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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama
Iding Tarsidi
Indonesia University of Education
Arts Humanities Education Social Sciences

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Curriculum Alignment Based on Comprehensive Assessment to Address Reading Difficulties in Inclusive Elementary Classrooms Hana Qurrotul Uyun; Budi Susetyo; Iding Tarsidi; Tati Hernawati; Ajeng Suryani
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9278

Abstract

This study was motivated by students' reading difficulties in inclusive classrooms and the limited implementation of differentiated learning within the Merdeka Curriculum. The study aimed to describe the outcomes of academic and developmental assessments of students with reading difficulties, analyze factors influencing reading challenges, and develop curriculum alignment based on these assessments. This study used a qualitative case study design. The study focused on a first-grade student in an inclusive elementary school who exhibited persistent reading difficulties. Data were obtained from multiple sources, including classroom teachers, school principals, and the student, through observations, in-depth interviews, academic and developmental assessments, and documentation. The collected data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings revealed that reading difficulties were influenced by phonological, cognitive, motor, and emotional factors. Curriculum alignment based on comprehensive assessment resulted in more realistic learning objectives, structured instructional strategies, and increased student engagement. The study concludes that comprehensive assessment plays a crucial role as a foundation for curriculum alignment to support effective reading instruction in inclusive elementary classrooms.
Development of the PERISAI Program (Prevention of Sexual Violence and Intimidations) as an Effort to Prevent Gender-Based Violence Nurhayati Nurhayati; Budi Susetyo; Iding Tarsidi; Muhammad Rijaal Qurrota A'yuni; Ahsen Yılmaz
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9311

Abstract

Gender-based violence remains a significant issue in educational settings, including special schools that serve students with special needs. Students in special schools are particularly vulnerable to bullying, intimidation, and sexual violence due to limited self-protection skills, psychosocial challenges, and insufficient preventive support systems. Based on the 2024 Education Report data at State Special School 02 in Serang City, indicators related to bullying and sexual violence were categorized as unsafe, indicating the urgent need for a systematic prevention program. This study aimed to develop the PERISAI Program (Prevention of Sexual Violence and Intimidation) as a collaborative and contextual model for preventing gender-based violence in special schools. This study employed a modified Research and Development (R&D) approach consisting of needs analysis, program design, expert validation, revision, and limited field trials. The participants involved students with special needs, teachers, school counselors, parents, and expert validators. Data were collected through interviews, observations, questionnaires, documentation, and validation sheets, and analyzed using qualitative descriptive analysis and simple quantitative descriptive statistics. The findings revealed that the PERISAI Program was categorized as feasible to highly feasible based on expert validation results. The program was positively received by teachers and parents because it provided practical guidelines for preventing sexual violence and bullying in special school environments. The program integrates prevention education, parental involvement, school support systems, and continuous monitoring within a collaborative framework adapted to the characteristics of students with special needs. This study contributes to the development of a contextual and applicable gender-based violence prevention model for special schools, particularly in educational settings with limited resources and socioeconomically vulnerable families. The PERISAI Program also offers practical implications for strengthening child protection and creating safer and more inclusive educational environments.
Co-Authors Ahsen Yılmaz Ajeng Suryani Budi Susetyo Hana Qurrotul Uyun Muhammad Rijaal Qurrota A'yuni Nurhayati Nurhayati Tati Hernawati