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All Journal Milenial: Journal for Teachers and Learning Global Education Journal
Gusma Afriani
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Computer Science & IT Education Mathematics Social Sciences Other

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Upaya Guru Mata Pelajaran Agama dalam Meminimalisir Prokrastinasi Akademik Siswa Madrasah Tsanawiyah Al Muttaqin Kota Pekanbaru Nuraini; Gusma Afriani
Milenial: Journal for Teachers and Learning Vol. 4 No. 1 (2023): Milenial
Publisher : Lembaga Anotero Scientific Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55748/mjtl.v4i1.207

Abstract

This research aimed at finding out how the efforts of religious subject teachers in minimizing student academic procrastination at Islamic Junior High School of Al-Muttaqin Pekanbaru City were. It was a qualitative research. Observation, interview, and documentation were the techniques of collecting data. The data analysis technique was done through the steps of data reduction, data display, and drawing conclusions. The data validity was tested through data triangulation technique-comparing data from various sources to obtain the validity of the research findings. The research findings showed that some efforts carried out by the religious subject teachers in minimizing the behavior of academic procrastination were giving punishment, using various learning methods, giving motivation before and after the teaching and learning process, cooperating and communicating among religious subject teachers. The supporting factors were the support from the school and the cooperation among religious subject teachers and homeroom teachers in minimizing student procrastination behavior. The obstructing factors were the lack of student motivation and participation interest in learning, the lack of social support from the family, and the influence of peers.
Teachers’ Attitudes, Competencies, and Challenges in Inclusive Education Implementation Practices Gusma Afriani; Aisyah, Siti
Global Education Journal Vol. 3 No. 1 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i1.1198

Abstract

The concept of inclusive education has gained global attention as a means to provide equitable educational opportunities for children with special needs (CWSN) within general school environments. However, the effective implementation of inclusive education remains a challenge, especially in contexts with limited resources and support structures. This study aims to explore the role of teachers in implementing inclusive education and identify the factors that influence their effectiveness in inclusive classrooms. A qualitative research design, employing semi-structured interviews, classroom observations, and document analysis, was used to gather data from twelve teachers across three public elementary schools in [City/Region Name], Indonesia. The findings reveal that teachers' attitudes, professional training, and institutional support play critical roles in shaping the inclusivity of classrooms. Positive teacher attitudes and adaptive teaching strategies were associated with successful inclusion, whereas lack of training and support resulted in minimal inclusion. The study concludes that empowering teachers with adequate training, emotional support, and institutional resources is essential for achieving true inclusion in schools. This research contributes to the growing body of literature on inclusive education by providing insights into the everyday experiences of teachers and the systemic challenges they face. It highlights the need for a more holistic approach to teacher development and school-wide support to bridge the gap between policy and practice. 
Co-Authors Nuraini Siti Aisyah