Article Per Year (5 Year)
p-Index From 2021 - 2026
1.99
P-Index
This Author published in this journals
All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Edukasi: Jurnal Pendidikan dan Pengajaran Muallimuna : Jurnal Madrasah Ibtidaiyah Al-Hayat: Journal of Islamic Education Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan JMIE (Journal of Madrasah Ibtidaiyah Education) DIMAR: Jurnal Pendidikan Islam Darris: Jurnal Pendidikan Madrasah Ibtidaiyah MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Jurnal Pendidikan Dasar Islam
Khairunnisa Khairunnisa
Prodi PGMI, Universitas Islam Negeri Antasari, Banjarmasin, Indonesia
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
EARLY READING AND WRITING LEARNING STRATEGIES FOR CHILDREN WITH DISABILITIES IN INCLUSIVE ELEMENTARY SCHOOLS Khairunnisa, Khairunnisa; Sari, Sari; Sugianto, Aris
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.828

Abstract

Early reading and writing skills are essential foundations of literacy, including for children with disabilities (CWD) in inclusive schools. This study aims to describe the strategies, media, and assessments applied in teaching early reading and writing for CWD in first grade at SDN Banua Anyar 8 Banjarmasin. A naturalistic qualitative approach was employed with eight participants, consisting of a classroom teacher, three special education assistants, and five CWD diagnosed with mild to severe autism. Data were collected through interviews, observations, and documentations, and analyzed using Miles and Huberman’s model. The results indicate that teaching strategies were adapted to the students’ characteristics, such as the TEACCH method for students with severe autism and cooperative or game-based learning for those with mild autism. Instructional media included posters, flashcards, pictures, puzzles, and videos, while assessments were individualized, ranging from simplified reading tasks to recognition of letters and numbers. These findings highlight the significance of individualized approaches, visual-audio media, and flexible assessments to enhance early literacy among CWD. The study implies fostering more responsive and meaningful inclusive literacy practices.
An Analysis of Islamic Education Evaluation Results in Madrasahs: Techniques, Interpretation, and Implementation for Continuous Improvement Irlina, Andi; Huda, Nuril; Hermina, Dina; Khairunnisa, Khairunnisa
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.16289

Abstract

This research employs a qualitative research method with a literature study approach. The analysis uses literature analysis, literature review, and secondary data analysis. The object of the research uses 8 journal articles related to the evaluation of Islamic education published in the last 5 years (2020-2024) in national journals accessed through Google Scholar. The findings indicate that a balanced approach utilizing both traditional and digital evaluation methods, alongside quantitative and qualitative analyses, offers a holistic perspective on learning outcomes. The research underscores the importance of incorporating evaluation findings into curriculum development to ensure that Islamic education remains relevant and impactful. This study highlights the importance of providing teachers with intensive training to enhance teacher skills, creating valid and reliable instruments rooted in Islamic values, while leveraging technology to design adaptive assessments aligned with students’ needs. Evaluation findings should be integrated into the curriculum and learning improvements, fostering students’ ability to compete globally without losing their Islamic identity.
Co-Authors Amalia, Tiara Noor Dina Hermina Irlina, Andi Jannah, Raihanatul Jayawarsa, A.A. Ketut Nuril Huda Nurlaili Fitri Raihanatul Jannah Ratnasari Ratnasari Raudatul Jannah Restu Khaliq Sholeh, Makherus Sugianto, Aris