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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Sosiologi Reflektif Journal of Education and Learning (EduLearn) Nadwa : Jurnal Pendidikan Islam Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Pendidikan dan Pemberdayaan Masyarakat JPS Unimus Jurnal Pendidikan Agama Islam IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pendidikan (Teori dan Praktik) Inklusi Journal of Disability Studies SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan Lectura : Jurnal Pendidikan JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Paedagogy PAKAR Pendidikan Journal of Educational Chemistry (JEC) Journal of Innovation in Educational and Cultural Research Randwick International of Education and Linguistics Al-Bidayah: Jurnal Pendidikan Dasar Islam Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Tropical Chemistry Research and Education INSECTA: Integrative Science Education and Teaching Activity Journal Elementar : Jurnal Pendidikan Dasar Kaunia: Integration and Interconnection of Islam and Science Journal Akademika : Jurnal Pemikiran Islam JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Ilmiah Ilmu Terapan Universitas Jambi UNESA Journal of Chemical Education Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan MIPA

Jamil Suprihatiningrum

State Islamic University Sunan Kalijaga Yogyakarta

Author-ID : 545300

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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SUPPORT OF FAMILY ECONOMIC STATUS FOR FULFILLING THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES Suprihatiningrum, Jamil; Saputri, Legendaria Raula; Astuti, Emylia Indri; Zahratunnisa, Farihah; Arfiani, Indria; Mahmudah, Rizca Daimatul; Azzahroh, Syifa
Jurnal Pendidikan (Teori dan Praktik) Vol 8 No 2 (2023): September 2023
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v8n2.p138-147

Recognizing the right to education is essential for all groups, including children with disabilities. Therefore, this research was conducted to analyze the relationship between family economic support and the family’s ability to fulfill the educational rights of children with disabilities. Research on disability enhances knowledge in special education and inclusive practices, refining teaching methods and support systems additionally, understanding the vital role of families to advocate for their children's educational rights. This study uses a qualitative approach with a descriptive method. The informant who participated in this study was one of the special school teachers in Yogyakarta who was selected by purposive sampling and had voluntarily agreed to become an informant. Data was collected through structured in-depth interviews and documentation and analyzed inductively. The study results show that family economic support is not the main obstacle in realizing the right to education for children with disabilities. A more significant obstacle that arises in realizing the rights of children with disabilities is parents’ perception in educating their children whether they attend school or not. The results of this study indicate that parents must realize that the right to education must be given to all children, including children with disabilities. Apart from special education, inclusive education must also be widely promoted to increase awareness and the responsibility of parents or families toward their children’s right to education

The Effect of Inquiry-Based Learning on Students’ Critical Thinking Ability and Activeness in Reaction Rate Material Latifah, Ulfa Nur; Suprihatiningrum, Jamil
Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i1.17368

Studying chemistry is more than just gaining knowledge; it is also about exploring new ideas and finding new ways to understand what we already know. However, most students participate less when studying chemistry. They tend to memorize the concept and think less critically to understand and obtain solutions to a problem. Reaction rate is material closely related to practicum, which requires students to think more critically and participate actively in obtaining information. This research aims to determine the effect of inquiry-based learning on students’ critical thinking skills and activeness in reaction rate material. The type of this research is Quasi Experiment. The research design used was a Pretest-Posttest, Non-Equivalent Control Group Design. The population of this research was class XI MIPA students. The sampling technique used was the cluster random sampling technique. Researchers used test instruments and observations as data collection techniques. The research results from the Mann-Whitney U test show that the significance value or Sig (2-tailed) is (0.001). If compared, the value will be smaller than alpha 0.05 (0.001 < 0.05); this shows that the hypothesis is accepted, and it can be concluded that there is a difference in critical thinking between the experimental group and the control group. The results of descriptive statistical tests on the observation sheet show that the average activity of experimental group students is higher than that of the control group in each indicator. Thus, the inquiry-based learning model influences students' critical thinking skills and activeness in reaction rate material.

Model Pembelajaran Jigsaw Berbasis Game Tic-tac-toe: Kesempatan untuk Meningkatkan Konsentrasi dan Pemahaman Konseptual Siswa Materi Kimia Nurjanah, Stevani; Suprihatiningrum, Jamil
PAKAR Pendidikan Vol 22 No 2 (2024): Published in July 2024
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v22i2.538

This study aims to determine the effect of concentration and student learning outcomes on colloidal material using a Jigsaw model infused with a tic-tac-toe game. The quasi-experimental study used a pretest and posttest nonequivalent control group design. Students in grade XI of three science classrooms in Prambanan High School were identified as the population in this study, and two of them were selected to be samples (one as a control group and another as an experimental group) using a cluster random sampling technique. While applying the Jigsaw-infused Tic-tac-toe Game, learning concentration was measured with a questionnaire. On the other hand, conceptual understanding of colloidal material was analyzed using multiple-choice tests. All data collected used statistical analysis (Mann-Whitney test for data from the questionnaire and data from the tests). The research result shows the value of sig. Questionnaire 0,002 < 0,05 and sig. Test questions 0,003 < 0,05. Based on the research results, the finding shows that applying a Jigsaw-infused Tic-tac-toe game positively affects students' concentration and conceptual understanding of chemistry.

INCULCATION OF ISLAMIC VALUES THROUGH CHEMISTRY SHORT STORY (CERPEN) FOR SENIOR HIGH SCHOOL Suprihatiningrum, Jamil; Andriati, Nunung
AKADEMIKA: Jurnal Pemikiran Islam Vol 21 No 2 (2016): Islam dan Integrasi Sosial
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar

xAbstrakPenerapan nilai keislaman melalui pembelajaran kimia harus didukung oleh kegiatan guru. Penelitian ini bertujuan untuk menanamkan dan mengintegrasikan nilai-nilai keislaman melalui cerpen sebagai media pembelajaran kimia. Penelitian ini diprakarsai oleh perkembangan cerpen kimia dan dilanjutkan dengan proses validasi oleh para ahli materi, ahli media, ahli bahasa, dan peer-reviewer. Tiga guru kimia dan 10 siswa SMA dinilai dengan menggunakan cerpen yang telah divalidasi. Instrumen yang digunakan dalam penelitian ini adalah pedoman wawancara dan lembar observasi untuk penelitian awal dan lembar validasi, 5 lembar skala penilaian (terdiri dari 11 aspek), dan lembar jawaban siswa untuk menentukan kualitas cerpen. Pembuatan cerpen kimia mengikuti model 4D yang terdiri dari 4 tingkatan: Define (definisi), Design (pembuatan), Development (pengembangan), and Disseminate (diseminasi), tapi dibatasi pada tingkat Development (pengembangan). Hasilpenilaian dan jawaban/respon siswa sebagai data kualitatif dikonversikan menjadi kuantitatif, kemudian dianalisa menggunakan statistik deskriptif untuk menentukan kualitas media tersebut. Penelitian ini berhasil mengembangkan sebuah cerpen kimia untuk pelajaran unsur-unsur kimia. Cerpen tersebut berhasil mengintegrasikan dan menerapkan nilai-nilai keislaman yang agamis, bertanggung jawab, bekerja keras, rasa ingin tahu, persahabatan, dan komunikatif. Cerpen kimia ini disusun dengan alur cerita yang disertai ilustrasi. Integrasi nilai-nilai keislaman ditunjukkan melalui presentasi dan alur dalam cerita. Untuk aspek integrasi nilai-nilai keislaman khususnya, media ini mencapai skor 66/75 (sangat baik). Hasil analisis dari keseluruhan data menunjukkan bahwa cerpen kimia memiliki kualitas yang sangat baik menurut 3 guru SMA di Yogyakarta dan Kertosono, Nganjuk, Jawa timur. Rata-rata total skor yang dicapai adalah 450/510. Cerpen kimia ini menerima respon positif dari siswa dan mencapai skor 151/160 (94,37% persentase ideal). Hal ini dapat disimpulkan bahwa nilai-nilai keislaman dapat diintegrasikan kedalam pelajaran kimia melalui cerpen. Selanjutnya, cerpen dapat digunakan sebagai sumber belajar yang independen. Inculcation of Islamic values through chemistry learning should be supported by teacher’s creativity. This research aims at inculcating and integrating Islamic values through a short story as a chemistry learning media. The study initiated by developing the chemistry short story and proceeded with the validation process by materials experts, media specialists, linguists, and peer reviewers. Three chemistry teachers and 10 high school students assessed the validated-short story. The instruments used in this study were interview’s guidance and observation sheets to preliminary study and validation sheets, 5 scale assessment sheets (consists of 11 aspects), and students' response sheets to determine the quality of short story. The production of chemistry short story followed the four-D model, which consists of four stages: Define, Design, Development, and Disseminate, but limited to the stage of Development. Results of assessment and response as a qualitative data was converted to quantitative, then analyzed using descriptive statistics to determine the quality of those media. This study succeeded in developing a chemistry short story for the subject matter of Chemistry of Elements. This short story successfully integrate and inculcate Islamic values, which were religious, responsibility, hard work, curiosity, friendship, and communicative. Chemistry short story was structured with a storyline that accompanied illustration. The integration of Islamic values demonstrated through the presentation and storyline in the stories. Especially for the aspect of integration of Islamic values, this media score obtained at 66/75 (Very Good). Results of the analysis of the overall data showed that the chemistry short story has a Very Good quality according to 3 high school chemistry teachers in Yogyakarta and Kertosono, Nganjuk, East Java. The average total score obtained at 450/510. This chemistry short story received a positive response from students and reached a score 151/160 (94.37% ideal percentage). It can be concluded Islamic values can be integrated into chemistry subjects through short story. In addition, the short story can be used as a source of independent learning.

MEETING THE CHALLENGES OF ACCESSIBILITY FOR SCIENCE INCLUSIVE CLASSROOMS IN INDONESIAN BASIC EDUCATION SYSTEM Suprihatiningrum, Jamil
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 13 No. 2 (2021): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/albidayah.v13i2.710

There is no one-size-fits-all answer to support the uniqueness of a student’s learning needs. Providing accessibility to enable every student to achieve the same learning goals is a critical issue to create an inclusive environment. This study investigated ways of science teachers met the challenges in providing accessibility for students in learning science. Ten participants from three Schools Providing Inclusive Education (SPIE): Schools Cerdas, Pintar, and Pandai in basic education level in the Province of Daerah Istimewa Yogyakarta Indonesia were selected purposively. The participants were interviewed individually and in group to share their thought and experiences in meeting the challenges of learning accessibility for students with disabilities (SWD) in the science classrooms. As part of a qualitative case study, data were analyzed systematically and three themes were generated to discuss the findings, i.e., inclusive pedagogy, inclusive content, and inclusive technology. All participants considered how learning is achieved and provided the means to help students succeed. A syllabus was made available in all schools, although expectations were set low and learning objectives were not clearly defined and measurable. Collaborative teaching only existed in School Pandai with limited co-planning time. All teachers revisited science content and ensured it was set up for all students to meet their expectations. Science teachers in School Pandai created different worksheets based on the student’s needs as the main learning source, while other teachers in Schools Cerdas and Pintar claimed they had no time to vary science modalities. Although all teachers understood how SWD needs to interact with different tools, only teachers in School Pintar and Pandai utilized assistive technologies to help SWD in learning science.

The Long Road to Social Inclusion: Participation of Vulnerable Groups in Village Development Ro'fah, Ro'fah; Hanjarwati, Astri; Suprihatiningrum, Jamil
Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan Vol. 6 No. 2 (2022): Jurnal Pemberdayaan Masyarakat
Publisher : UIN Sunan Kalijaga, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2022.062-05

The Indonesian village Law No. 6/2014 has set the tone for empowering local development, establishing village as a local democratic institution with the ability to manage its own development. It is explicitly stated in the law that one of its goals is to establish the village community as a subject instead of an object of development. Therefore, the law highly encourages civic participation. While the mechanism is in place to ensure the participation of village inhabitants, the participation of marginalized groups such as women, people with disabilities, and eldery remain unexplored. Using interviews with the marginalized groups in four villages in Indonesia, the aim of this paper seeks to capture the dynamic participation of this population and to examine the barriers to their participation in the development process. In this study, it was found that meaningful participation has not yet been achieved, thus, there is still a need to advocate for empowerment for this population. In addition, marginalized groups continued to experience challenges and barriers in to their participation, primarily due to the absence of a structure and mechanisms that specifically address their need. These include the absence of disability or women organizations or forums, the inaccessibility of information, and the lack of awareness of village government to include marginal groups.

SUPPORT OF FAMILY ECONOMIC STATUS FOR FULFILLING THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES Jamil Suprihatiningrum; Legendaria Raula Saputri; Emylia Indri Astuti; Farihah Zahratunnisa; Indria Arfiani; Rizca Daimatul Mahmudah; Syifa Azzahroh
Jurnal Pendidikan (Teori dan Praktik) Vol 8 No 2 (2023): September 2023
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v8n2.p138-147

The Orthodoxy of Special Education Among Public, Private, and Islamic Secondary Schools Providing Inclusive Education Suprihatiningrum, Jamil; Palmer, Carolyn; Aldous, Carol
Jurnal Pendidikan Agama Islam Vol. 19 No. 1 (2022): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.2022.191-05

Purpose – The extent to which a special education orthodoxy influences teachers’ understanding and practicing of the idea of inclusion in teaching and learning is essential to be revealed to construct the meaning of inclusion for the Indonesian context. Design/methods/approach – Thirteen participants of three types of Schools Providing Inclusive Education (SPIE) i.e., Sekolah Harapan (public), Sekolah Mulia (Islamic), and Sekolah Wijaya (private) in the Special Province of Daerah Istimewa Yogyakarta were selected purposively, and a qualitative case study was conducted using an in-depth interview to gather the data. Data analysis is carried out inductively and deductively to obtain more in-depth results. Findings – All participants articulated inclusive education is a placement for students with special education needs and disabilities (SEND) in the general education system. All students with SEND were welcomed in Sekolah Harapan but were then labeled and pulled out to a resource room to be educated separately by a support teacher. In Sekolah Mulia, most students were visually impaired without support teacher provided to assist them. Teaching and learning were very minimal offered various strategies, media, and assessments; mirrored the special education model. Sekolah Wijaya, in contrast, implemented a more inclusive education model, no labeled was marked for students with SEND and promoted an inclusive climate through learning activities. Research limitation – The small number of participants meant that the findings cannot be generalized as the participants cannot be considered representatives of secondary schools in Yogyakarta or Indonesia. Originality/value – Teachers in three SPIE investigated are willing to promote inclusive education although the orthodoxy of special education philosophy still has been flavoring most of the teachers’ language in defining and practicing the inclusive concept.

SCALE FOR PRE-SERVICE SCIENCE TEACHERS’ KNOWLEDGE IN DESIGNING INCLUSIVE LEARNING: CONSTRUCTION, VALIDATION, AND RELIABILITY Suprihatiningrum, Jamil; Wijayanti, Astuti; Salam, Firman Walidi; Hidayah, Muhammad Aditya
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 8 No. 2 (2024): Volume 8, Nomor 2, December 2024
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v8i2.33958

Scale development is essential in testing constructs and variables in social research, including education. Scales that meet the rules of validity and reliability are developed using standardized procedures. This research focuses on scale production to create reliable and valid construct measures to assess teacher knowledge in designing inclusive learning, using three frameworks, namely Technological Pedagogical and Content Knowledge, Backward Design, and Universal Design for Learning. Research on this issue involves measuring organizational and psychological constructs, which present unique challenges because they are generally unobservable, very abstract, often complex, and may consist of several different components. As a result of this complexity, developing this scale was challenging. The production of this scale followed Boateng et al., and the field test involved 259 pre-service teachers. The Rasch Rating Scale Model analysis was used to test the scale and produced 18 items that have high reliability (0.96). This scale can be used nationally to assess teachers' ability to implement inclusive education. The scale also applies as a teacher self-assessment tool for developing their competence.

INNOVATION OF DIFFERENTIATIONAL LEARNING STRATEGIES IN SCIENCE LEARNING FOR STUDENTS WITH SPECIAL NEEDS Amin, Lailla Hidayatul; Na'imah, Na'imah; Dewanti, Sintha Sih; Delimanugari, Daluti; Suprihatiningrum, Jamil; Trisnawati, Septian Nur Ika; Maulida, Chusna
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 8, No 2 (2024): 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.v8i2.690

This study was conducted to explore the application of differentiation learning strategies and inclusive approaches for students with special needs in Elementary Schools. This study is motivated by the importance of creating a friendly learning environment and supporting the development of students with special needs so that they can develop according to their potential. The research method used is a qualitative study with a phenomenological approach, where data was obtained through in-depth interviews with three key informants, namely educators and inclusive program managers at schools. The data collected were analyzed thematically to identify patterns of implementation of differentiation learning strategies and implementation of inclusive policies. The results of the study indicate that (1) Teachers have implemented differentiation learning strategies optimally, learning methods and materials are adjusted to the needs and competencies of students with special needs; (2) Special programs; Maintenance Class and Inclusive Learning are applied to provide additional support for students, including the use of special aids and accompanying teachers; (3) The humanist philosophy approach is also the basis for creating an inclusive learning environment, which is demonstrated through respect for individual uniqueness and student character development. Evaluation of this approach is carried out periodically to ensure its suitability to student needs. In addition, collaboration with parents and the community is considered very important in supporting the implementation of inclusive programs.

Co-Authors AA Sudharmawan, AA Agus Kamaludin Aldous, Carol Amin, Lailla Aminah, Siti Andriati, Nunung Arfiani, Indria Astri Hanjarwati Astri Hanjarwati Astri Hanjarwati, Astri Astuti Wijayanti, Astuti Astuti, Emylia Indri Azzahroh, Syifa Carol Aldous Carolyn Palmer Chusna Maulida Delimanugari, Daluti Dewanti, Pradhiana Kharisma Dewi Vitama Pusfitasari Emylia Indri Astuti Farihah Zahratunnisa Firman Walidi Salam Fitriyani, Riyan Gita Rahmawati Gunawan, Yosi Intan Pandini Halim, Abdul Khaidir Hariyanto, Septian Ariq Hidayah, Muhammad Aditya Husnul Fathonah Wiyandari Husnul Fathonah Wiyandari, Husnul Indria Arfiani Istikomah Yulfa Agustin Kamilah, Sofi Nihayatul Latifah, Ulfa Nur Legendaria Raula Saputri Mafakhir, Ahmad Farros Mahmudah, Rizca Daimatul Mawar Rahayuning Astuti Muhammad Najib Musyakkir Na'imah, Na'imah Ningrum, Sutria Nunung Andriati Nurjanah, Stevani Nurlatifah Nurlatifah Nurma Setya Wardhani, Nurma Setya Palmer, Carolyn Putri, Nova Eliza Raudhatunnur Rita Sari Riyan Fitriyani Rizca Daimatul Mahmudah Ro'fah, Ro'fah Rofah Rofah Salam, Firman Walidi Salsabilla, Nulqia Saputri, Legendaria Raula Sholihah Nur Fitriyani, Sholihah Nur Sintha Sih Dewanti Siti Aminah Siti Sarah Siti Sarah, Siti Sulistyaningsih Sulistyaningsih Suyanta Suyanta Syifa Azzahroh Tri Jati Harmoko Trisnawati, Septian Nur Ika Ummahati, Daril Wulayalin, Khafifah Aulia Yosi Intan Pandini Gunawan Zahratunnisa, Farihah ‘Azmi, Madah Ikrimatul

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