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All Journal Journal on Education Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Innovative and Creativity
Muhammad Rusli
Institut Cokroaminoto Pinrang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis of Humanistic Attitudes and Self Concept Towards Prosocial Student of Regular School Based on Inclusive Muhammad Rusli
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4333

Abstract

The basic principle of inclusive schools is that all children should learn together, wherever possible, regardless of the difficulties or differences they may face. Many factors influence the success and sustainability of inclusive education, one of which is the prosocial behavior of regular students towards children with special needs. Prosocial behavior carried out by regular students towards students with special needs can be influenced by things related to the students' humanistic attitudes and self-concept. This research aims to determine: The simultaneous influence of humanistic attitudes and self-concept on prosocial students in inclusive schools. This study uses a quantitative approach. The number of samples in this study was 90 regular students at the Inpres Maccini Baru state elementary school, from grades IV, V and VI. Research data was obtained through three data collection tools, namely the prosocial behavior scale, humanistic attitude scale, and self-concept scale. The method used to test the hypothesis is the multiple linear regression method. The calculation to detect partial influence is by carrying out the t test, while calculating the simultaneous influence is by using the F test. The results of the research show that partially the results obtained show that there is a significant influence of humanistic attitudes on prosocial behavior (sig. 0.000 < 0.05). Meanwhile, self-concept does not have a significant influence on prosocial behavior (sig. 0.054 > 0.05). Simultaneously, there is an influence between humanistic attitudes and self-concept on students' prosocial behavior in the inclusion class at SD Negeri Inpres Maccini Baru (p= 0.000 < 0.05) and F count > F table (65.763 > 3.10). The coefficient of determination (R²) value shows 0.602, so that in this study the humanistic attitude and students' self-concept together have an effective contribution to prosocial behavior of 60.2%.
Meningkatkan Literasi Membaca Siswa Sekolah Dasar melalui Pembelajaran Bahasa Indonesia Berbasis Teknologi Fatimah Yasmin; Muhammad Rusli
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2793

Abstract

Tingkat literasi membaca siswa sekolah dasar di Indonesia masih berada pada kategori rendah, sebagaimana ditunjukkan oleh data PISA 2022 dan ANBK 2023. Banyak siswa mengalami kesulitan dalam memahami makna tersirat, membuat inferensi, dan menilai isi bacaan secara kritis. Permasalahan ini semakin kompleks karena proses pembelajaran Bahasa Indonesia yang masih bersifat tradisional, kurang mengaitkan materi dengan kehidupan nyata, serta belum memanfaatkan teknologi dan unsur budaya lokal secara optimal. Penelitian ini bertujuan untuk merancang model pembelajaran Bahasa Indonesia berbasis teknologi yang bersifat interaktif dan kontekstual guna meningkatkan kemampuan membaca siswa pada aspek literal, inferensial, dan evaluatif. Proses pengembangan dilakukan melalui beberapa tahap, yakni studi pendahuluan, desain model, uji validitas dan kepraktisan, serta uji efektivitas menggunakan pendekatan penelitian dan pengembangan (R&D). Model yang dikembangkan memadukan narasi lokal, keterlibatan aktif siswa, dan teknologi digital interaktif. Temuan penelitian membuktikan bahwa model ini layak digunakan, mudah diterapkan, dan mampu meningkatkan literasi membaca secara signifikan. Kesimpulan utama menyatakan bahwa pembelajaran Bahasa Indonesia yang memadukan teknologi dan nilai-nilai lokal dapat menciptakan proses belajar yang lebih kontekstual, bermakna, relevan dengan kebutuhan abad ke-21, serta memperkuat jati diri budaya peserta didik
From Global to Glocal Education: A Bibliometric Study on the Integration of Global Citizenship and Indigenous Culture in Learning Models Muhammad Rusli; Raden Roro Nanik Setyowati; Akhwani Akhwani; Lalu Habiburrahman; Nurul Aini
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 3 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i3.4741

Abstract

Global education faces persistent challenges in balancing a cosmopolitan orientation with the preservation of local cultural identities. Although Global Citizenship Education (GCE) has developed rapidly, its epistemic integration with indigenous and local cultures in learning models remains fragmented and has not been systematically mapped. This study maps the global research landscape on the integration of GCE and indigenous cultures into learning models through bibliometric analysis. The research employed a Systematic Literature Review (SLR) combined with bibliometric analysis of 600 Scopus-indexed articles from 2010 to 2025, retrieved via Publish or Perish and analyzed using VOSviewer, following a four-phase PRISMA procedure with explicit inclusion and exclusion criteria to ensure transparency and reproducibility. The results reveal a significant increase in publications since 2016, peaking in the 2019-2021 period, followed by a phase of consolidation. Thematic structures are dominated by pedagogical aspects, educational actors, and institutional contexts, while exploration of indigenous cultures remains epistemically peripheral. Geographic analysis shows a pronounced concentration of publications from the Global North. Keyword network analysis indicates a shift from normative discourse toward a more implementation-oriented focus. The findings confirm a structural gap between the intensity of GCE scholarship and the epistemic integration of local cultures. The novelty of this research lies in its comprehensive quantitative mapping that operationalizes glocalization theory within a bibliometric framework, providing an empirical foundation for developing more contextual, equitable, and inclusive glocal learning models. Future research is recommended to pursue qualitative, community-based, and co-creation approaches that operationalize these findings into indigenous-informed pedagogical frameworks.
Co-Authors Akhwani Akhwani, Akhwani Fatimah Yasmin Lalu Habiburrahman Nurul Aini Raden Roro Nanik Setyowati