Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

5.36

P-Index

This Author published in this journals

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 JURNAL TARBIYAH Lectura : Jurnal Pendidikan JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Paedagogy PAKAR Pendidikan Journal of Educational Chemistry (JEC) Jurnal Inovasi Pembelajaran Kimia (Journal Of Innovation in Chemistry Education) 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

Published : 51 Documents Claim Missing Document

Claim Missing Document

Articles

2 3 4 5 6

Studi Komparasi Modul Kimia Berbasis Media Screen Reader Jaws dan Braille Terhadap Prestasi, Motivasi, dan Kemandirian Belajar Peserta Didik Difabel Netra Suprihatiningrum, Jamil; Fitriyani, Sholihah Nur
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

This study aimed to compare the achievement, motivation, and independent learning of blind students who use screen reader JAWS and braille module.This research was conducted at MAN Maguwoharjo Yogyakarta involving 5 blind students in the chemistry subject of academic year 2013/2014. One student is as an instrument validation test subject, two students as subjects in the experimental class and two students as subjects in the control class. The instruments used in this study are the observation sheet,multiple choice test, questionnaire responses, motivation scale, and independent learning scale. Data of student achievement, motivation and independence scale were analyzed using nonparametric statistical test of independent samples. The result shows that no significant difference between the achievement, motivation, and independence of blind students who use screen reader JAWS module and braille module.

Proses Pengembangan Tabel Periodik Unsur (TPU) Braille untuk Siswa Difabel Netra Wardhani, Nurma Setya; Suprihatiningrum, Jamil
INKLUSI Vol. 2 No. 1 (2015)
Publisher : PLD UIN Sunan Kalijaga

One of the challenging subjects in chemistry for students with visual impairment is the periodic table, known in bahasa Indonesia as SistemPeriodikUnsur ( SPU). The common method of teaching currently used for this subject is lecture, with occasional use of tactile demonstration where the teacher or lecturer describes the visual component by drawing the object on thestudent’s palm or back. In short, students with visual impairment learn the periodic tableby relying heavilyon their memory.Based on this teaching challenge, this developmental research undertakesthe development of a Braille version of the periodictable that will enable a blind student to properly learn chemistry. This Braille model is an accessible, tactual based learning tool that enables blind students to learn independently through experience.[Salah satu materi pembelajaran kimia yang termasuk sulit diajarkan kepada siswa difabel netra adalah materi Sistem Periodik Unsur (SPU). Guru menyampaikan materi SPU kepada siswa difabel netra dengan metode ceramah. Guru memperkenalkan berbagai unsur dalam susunan periodik dengan bercerita dan sesekali memberikan gambaran dengan rabaan pada tangan atau punggung. Oleh karena itu, siswa difabel netra hanya mengandalkan ingatan dalam mempelajari materi tersebut.Pengembangan TPU Braille untuk siswa difabel netra ini diharapkan dapat menjadi media bagi siswa difabel netra untuk belajar kimia dan dapat memenuhi kebutuhan siswa difabel netra akan media dan alat bantu. Pengembangan TPU Braille untuk siswa difabel netra memenuhi media yang assestive bagi siswa difabel netra yang bersifat taktual. Siswa difabel netra dapat belajar dengan pengalaman mereka sendiri dan tidak merasa diperlakukan berbeda diantara yang lain sehingga motivasi dalam belajar kimia siswa difabel netra dapat tumbuh meskipun dengan keterbatasan yang dimiliki.]

PRODADISA “Program Pemberdayaan Difabel Daksa” menuju Percontohan BKD (Balai Kerja Difabel) untuk Meningkatkan Kemandirian dan Life Skill Difabel Aminah, Siti; Suprihatiningrum, Jamil; Hanjarwati, Astri
INKLUSI Vol. 2 No. 2 (2015)
Publisher : PLD UIN Sunan Kalijaga

Jumlah difabel daksa di kabupaten Bantul termasuk dalam kategori tinggi dibandingkan daerah lain, terutama pascagempa tahun 2006. Meskipun pemerintah telah memperhatikan keberlanjutan hidup yang layak bagi difabel, namun sampai saat ini, program pemberdayaan yang dilakukan pemerintah belum memberikan dampak yang signifikan bagi kemandirian dan life skills bagi para difabel daksa. Salah satu lembaga difabel yang berperan dalam program pemberdayaan ini adalah Paguyuban Bangkit Bersama (PBB). Forum ini merupakan wadah dari perwakilan DPO seluruh (17) kecamatan di Kabupaten Bantul. FPDB sudah memiliki berbagai macam kegiatan pemberdayaan, diantaranya pembuatan dan reparasi sepatu roda, kerajinan anyaman bambu, dan pembuatan meja kursi untuk cafe. Sayangnya, FPDB belum memiliki manajemen SDM yang bagus dan tertata rapi, di samping hasil produk dari program pemberdayaan yang sebenarnya sudah layak jual, namun proses pemasaran yang kurang dapat menarik pasar. Oleh karenaitu, melalui Kegiatan Pengabdian kepada Masyarakat ini akan diusulkan PRODADISA (Program Pemberdayaan Difabel Daksa) yang meliputi kegiatan assessment, kelanjutan program yang diselenggarakan PBB, dan evaluasi program pemberdayaan difabel yang selama ini telah dilakukan oleh PBB bersama pemda kabupaten Bantul. Tujuan PRODADISA adalah untuk: meningkatkan kemampuan difabel daksa anggota PBB dalam hal manajemen SDM; membentuk masyarakat difabel yang mandiri dalam berwirausaha; memberikan pelatihan teknologi informasi kepada anggota FPDB dalam mendukung usahanya; memberikan pelatihan menjahit dan pengembangan produk jahit yang marketable. Tujuan akhir dari kegiatan ini adalah FPDB menjadi percontohan Balai Kerja Difabel (BKD), sehingga sustainability kegiatan dapat terus terjaga.

Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta Suprihatiningrum, Jamil
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

Pengalaman Sekolah Penyelenggara Pendidikan Inklusif dalam Menyediakan Pembelajaran Sains Suprihatiningrum, Jamil
INKLUSI Vol. 8 No. 2 (2021)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.080203

This article focuses on the investigations towards challenges and obstacles faced by Schools Providing Inclusive Education (SPIE) in creating inclusive science learning for students with disabilities. Under the qualitative research lense, three SPIE (Sekolah Mutiara, Permata and Berlian) in the Special Province of Yogyakarta were involved and thirteen respondents (principals, science teachers, support teachers) were selected through purposive sampling technique. Data were collected by in-depth interviews and followed by a Focus Group Discussion (FGD) with six science teachers. Collected data were then analyzed through coding, categorization, and four themes were generated. The findings show that types of disabilities possessed by students are very diverse, so that teachers need more effort and time to manage class. Support for the teachers and science learning media were limited. Another finding shows that contradictions between policies on inclusive education resulted in the confusion of implementing inclusive education in school level. Artikel ini membahas tantangan dan hambatan yang ditemui oleh Sekolah Penyelenggara Pendidikan Inklusif (SPPI) dalam menyediakan pembelajaran sains untuk siswa difabel. Tiga SPPI di Daerah Istimewa Yogyakarta dicakup dalam penelitian ini, dengan tiga belas responden yang terdiri atas kepala sekolah, guru sains, guru pendamping kelas (GPK). Data dikumpulkan dengan wawancara mendalam dan Focus Group Discussion (FGD) bersama enam guru sains. Hasil analisis data menunjukkan di ketiga SPPI, variasi tipe dan jenis disabilitas yang dimiliki oleh siswa sangat beragam, sehingga guru membutuhkan tenaga dan waktu lebih banyak untuk mengelola pembelajaran. Daya dukung sekolah masih kurang dan perlu ditingkatkan terutama di area jumlah GPK dan media pembelajaran yang sesuai untuk siswa dengan jenis disabilitas tertentu. Sekolah Berlian menunjukkan iklim pembelajaran yang lebih inklusif dibanding yang lain. Ditemukan adanya kontradiksi antar-kebijakan pemerintah mengenai pendidikan inklusif, yang mengakibatkan pelaksana pendidikan inklusif di sekolah mengalami kebingungan.

DIFFERENTIATED LEARNING STRATEGIES TO IMPROVE THE INTERPERSONAL SKILLS OF STUDENTS WITH DISABILITIES IN SCIENCE LEARNING Amin, Lailla; Suprihatiningrum, Jamil; Sari, Rita; Halim, Abdul Khaidir; Mafakhir, Ahmad Farros
Elementar : Jurnal Pendidikan Dasar Vol. 5 No. 2 (2025): Elementar : Jurnal Pendidikan Dasar
Publisher : Faculty of Educational Sciences,Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/gs619j55

This study aims to analyze the role of differentiated learning in developing the interpersonal skills of students with disabilities through Natural Science (IPA) learning in an inclusive educational environment. Interpersonal skills, such as social participation, communication, collaboration, and self-confidence, are important competencies that support the academic and social success of students with disabilities, but are often not optimally developed in inclusive practices. This study used a Systematic Literature Review (SLR) design with a descriptive qualitative approach. Data were obtained from reputable national and international journal articles published between 2021 and 2025 and analyzed using thematic analysis techniques. The synthesis results indicate that differentiated learning—especially in the aspect of process differentiation—plays a significant role in improving the quality of social interactions of students with disabilities through flexible grouping, collaborative role assignments, and adjustments to learning activities according to students' readiness and learning profiles. Inquiry-based and collaborative IPA learning has proven to be an effective social space for inclusively training students' communication, cooperation, and self-confidence. These findings confirm that differentiated learning functions not only as an academic strategy but also as a social learning mechanism that supports the development of interpersonal skills in students with disabilities. The implications of this research emphasize the importance of deliberate instructional design, teacher competency in differentiation, and the integration of social goals in inclusive science learning. Keywords: differentiated learning, interpersonal skills, students with disabilities, inclusive education, science learning.

Creating Accessible Chemistry Content for Students with Disabilities: Findings from Schools Providing Inclusive Education in Indonesia Khafifah Aulia Wulayalin; Jamil Suprihatiningrum
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.6755

The trend of students with disabilities attending secondary schools providing inclusive education in Indonesia is rising. This trend requires teachers as a key person to offer learning that suits the needs and abilities of each student, including those with disabilities. This research portrays how chemistry teachers provided alternative modes of representation as one of the principles of Universal Design for Learning (UDL). Three teacher participants from three schools providing inclusive education (SPIE) in the Special Province of Yogyakarta were recruited purposively and agreed to be interviewed on how they varied the chemistry content format. A descriptive method was used and directed content analysis was applied to analyze the data. The findings demonstrated that chemistry learning content were created more accessible for students with disabilities. Three chemistry teacher participants demonstrated that they implemented the principle of Multiple Means of Representation of UDL in a simple manner. The participants created learning objectives without modifying them to suit the student’s abilities. Learning content was offered in various ways and delivered with some strategies. Chemistry teacher participants demonstrated how they provided various assessments to gain students with disabilities opportunities to show their understanding.

Utilizing Animaker in Producing Interactive Chemistry Learning Media on the Topic of Atomic Structure Daril Ummahati; Jamil Suprihatiningrum
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.7573

Today’s learning process utilizes technological-based interactive learning media that improve students’ understanding of chemistry. Animaker is one of the AI-powered platforms to create animation and live-action videos. Therefore, this research tried to utilize Animaker to produce interactive learning media on atomic structure material, analyze the quality of the media based on material and media experts, as well as teachers, and determine students’ responses to the media. ADDIE model of research and development was used as the guideline in producing the media. First, needs analysis was carried out through literature reviews and preliminary studies. Second, the initial design was proposed, consisting of opening, main, and closing. Third, the design was then developed using Animaker website. In this stage, the media draft was validated by material and media experts. Two experts said that the media was excellent, although they provided feedback to improve the media. Some revisions were made before the media was delivered to teachers for quality testing. All teachers agreed that the media is of excellent quality (96.36%). The final media was then handed over to the student participants and they provided positive responses to the media. The Animaker is suitable for creating media that is interactive, interesting, and fun.

Self-Assessment on Digital Pedagogy of Indonesian Gen Z Student-Teachers Safira Afifah Sabrina; Jamil Suprihatiningrum
Jurnal Inovasi Pembelajaran Kimia Vol. 8 No. 1 (2026): APRIL 2026 EDITION
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/qcdqz713

The rapid advancement of digital technology requires pre-service teachers to possess strong digital pedagogical skills to design and implement effective learning in the digital era. This study aimed to analyze the digital pedagogy skills of Generation Z pre-service chemistry teachers and examine differences based on gender and the number of software applications used. A survey method was employed involving 158 pre-service chemistry teachers from seven State Islamic Universities in Indonesia. Data were collected using a five-point Likert-scale questionnaire covering three dimensions: pedagogical orientation, pedagogical practices, and digital pedagogical competencies. The data were analyzed descriptively and using an independent samples t-test and one-way ANOVA. The findings showed that the respondents’ digital pedagogy skills were generally in the good category, with pedagogical orientation obtaining the highest mean score, followed by pedagogical practices and digital pedagogical competencies. No significant differences were found based on gender or the number of software applications used. These results indicate that although Generation Z pre-service chemistry teachers are familiar with digital technology, their ability to integrate technology pedagogically still requires further strengthening through relevant training and practical learning experiences.

REKONSTRUKSI EPISTEMOLOGI PENDIDIKAN ISLAM DI ERA KECERDASAN ARTIFISIAL: TANTANGAN ETIS DAN STRUKTUR OTORITAS PENGETAHUAN Farkhatul Ummi; Jamil Suprihatiningrum; Sofia Yunus Putri; Agustina Septiani Salsabila; Anggun Windi Astuti
JURNAL TARBIYAH Vol 33, No 1 (2026)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/tar.v33i1.5316

Perkembangan Artificial Intelligence (AI) telah mengubah struktur produksi pengetahuan dalam sistem pendidikan global, termasuk dalam Pendidikan Islam. Artikel ini bertujuan membahas secara filosofis menerapkan integrasi epistemologis, etis, dan pedagogis AI serta merancang rekonstruksi paradigma tarbiyah yang relevan dengan transformasi digital. Penelitian menggunakan pendekatan kualitatif berbasis studi literatur sistematis terhadap publikasi ilmiah periode 2022–2025 dan dokumen kebijakan internasional mengenai etika AI. Hasil kajian menunjukkan bahwa AI berpotensi menggeser struktur otoritas epistemik dari guru ke algoritma, menimbulkan risiko bias data, datafikasi pendidikan, serta tantangan integritas akademik. Namun demikian, AI juga menawarkan peluang transformasi pedagogis melalui personalisasi pembelajaran dan sistem evaluasi adaptif (Holmes, 2024). Artikel ini menawarkan model rekonstruksi paradigma tarbiyah berdasarkan hierarki epistemik wahyu, akal, dan teknologi dalam kerangka maqāṣid al-syari'ah. Pendekatan ini menegaskan bahwa AI harus diposisikan sebagai instrumen fasilitatif yang tunduk pada nilai, bukan sebagai otoritas normatif dalam Pendidikan Islam.

Co-Authors AA Sudharmawan, AA Agus Kamaludin Agustina Septiani Salsabila Aldous, Carol Amin, Lailla Aminah, Siti Andriati, Nunung Anggun Windi Astuti Arfiani, Indria Astri Hanjarwati Astri Hanjarwati Astri Hanjarwati, Astri Astuti Wijayanti, Astuti Astuti, Emylia Indri Azzahroh, Syifa Carol Aldous Carolyn Palmer Chusna Maulida Daril Ummahati Delimanugari, Daluti Dewanti, Pradhiana Kharisma Dewi Vitama Pusfitasari Emylia Indri Astuti Farihah Zahratunnisa Farkhatul Ummi 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 Khafifah Aulia Wulayalin 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 Nurbaeti Nurbaeti Nurjanah, Stevani Nurlatifah Nurlatifah Nurma Setya Wardhani, Nurma Setya Nurul Ainulhaq Tiara Putra Palmer, Carolyn Putri, Nova Eliza Raudhatunnur Rita Sari Riyan Fitriyani Rizca Daimatul Mahmudah Ro'fah, Ro'fah Rofah Rofah Safira Afifah Sabrina Salam, Firman Walidi Salsabilla, Nulqia Saputri, Legendaria Raula Septian Nur Ika Trisnawati Sholihah Nur Fitriyani, Sholihah Nur Sintha Sih Dewanti Siti Aminah Siti Sarah Siti Sarah, Siti Sofia Yunus Putri Sulistyaningsih Sulistyaningsih Suyanta Suyanta Syifa Azzahroh Tri Jati Harmoko Wulayalin, Khafifah Aulia Yosi Intan Pandini Gunawan Zahratunnisa, Farihah ‘Azmi, Madah Ikrimatul

Title

Found 51 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 51 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 51 Documents
Search