMBANGAN KURIKULUM BEST PRACTISE JUARA (JUMAT HAFALAN SURAH JUZ 30) DI SD NEGERI NGEMPLAK 1, SLEMAN: Indonesia Yustina Herawati; Dhiniaty Gularso
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16127

Abstract

This study aims to analyze curriculum development through the Best Practice JUARA (Jumat Hafalan Surah Juz 30) program at SD Negeri Ngemplak 1 Sleman. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation involving the principal, teachers, students, and parents. Data validity was ensured through source and technique triangulation, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the JUARA program was developed through systematic planning, implementation, and evaluation stages. The program is conducted every Friday using talaqqi, tasmi’, and muraja’ah methods through the Ummi approach. The program has improved students’ memorization of Juz 30, tajwid accuracy, and fluency in Qur’anic recitation. In addition, it has contributed positively to the development of students’ religious character, discipline, responsibility, perseverance, and self-confidence. The JUARA program demonstrates a successful practice of religious-based curriculum development in elementary schools.
BEST PRACTICE PENGEMBANGAN KURIKULUM MELALUI PROGRAM “SI BIAS” DI SEKOLAH DASAR KATOLIK DIAKONIA Iis Indirianti; Dhiniaty Gularso
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16333

Abstract

This study aim to describe curriculum development through the SI BIAS Program (Spirituality, Integrity, Compassion, Inclusiveness, Activeness, and Solidarity) as an effort to strengthen character education at SD Katolik Diakonia. The study employed a descriptive qualitative method with a best practice approach. Data were collected through observation, documentation, and program reflection and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that the SI BIAS Program was successfully integrated into intracurricular, co-curricular, extracurricular activities, and school culture. The program was implemented through daily habituation, integration of character values into learning activities, social programs, and role modeling by all school members. The program positively influenced students’ discipline, responsibility, honesty, social awareness, cooperation, and spirituality. The study concludes that school culture-based curriculum development implemented in an integrated manner can create a positive learning environment and effectively strengthen students’ character.
BEST PRACTISE PENGEMBANGAN KURIKULUM DI SEKOLAH DASAR MELALUI EKSTRAKULIKULER PRAMUKA DI SD NEGERI KLITREN YOGYAKARTA : Indonesia Vina Nathania; Dhiniaty Gularso
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16354

Abstract

This study aims to describe curriculum development through the Scout extracurricular program at SD Negeri Klitren Yogyakarta as a best practice in strengthening students’ character. The study employed a descriptive qualitative approach with a best practice method. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The results showed that the Scout extracurricular program was implemented systematically by applying curriculum development principles and experiential learning approaches. The program contributed positively to improving students’ discipline, responsibility, independence, leadership, cooperation skills, and environmental awareness, while supporting the implementation of the Merdeka Curriculum and the Pancasila Student Profile.
BEST PRACTICE PENGEMBANGAN KURIKULUM MELALUI KEARIFAN LOKAL MUANG JONG DI SD NEGERI 19 SIJUK, BELITUNG Panji Arya Kusuma; Dhiniaty Gularso
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16391

Abstract

This study aims to describe and analyze the best practice of curriculum development through the integration of Muang Jong local wisdom at SD Negeri 19 Sijuk, Belitung. The research employed a qualitative descriptive approach with a case study design. Research subjects consisted of the principal, teachers, and students who were directly involved in the implementation of the local wisdom-based curriculum. Data were collected through in-depth interviews, participatory observations, and document analysis. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The results revealed that Muang Jong local wisdom has been integrated into the School Operational Curriculum, classroom learning activities, co-curricular programs, and the Projek Penguatan Profil Pelajar Pancasila (P5). The integration of local cultural values made learning more contextual and meaningful while contributing to the preservation of local culture. Furthermore, the implementation of the curriculum positively influenced students’ character development, particularly in fostering cooperation, responsibility, environmental awareness, cultural appreciation, and social values. Therefore, the Muang Jong-based curriculum development serves as an effective strategy for strengthening character education and preserving local cultural heritage within the implementation of the Merdeka Curriculum.
Co-Authors Agnes Sefy Ajeng Widyawati Albi Anggito Ambarwati, Naeni Andi Dian Rahmawan Ari Wibowo Arifanny, Haristuti Hanung Arip Febrianto Asri Wulandari Astika Noviandari Astika Noviandari Azhar Nur Firdaus Banu Setyo Adi Beny Dwi Lukitoaji Chairani, Fajriati Darsono Darsono Dewi Sofiyanti Dewi Tien Utami Dina Suci Ramadhani Dinarum Osi Fardani Dzakiyah Khansa Erik Aditia Ismaya Fachry Abda El Rahman Fahruddin Fahruddin Faiz Noormiyanto Fitri Nur Jannah Fitri Fitriani, Sindy Novita Fitriani Hapsary Kusumawardanie, Vivie Harteva Putri, Malysa Haryanto , Haryanto Herly Setiawan Heru Purnomo Iis Indirianti Ilma Fahmia Nugraheni Indrianawati, Mita Indriani, Lina Irawan, Ragil Aria Khusnul Anso Firoini Komalasari, Mahilda Dea Kurniasih, Anisa Kurniati, Wahyu Kus Eddy Sartono Kuswarini Leni Yunitasari Lukitoaji, Beny Dwi Maria Sri Mulati Martono Martono Martono Micky Arda Julanda Mita Indrianawati Muhammad Fairuzabadi Muhammad Faiz Romadhon Muhammad Iqbal Birsyada Nada Savitri Nawangsari Nur Aiman Nur Cholimah Nur Hidayah Nur Soleh Nurgiansah, T Heru Nurmila Wati OKTI PURWANINGSIH Panji Arya Kusuma Prada, Yoga Dwi Prada Pratama, Vinda Ayu Pratiwi Pujiastuti Pujiwati, Ratna Purba, Efa Nurlinda Putri Hapsari, Yulia Hastuti Randy Pranarelza Rigianti, Henry Aditia Rosalia Susila Purwanti Rosita, Vera Galuh Saniyyah Difta P Sari Puspitaningsih Selly Rahmawati Setiawan, Herly Sriyantini Sugito Sugito Suryantari, Hadna Theresia Indah Septalia Trisna, Dewi Sri Hening Utami, Linda Tri Vina Nathania Warniasih, Kristina Widyastuti, Ani Widyawati, Agnes Sefy Ajeng Wiwik Anita Yola Dwi Shinta Melati Yustina Herawati Zamroni Zamroni