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All Journal Journal of ICSAR Langkawi: Journal of The Association for Arabic and English Jurnal Sosial Humaniora Sigli Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Education for Sustainability and Diversity Sanskara Hukum dan HAM The Easta Journal Law and Human Rights Jurnal Adijaya Multidisiplin Innovative: Journal Of Social Science Research Jurnal Pendidikan West Science Sanskara Pendidikan dan Pengajaran West Science Law and Human Rights West Science Interdisciplinary Studies Jurnal Pengabdian Bangsa The Eastasouth Journal of Learning and Educations West Science Interdisciplinary Studies Proceeding of International Conference on Special Education in South East Asia Region West Science Social and Humanities Studies Science Information System and Technology Sasambo: Jurnal Abdimas (Journal of Community Service) Jurnal Administrasi Negara Pengabdian: Jurnal Abdimas Journal Emerging Technologies in Education
Istiarsyah, Istiarsyah
Universitas Muhammadiyah Mahakarya Aceh
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Research Trends in Autism Spectrum Disorder: Evidence from Scopus-Indexed Bibliometric Data Pelita Hayati; Tiwuk Herawati; Istiarsyah Istiarsyah; Siti Nurjannah; Yeni Irma Normawati
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v4i01.970

Abstract

This study aims to analyze the intellectual structure and research trends in Autism Spectrum Disorder through a bibliometric approach based on Scopus-indexed publications. Data were retrieved using relevant keywords and filtered based on document type, language, and publication period to ensure quality and consistency. The analysis was conducted using VOSviewer to examine co-occurrence of keywords, co-authorship networks, and citation relationships. The results reveal a significant increase in ASD-related publications over time, indicating growing global research interest. The co-occurrence analysis identifies several dominant research clusters, including clinical and cognitive studies, early childhood diagnosis, genetic and biological mechanisms, and technology-based diagnostic approaches such as neuroimaging. The density visualization further confirms that core research themes are concentrated around clinical intervention and behavioral understanding, while emerging topics such as functional connectivity and advanced diagnostic imaging are gaining attention. Additionally, collaboration patterns show that research output is largely dominated by developed countries, suggesting the need for broader global participation. Despite the rapid development of the field, several gaps remain, particularly in underrepresented regions and longitudinal research designs. This study provides a comprehensive overview of the evolution of ASD research and offers insights into future directions, emphasizing the importance of interdisciplinary integration and technological innovation in advancing the field.
Exploring the Evolution of Queer Pedagogy Research: A Bibliometric Study of Inclusive Education Dina Destari; Siti Aisyah Hanim; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 02 (2025): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v3i02.681

Abstract

This study explores the intellectual structure and thematic evolution of queer pedagogy research within the context of inclusive education through a bibliometric analysis. Drawing on publication data from the Scopus database (2000–2024), the study employs VOSviewer to analyze co-authorship patterns, keyword co-occurrence, and citation networks. The findings reveal that queer pedagogy is a vibrant and interdisciplinary field grounded in critical theory and post-structural thought, with core concepts such as heteronormativity, critical pedagogy, and intersectionality at its center. Over time, the field has expanded to include newer themes such as reflexivity, ecopedagogy, and autoethnography, indicating methodological diversification and broader sociopolitical engagement. The study also identifies a concentration of scholarly activity in Western academic institutions, highlighting both the strength and the representational limitations of current research landscapes. By visualizing key trends, influential authors, and underexplored areas, this study provides a comprehensive map of queer pedagogy’s scholarly development and offers insights for advancing inclusive educational practices.
Mapping Inclusive Education Studies in International Journals Loso Judijanto; I Wayan Adi Pratama; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 03 (2025): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v3i03.802

Abstract

This study delineate⁠s the global scope of inclusive educatio⁠n rese⁠arch publ⁠ished in international journals from 2000 to 202⁠5 by biblio⁠metric and scientometric methodologies. Dat⁠a from Scopus and Web of Science were examined to discern publishing trends, theme clusters, collaboration networks, and emerging research fronts. The findings indicate that inclusive ed⁠ucation has transition⁠ed from a foc⁠us on special needs to multidimensional frameworks that prioritize fairness, digital accessibility, and universal design for learning. Th⁠e Unite⁠d Stat⁠es, United Kingdom⁠, and Australia lead the research network, with increasi⁠ng contributions from Indonesia, India, and Brazil. Visualizations of keyword co⁠-occurrence an⁠d density demonstrate robust theme integration across p⁠edagogy, t⁠echnology, and hum⁠an development. Notwithstan⁠ding adv⁠ancements, global inequalities endure, unders⁠coring the necessity for enhance⁠d inclusive cooperation and tailored methodologies. The study theoreti⁠cally redefines inclusion as a dynamic, tr⁠ansdisciplinary domain and provides practical insights for polic⁠ymakers, educators, and academics to imp⁠rove equity in global education.
Analisis Bibliometrik tentang Universal Design for Learning dalam Pembelajaran Abad ke-21 Loso Judijanto; Muhammad Rusdi; Istiarsyah Istiarsyah
Sanskara Pendidikan dan Pengajaran Vol. 3 No. 02 (2025): Sanskara Pendidikan dan Pengajaran (SPP)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/spp.v3i02.556

Abstract

Penelitian ini bertujuan untuk menganalisis tren publikasi, kolaborasi penulis dan institusi, serta perkembangan tematik dalam studi Universal Design for Learning (UDL) dalam konteks pembelajaran abad ke-21 melalui pendekatan bibliometrik. Data dikumpulkan dari basis data Scopus dengan rentang waktu 2010–2024 dan dianalisis menggunakan perangkat lunak VOSviewer. Hasil analisis menunjukkan bahwa Amerika Serikat merupakan pusat kolaborasi global dengan keterhubungan luas terhadap negara lain, sedangkan negara-negara Asia Timur mendominasi produktivitas penulis dalam klaster tersendiri. Secara tematik, literatur UDL berkembang ke arah dua kutub utama: pendekatan pedagogi inklusif dan integrasi dengan teknologi cerdas seperti machine learning dan artificial intelligence. Visualisasi temporal dan heatmap mengungkapkan bahwa topik-topik berbasis teknologi cenderung meningkat dalam tiga tahun terakhir, menunjukkan pergeseran fokus riset ke arah personalisasi pembelajaran berbasis data. Temuan ini memberikan gambaran menyeluruh mengenai arah perkembangan UDL dan membuka peluang integrasi multidisipliner dalam menjawab tantangan pendidikan digital yang inklusif dan adaptif.
IMPLEMENTASI KEBIJAKAN INKLUSIF DALAM PELAYANAN PUBLIK BAGI KELOMPOK RENTAN: KAJIAN PUSTAKA TENTANG AKSESIBILITAS, PARTISIPASI, DAN KEADILAN SOSIAL BAGI PENYANDANG DISABILITAS DAN KELOMPOK MARGINAL Istiarsyah Istiarsyah; Fauzan Fauzan
ADMIN: Jurnal Administrasi Negara Vol. 3 No. 6 (2026): Jurnal Administrasi Negara
Publisher : CV. Adiba Aisha Amira

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

Abstract

This study aims to analyse the implementation of inclusive policies in public services for vulnerable groups, particularly persons with disabilities and marginalised groups, through a literature review approach. This study departs from the fact that although various regulations have been formulated to ensure equality and inclusiveness, their implementation in the field still faces significant obstacles, both structurally, culturally, and administratively. Using a qualitative analysis method based on thematic synthesis of various scientific sources and national policies, this study examines two main dimensions that determine the success of inclusive policies, namely accessibility and participation, and examines their impact on the achievement of social justice. The results of the study show that physical, digital, and social accessibility are still not optimal in reaching vulnerable groups, while public participation tends to be symbolic without having a substantive influence on policy. Social justice can only be realised if public policy is designed with affirmative action, involves multiple parties, and is accompanied by a paradigm shift in bureaucracy towards adaptive and humanistic governance. Thus, inclusive policies are not only administrative instruments, but also a representation of the state's moral commitment to realising equal, fair, and welfare-oriented public services
The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah, Istiarsyah; Devita, Dela; Astuti, Eka Yuli; Hayati, Pelita; Rafika, Irda
West Science Information System and Technology Vol. 4 No. 01 (2026): West Science Information System and Technology
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsist.v4i01.2855

Abstract

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.
PENGUATAN PERAN MASYARAKAT DALAM MITIGASI DAN ADAPTASI TERHADAP BENCANA ALAM Noor Aziz; Sri Suparni; Hermin Nainggolan; Istiarsyah Istiarsyah; Betheny Amahoru
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Vol. 7 No. 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i2.57770

Abstract

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas masyarakat dalam mitigasi dan adaptasi terhadap bencana alam. Metode pelaksanaan dilakukan melalui sosialisasi, pelatihan, simulasi, serta pendampingan berkelanjutan yang dirancang secara interaktif dan kontekstual. Hasil kegiatan menunjukkan adanya peningkatan literasi kebencanaan masyarakat secara bertahap, yang ditandai dengan kemampuan memahami karakteristik bencana, mengidentifikasi faktor penyebab, serta mengontekstualisasikan pengetahuan dalam kehidupan sehari-hari. Selain itu, kapasitas teknis masyarakat juga mengalami penguatan, khususnya dalam penyusunan rencana evakuasi, pengenalan jalur aman, dan pelaksanaan pertolongan pertama dalam situasi darurat. Pembentukan kelembagaan lokal berupa kelompok masyarakat siaga bencana turut memperkuat koordinasi dan keberlanjutan upaya mitigasi di tingkat komunitas. Perubahan pola pikir masyarakat yang lebih adaptif terhadap risiko bencana serta meningkatnya efektivitas komunikasi dan penyebaran informasi menjadi indikator penting dalam membangun kesiapsiagaan kolektif. Di sisi lain, program ini juga mendorong terbentuknya jejaring kolaboratif antar pemangku kepentingan yang mendukung keberlanjutan kegiatan. Secara keseluruhan, integrasi antara peningkatan pengetahuan, keterampilan, dan kesadaran sosial telah memberikan kontribusi nyata dalam meningkatkan kapasitas masyarakat dalam menghadapi bencana, meskipun masih diperlukan upaya lanjutan untuk mengatasi berbagai keterbatasan yang ada.
The Effect of Sensory-Friendly Learning Environments and Teacher Support on Students’ Learning Comfort in Inclusive Classrooms in Indonesia Anizar Anizar; Istiarsyah Istiarsyah; Riki Taufiki; Retno Triswandari; Amel Yani
Jurnal Pendidikan West Science Vol 4 No 02 (2026): Jurnal Pendidikan West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpdws.v4i02.3708

Abstract

This study examines the effect of a sensory-friendly learning environment and teacher support on students’ comfort in inclusive classrooms in Indonesia. Inclusive education requires classroom conditions that accommodate diverse student needs, particularly in relation to sensory processing differences and interpersonal support systems. A quantitative approach was employed using a survey method involving 150 students selected through non-probability sampling. Data were collected using a Likert scale questionnaire and analyzed using SPSS version 25 through multiple linear regression analysis. The results indicate that both a sensory-friendly learning environment and teacher support have a positive and significant effect on student comfort. Teacher support is found to have a stronger influence compared to environmental factors. The model explains 61% of the variance in student comfort. These findings emphasize the importance of integrating environmental adjustments with effective teacher support to enhance learning comfort in inclusive classrooms in Indonesia.
The Influence of Teachers' Pedagogical Competence and the Use of Digital Technology on Islamic Education Learning Outcomes in Senior High Schools in East Java Anizar Anizar; Rival Pahrijal; Rani Eka Arini; Istiarsyah Istiarsyah; Siti Nurjannah
West Science Social and Humanities Studies Vol. 4 No. 02 (2026): West Science Social and Humanities Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsshs.v4i02.2653

Abstract

This study aims to analyze the influence of teachers’ pedagogical competence and the use of digital technology on Islamic Education learning outcomes in senior high schools in East Java. A quantitative research approach was employed involving 85 student respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, classical assumption tests, and multiple linear regression analysis. The results indicate that teachers’ pedagogical competence has a positive and significant effect on learning outcomes, demonstrating that effective instructional strategies and classroom management contribute to improved student understanding. Similarly, the use of digital technology shows a positive and significant influence, indicating that technology-supported learning enhances student engagement and comprehension. Simultaneous testing reveals that both variables significantly affect Islamic Education learning outcomes with a coefficient of determination (R²) of 0.491, meaning that 49.1% of learning outcomes are explained by these factors. The findings highlight the importance of integrating strong pedagogical competence with effective digital technology utilization to improve learning effectiveness in contemporary Islamic Education.
Analysis of Learning Material Quality and Teacher-Student Interaction on Learning Achievement and Student Satisfaction Level in Distance Education in Indonesia Rissa Megavitry; Salfin Salfin; Khoironi Fanana Akbar; Taryana Taryana; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 1 No. 03 (2023): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v1i03.160

Abstract

Distance education in Indonesia has become a pivotal mode of learning, especially in the context of diverse geographical regions and the need for flexible educational opportunities. This study aims to analyze the impact of learning material quality and teacher-student interaction on learning achievement and student satisfaction levels in the Indonesian distance education landscape. A quantitative approach was employed to collect and analyze data from a diverse sample of distance education students. The study employed structural equation modeling (SEM) and various statistical tests to evaluate the relationships between key variables. The findings revealed strong relationships between learning material quality, student-teacher interaction, learning achievement, and student satisfaction levels. Notably, higher learning material quality was associated with improved learning achievement and student satisfaction. Positive student-teacher interactions also correlated with better learning achievement and increased student satisfaction levels. The results underscore the significance of investing in the quality of distance education materials and fostering positive interactions between students and teachers. These insights can inform educational policies and practices aimed at enhancing the distance education experience in Indonesia.
Co-Authors Abdul Kholiq Achmad Fariz Alessandra Russo Amel Yani Amelyani Amelyani Anggraini, Zirlia Anizar Anizar Anizar Anizar Ardiansyah Arief Fahmi Lubis Ayesha Begum Basneldi Basneldi Betheny Amahoru Dadang Garnida Dawi, Amir Hasan Devita, Dela Dian Puspa Iwari Dina Destari Eka Yuli Astuti Fauzan Fauzan Francesco Ricci Hasrina, Noliza Hayati, Pelita Hermin Nainggolan I Wayan Adi Pratama Irda Rafika Irda Rafika Kamarullah Kamarullah Khalip Musa Khoiriyah Khoiriyah Khoironi Fanana Akbar Lailil Qomariyah Lamri Siti Hasanah Nadeak Lani Setyadi Loso Judijanto Maisura Maisura Maisura MARIA BINTANG Mariyani Mena Sari Muhajir Ismail Muhammad Rusdi Nita Rosmala Dewi Noor Aziz Normawati, Yeni Irma Nurhabibah Nurhabibah Nurhabibah Nurhabibah Nurwijayanti Pelita Hayati Rani Eka Arini Ranti Maulya Retno Triswandari Riki Taufiki Riki Taufiki Rissa Megavitry Rival Pahrijal Robiansyah Setiawan Roslaini Roslaini Sabaruddin Sabaruddin Sabaruddin Sabaruddin Samsul Bahri Setiawan, Robiansyah Singh, Amreet Kaur Jageer Siti Nurjannah Sri Andrian Sri Suparni Taryana Taryana Tasnia Islam Ti Aisyah Tiwuk Herawati Ulandary, Yury Yeni Irma Normawati Yoga Budhi Santoso Zikrullah