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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 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 ACADEMIA: Jurnal Inovasi Riset Akademik INSECTA: Integrative Science Education and Teaching Activity Journal Journal of Integrated Elementary Education Elementar : Jurnal Pendidikan Dasar NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 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 SPEKTRA: Jurnal Kajian Pendidikan Sains
Jamil Suprihatiningrum
State Islamic University Sunan Kalijaga Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities 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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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
EMOTIONAL CHALLENGES OF JUNIOR SECONDARY STUDENTS: IMPLICATIONS FOR SCHOOL GUIDANCE AND COUNSELLING Nurul Ainulhaq Tiara Putra; Jamil Suprihatiningrum; Nurbaeti Nurbaeti
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.v33i1.5294

Abstract

Early adolescence represents a critical developmental period marked by rapid biological, psychological, and social changes that significantly influence emotional functioning. This study aims to explore the dynamics of emotional development among junior secondary school students and to identify the internal and external factors shaping these dynamics within a specific school context. Employing a qualitative case study design, this research was conducted at a public junior secondary school in Gowa Regency, Indonesia. Data were collected through participant observation, semi-structured in-depth interviews with students, guidance and counseling teachers, homeroom teachers, and parents, as well as document analysis. Thematic analysis was applied using an interactive data analysis model and interpreted through Erikson’s psychosocial development framework. The findings reveal that students experience highly fluctuating emotional states characterized by impulsivity, emotional reactivity, and difficulties in self-regulation. Internally, emotional instability is strongly associated with identity confusion and limited emotion regulation skills. Externally, insufficient family emotional support and challenging peer interactions further exacerbate students’ emotional vulnerability. Although guidance and counseling services are available, emotional support practices remain largely reactive rather than preventive. This study contributes to the global literature by providing a contextualized understanding of adolescent emotional development in a Global South public school setting, highlighting the importance of holistic, school-based emotional support systems that integrate counseling, pedagogy, and family involvement.
ASESMEN DIGITAL PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SD AL-ULUM ISLAMIC SCHOOL PEKANBARU Anggun Windi Astuti; Jamil Suprihatiningrum; Maria Andieni Juniyanti; Eka Fanindra Sanusi; Farkhatul Ummi
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.v33i1.5338

Abstract

Penelitian ini mengkaji implementasi digitalisasi asesmen dalam pembelajaran Pendidikan Agama Islam (PAI) pada siswa kelas IV,V,VI SD Al-Ulum Islamic School Pekanbaru. Permasalahan utama yang diidentifikasi adalah bagaimana digitalisasi asesmen diterapkan secara efektif serta kendala yang dihadapi dalam prosesnya. Tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan asesmen digital terhadap proses evaluasi pembelajaran PAI. Metode yang digunakan adalah kualitatif dengan pendekatan deskriptif, meliputi teknik pengumpulan data melalui wawancara mendalam dan dokumentasi. Temuan penelitian menunjukkan bahwa penggunaan platform digital seperti Google Form, Quizizz, dan Liveworksheet mampu meningkatkan efisiensi penilaian serta memotivasi partisipasi siswa dalam pembelajaran PAI.
DEVELOPMENT OF SONG-BASED AUDIOVISUAL CHEMISTRY MEDIA TO INCREASE INTEREST IN LEARNING THE MAIN GROUP ELEMENTS Pradhiana Kharisma D; Jamil Suprihatiningrum; Stevani Nurjanah
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 10 No. 1 (2024): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/3g50gq45

Abstract

Providing a variety of media to support chemistry learning both at school and independently is essential. This research aims to develop chemistry audiovisual song-based media on Main Group Elements. This research uses the research and development (R&D) method with the 4-D model (define, design, develop, and disseminate). Audiovisual song-based media were validated by content and media experts, assessed by three high school chemistry teachers, and responded to by ten XII-grade high school students. The final product of this development is an audiovisual-based song education media equipped with various features: 1) containing images, animation, and sound, 2) utilizing applications: BandLab, Ibis Paint x, Flipaclip, and Capcut, 3) using the 2013 Curriculum, 4) presenting two musical arrangements for four song titles in one video (noble gases, alkali metals, halogens, and alkaline earth metals) which are then completed with a quiz, and 5) each song presents the sub-material of abundance, physical and chemical properties, as well as the benefits of elements, 6) using appropriate language styles and supporting sentences in the video, and 7) practical. After being declared valid by content and media experts, the song was assessed for quality by three chemistry teachers with an idealized percentage of 93.33% or an outstanding category. The product was then responded to positively by students with an ideal percentage of 98% or a particular category in all aspects.
MEMBANGUN EKOSISTEM PEMBELAJARAN INKLUSIF DAN AKSESIBEL MELALUI PENDEKATAN UNIVERSAL DESIGN FOR LEARNING DI SEKOLAH DASAR Bunga Syafiq Munira; Jamil Suprihatiningrum; Vivin Ardiyanti; Futry Ayu Lestari; Khristina Antariningsih
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11431

Abstract

The diversity of student characteristics in elementary schools requires learning approaches that accommodate individual learning needs equitably. Although inclusive education has become a national policy in Indonesia, classroom practices remain largely dominated by standardized instructional approaches, limiting the fulfillment of individual learners' needs. Furthermore, studies examining the implementation of Universal Design for Learning (UDL) in fostering an inclusive and accessible learning ecosystem within Indonesian elementary schools remain limited. This study aimed to analyze the implementation of UDL, identify its supporting factors, and examine the challenges encountered during its implementation. A qualitative approach with an instrumental case study design was employed at SD Tumbuh Yogyakarta. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed using Braun and Clarke's thematic analysis, supported by source and method triangulation. The findings revealed that UDL implementation was realized through six main strategies: flexible co-teaching, differentiated and leveled instruction, theme-based Project-Based Learning, adaptive diagnostic and formative assessment, a rotating supporting educators model, and the provision of accessible infrastructure and learning environments. The novelty of this study lies in conceptualizing UDL as a systemic approach that integrates instructional practices, school culture, stakeholder collaboration, and supportive learning environments. These findings demonstrate that UDL has significant potential to strengthen the quality of inclusive education in Indonesian elementary schools. ABSTRAK Keberagaman karakteristik peserta didik di sekolah dasar menuntut penerapan pembelajaran yang mampu mengakomodasi kebutuhan belajar secara setara. Meskipun pendidikan inklusif telah menjadi kebijakan nasional, implementasi pembelajaran di lapangan masih didominasi pendekatan yang seragam sehingga kebutuhan individual peserta didik belum sepenuhnya terfasilitasi. Selain itu, kajian mengenai implementasi Universal Design for Learning (UDL) dalam membangun ekosistem pembelajaran inklusif dan aksesibel di sekolah dasar Indonesia masih terbatas. Penelitian ini bertujuan menganalisis implementasi UDL, mengidentifikasi faktor pendukung, serta mengkaji tantangan penerapannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus instrumental di SD Tumbuh Yogyakarta. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, dan studi dokumentasi, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke yang diperkuat melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa implementasi UDL diwujudkan melalui enam strategi utama, yaitu co-teaching fleksibel, diferensiasi dan leveling materi, Project-Based Learning berbasis tema, asesmen diagnostik dan formatif adaptif, supporting educators secara rotasi, serta penyediaan infrastruktur dan lingkungan belajar aksesibel. Kebaruan penelitian ini terletak pada penyajian implementasi UDL sebagai pendekatan sistemik yang mengintegrasikan praktik pembelajaran, budaya sekolah, kolaborasi antarpemangku kepentingan, dan dukungan lingkungan belajar. Temuan ini menunjukkan bahwa UDL berpotensi memperkuat kualitas pembelajaran inklusif di sekolah dasar Indonesia.
Asesmen Ranah Keterampilan dalam Pendidikan Agama Islam: Prinsip dan Pengembangan Instrumen Retno Try Purnawati Retno; Jamil Suprihatiningrum; Eko Suwanto; Dani Alamsyah; Siti Sahra
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6437

Abstract

This study examines the conceptual foundations and implementation of psychomotor assessment instruments in Islamic Religious Education (PAI) through a qualitative library research approach. Although skill-based assessment is an essential component of holistic learning evaluation, assessment practices in PAI classrooms remain predominantly focused on cognitive and affective domains, while psychomotor assessment is often implemented inconsistently and without contextually appropriate instruments. This study draws on books, journal articles, and other academic sources to analyse the principles, characteristics, and forms of skill assessment in PAI learning. The findings indicate that psychomotor assessment in PAI should not only evaluate technical performance, but also reflect the integration of cognitive understanding, affective commitment, and authentic religious practice. Effective assessment practices require the use of clear performance indicators, analytic rubrics, observation sheets, portfolios, authentic tasks, and self- or peer-assessment aligned with psychomotor taxonomies and authentic assessment principles. The study also identifies several challenges in implementing psychomotor assessment, including limited teacher assessment literacy, inadequate documentation systems, and the dominance of product-oriented evaluation practices. This study contributes to the discourse on Islamic education assessment by providing a conceptual understanding of skill-based assessment and offering practical considerations for developing more systematic and authentic psychomotor evaluation practices in PAI learning.
Co-Authors AA Sudharmawan, AA Agus Kamaludin Agustina Septiani Salsabila Aldous, Carol Amin, Lailla Aminah, Siti Andriati, Nunung Anggun Windi Astuti Anggun Windi Astuti Arfiani, Indria Astri Hanjarwati Astuti Wijayanti, Astuti Astuti, Emylia Indri Azzahroh, Syifa Bunga Syafiq Munira Carol Aldous Carolyn Palmer Chusna Maulida Dani Alamsyah Daril Ummahati Delimanugari, Daluti Dewanti, Pradhiana Kharisma Dewi Vitama Pusfitasari Eka Fanindra Sanusi Eko Suwanto Emylia Indri Astuti Farihah Zahratunnisa Farkhatul Ummi Farkhatul Ummi Firman Walidi Salam Fitriyani, Riyan Futry Ayu Lestari Gita Rahmawati Gunawan, Yosi Intan Pandini Halim, Abdul Khaidir Hariyanto, Septian Ariq Hidayah, Muhammad Aditya Husnul Fathonah Wiyandari Husnul Fathonah Wiyandari, Husnul Indria Arfiani Intan Andriani Hasanah Istikomah Yulfa Agustin Kamilah, Sofi Nihayatul Khafifah Aulia Wulayalin Khristina Antariningsih Latifah, Ulfa Nur Legendaria Raula Saputri Mafakhir, Ahmad Farros Mahmudah, Rizca Daimatul Maria Andieni Juniyanti Mawar Rahayuning Astuti Muhammad Najib Musyakkir, 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 Pradhiana Kharisma D Putri, Nova Eliza Raudhatunnur, Raudhatunnur Retno Try Purnawati Retno 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 Sintha Sih Dewanti Siti Aminah Siti Sahra Siti Sarah Siti Sarah, Siti Sofia Yunus Putri Stevani Nurjanah Sulistyaningsih Sulistyaningsih Suyanta Suyanta Syifa Azzahroh Tri Jati Harmoko Vivin Ardiyanti Wulayalin, Khafifah Aulia Yosi Intan Pandini Gunawan Zahratunnisa, Farihah ‘Azmi, Madah Ikrimatul