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All Journal Irfani Tadbir: Jurnal Manajemen Pendidikan Islam Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Pendas : Jurnah Ilmiah Pendidikan Dasar NANAEKE Jurnal Kewarganegaraan Aksiologi : Jurnal Pendidikan dan Ilmu Sosial Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Studi Pesantren Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar Journal of Indonesian Scholars for Social Research International Journal of Integrative Sciences Jurnal ASIK: Jurnal Administrasi, Bisnis, Ilmu Manajemen & Kependidikan Kelola: Jurnal Manajemen Pendidikan Al-Gafari: Manajemen dan Pendidikan Aslamiah: Jurnal Pendidikan, Ekonomi, Sosial dan Budaya Jurnal Teknologi Pendidikan Jurnal Pendidikan Anak Usia Dini Al-Tafani: Jurnal Pengabdian Masyarakat Journal of Humanities and Social Studies Jurnal Pengabdian Masyarakat dan Riset Pendidikan La Parole : Journal of Language Teaching and Pedagogy International Journal of Education, Vocational and Social Science Jurnal Pemikiran dan Pengembangan Pembelajaran Jurnal Pustaka Cendekia Pendidikan PESHUM International Journal of Education Management and Religion An-Najmu AF-JIES
Arismunandar
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Macro Role Plays on Early Childhood Expressive Language Skills Nurul Khaimah; Arismunandar; Rusmayadi; Herlina; Wahira
Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 2 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v3i2.2428

Abstract

This study aims to find out the description of the implementation of macro role-playing, find out children's expressive language skills before and after doing macro role-playing activities, and examine the effect of macro role-playing on early childhood expressive language skills. This research method uses a quantitative approach with a simple experimental method. The design used is a pre-experimental design with a one group pretest-posttest design. The data collection technique through observation and documentation of descriptive analysis as a form of data analysis from this study. The results showed that the implementation of macro role-playing was effective and smooth over 8 sessions, with high participation (95%) and simple props support that encouraged imaginative interaction resembling real life, making it suitable for language development., children's expressive language skills improved significantly before (average 0.45 or 41.9%) and after (0.88 or 81.8%) treatment, especially on the indicators of storytelling and spontaneous expression (up to 121%).,  and a significant positive influence was found on macro role play on expressive language skills (Wilcoxon test: T=35 < 151 tables; Z=-5.62, p<0.001), proving that this method is effective as a game intervention for early childhood oral language development.
STORYTELLING METHODS FOR EARLY CHILDHOOD RECEPTIVE LANGUAGE Evarastina Mattemmu; Arismunandar; Rusmayadi; Wahira; Herlina
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 4 No. 01 (2026): FEBRUARY 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Abstract

Storytelling with two-way interaction improves receptive language Storytelling that allows children to retell or discuss has been shown to improve understanding of language structure and vocabulary. The purpose of this study is to determine the effectiveness, influences of differences and obstacles of conventional storytelling methods, such as Kamishibai, in improving receptive language skills in early childhood. This research method uses a quasi-experimental design with a quantitative approach. This study uses quantitative data because it aims to measure the influence of storytelling methods on early childhood receptive language skills. Quantitative data was obtained in the form of numbers and scores from tests or observation sheets used to assess children's receptive language skills before and after treatment. The data analysis technique used is Structural Equation Modeling (SEM) based on Partial Least Squares using SmartPLS 4 software, which allows simultaneous analysis of measurement and structural models. The results showed that conventional storytelling methods showed a significant improvement in the receptive language skills of children aged 5-6 years., the application of digital storytelling in educational institutions aged 5-6 years resulted in a strong correlation (r=0.668, p<0.05) with the development of receptive language, digital storytelling was more effective than conventional because of dynamic visual-audio integration that strengthened receptive processing., The main barriers to digital storytelling include limitations infrastructure (such as devices and internet in rural kindergartens) and low teacher digital competence, causing only 40-50% of institutions to be able to implement it optimally.., Teachers' digital competence and infrastructure are key factors because they determine the quality of story delivery. This study makes an original contribution with a direct comparison of digital vs. conventional storytelling in the receptive language of children 5-6 years old who are rarely done simultaneously in a quasi-experimental study.
Peran Guru Penggerak dalam meningkatkan kompetensi pedagogik guru non penggerak di SMA Negeri 5 Barru Irawana, Wiwi; Arismunandar; Irmawati
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.6790

Abstract

This study investigates the role of Guru Penggerak (Teacher Mobilizers) in enhancing the pedagogical competence of non-Guru Penggerak teachers at SMA Negeri 5 Barru, Indonesia. Employing a descriptive qualitative approach, data were collected through in-depth interviews and documentation involving the principal, Guru Penggerak, non-Guru Penggerak teachers, and students. The findings indicate that Guru Penggerak contribute significantly to pedagogical improvement through three main roles: (1) facilitating professional learning communities via internal training, workshops, regular discussions, and sharing best practices; (2) serving as model practitioners by demonstrating differentiated instruction, technology integration, and contextual curriculum development; and (3) fostering collaborative spaces for peer dialogue, reflective practice, and problem-solving. These roles promote improved mastery of learning theories, curriculum design, ICT utilization, and empathetic communication among non-Guru Penggerak teachers. Supporting factors include principal leadership, a collaborative school culture, and teacher motivation. Challenges identified include limited time, uneven ICT access, and varied teacher readiness. Overall, Guru Penggerak act as key agents of educational transformation by sustainably strengthening teaching quality and professional capacity within the school context.
INTEGRASI PENGELOLAAN ASRAMA DAN AKADEMIK DALAM PEMBENTUKAN KARAKTER SISWA BOARDING SCHOOL SMP UNISMUH MAKASSAR Amiluddin, Pardillah; Isnaeny; Fera; Arismunandar; Ansar, Ahlun
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 1 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i1.6999

Abstract

Penelitian ini bertujuan untuk menganalisis pengelolaan sekolah berasrama (boarding school) di tingkat SMP Unismuh Makassar, dengan fokus pada strategi pelatihan karakter peserta didik, pelaksanaan kegiatan ekstrakurikuler, serta hubungan antara sekolah dan orang tua. Metode penelitian yang digunakan adalah deskriptif kualitatif melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi pembinaan di pondok pesantren dilakukan secara terpadu melalui kegiatan akademik dan nonakademik yang berorientasi pada pembentukan karakter disiplin, tanggung jawab, dan religius. SMP Unismuh Makassar menerapkan kurikulum nasional yang dipadukan dengan kurikulum Kemuhammadiyahan. Salah satu program unggulan sekolah ini adalah Program Tahfidz yang fokus pada hafalan AL-Qur'an. Selain Tahfidz, sekolah juga memiliki sejumlah program kegiatan unggulan bagi seluruh siswa yang dilaksanakan secara berjenjang sesuai tingkatan kelas. Salah satu hal menarik dalam proses akademik di sekolah ini adalah sistem evaluasinya, yang berbeda dari sekolah pada umumnya karena menggunakan presentasi hasil belajar sebagai bentuk penilaian akhir. Selain itu, kegiatan ekstrakurikuler juga berperan penting dalam mengembangkan minat, bakat, serta keterampilan sosial siswa. Sekolah memiliki 3 ekstrakurikuler yang bersifat wajib, wajib pilih, dan peminatan. Sementara itu, hubungan sekolah dengan orang tua dijalin melalui komunikasi rutin dan program kolaboratif untuk mendukung perkembangan peserta didik secara menyeluruh. Dengan demikian, pengelolaan pondok pesantren yang efektif memerlukan sinergi antara pembinaan karakter, kegiatan siswa, dan kemitraan dengan orang tua.
Pelaksanaan Pendidikan Inklusi Di Sekolah Sivana Motessori Makassar Sapu, Asna Krisna; Ansar, Ahlun; Arismunandar; Naoval, Muh.; Khairunnisa
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7137

Abstract

Inclusive education represents the fulfillment of every citizen’s right to access education without discrimination, as mandated by the Regulation of the Minister of National Education No. 70 of 2009. This study is motivated by the importance of implementing an educational system that provides equal learning opportunities for all children, including those with special needs. Sivana Montessori School in Makassar was selected as the research site because it applies the Montessori approach, emphasizing independence, freedom of learning, and respect for individual potential within an inclusive setting. This study aims to describe the implementation of inclusive education at the school, including admission policies for students with special needs, assessment processes, the development of Individualized Education Programs (IEP), curriculum implementation, the role of special education teachers, parental involvement, and challenges encountered. A descriptive qualitative approach was employed through observation, semi-structured interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing, with source and method triangulation to ensure validity. The findings indicate that inclusive education at Sivana Montessori has been implemented systematically by integrating the National Curriculum with Montessori-based hands-on and multisensory learning. Collaboration among teachers, parents, disability organizations, and government support plays a crucial role. However, challenges remain, particularly limited disability-friendly facilities and the need for continuous teacher training
MODEL SATUAN PENDIDIKAN BERCIRI SEKOLAH INTERNASIONAL DI SMP LAZUARDI ATHAILLAH GLOBAL COMPASSIONATE SCHOOL cahyani, ridho; Naila Putri; St. Zahidatul U’la; Arismunandar; Ahlun Ansar
An-Najmu: Jurnal Manajemen Pendidikan Islam Vol 2 No 01 (2025)
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/annajmu.v2i01.227

Abstract

Penelitian ini bertujuan untuk menggambarkan penerapan konsep sekolah berciri internasional di SMP Lazuardi Athaillah Global Compassionate School, yang terletak di Kabupaten Gowa. Dengan menggunakan pendekatan penelitian deskriptif kualitatif, data dikumpulkan melalui wawancara dengan kepala sekolah serta observasi terhadap fasilitas dan program yang diterapkan di sekolah. Hasil penelitian menunjukkan bahwa sekolah ini mengimplementasikan tiga kurikulum utama: Kurikulum Merdeka, Kurikulum Cambridge, dan kurikulum khas Lazuardi. Fokus utama sekolah adalah pengembangan keterampilan bahasa Inggris siswa melalui program English Day dan berbagai program inovatif seperti TED Talk. Selain itu, SMP Lazuardi Athaillah Global Compassionate School unggul dalam kualitas pengajaran dan fasilitas teknologi modern. Kesimpulannya, sekolah ini berhasil menggabungkan pendekatan internasional dengan nilai-nilai lokal, menciptakan lingkungan belajar yang komprehensif dan mempersiapkan siswa untuk menghadapi tantangan global.
Potret Manajemen Model Sekolah di SMA Athirah Boarding School Bukit Baruga Makassar: Portrait of School Model Management at SMA Athirah Boarding School Bukit Baruga Makassar Reza Ramadani; Ely Syamdhitatia; Ahlun Ansar; Arismunandar; Yudhi Herawan
Al-Faiza : Journal of Islamic Education Studies Vol. 3 No. 1 (2025): MARET
Publisher : Pendidikan Al-Gafari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66886/alfaiza-jies.v3i1.157

Abstract

This study discusses the portrait of school model management at SMA Athirah Islamic Boarding School Bukit Baruga Makassar, focusing on the Management Model, Excellent Programs, and Curriculum. The purpose of this study is to analyze and describe the management model applied at SMA Athirah Islamic Boarding School Bukit Baruga Makassar. The method used is qualitative, collecting data through interviews, observations, and documentation. The study results indicate that SMA Athirah has excellent programs such as entrepreneurship classes and student final projects that support the development of student creativity. In addition, a clear organizational structure and support from experienced educators contribute to the success of learning management. In conclusion, SMA Athirah Islamic Boarding School has succeeded in implementing a well-integrated curriculum, providing a quality educational experience, and shaping students' characters in accordance with Islamic values. This study is expected to be a reference for the development of other boarding schools in Indonesia.
Co-Authors A Zakiyah Farhanah A. Silviana Sirajuddin Abdul Haling Abdul Saman Agustin Ahlun Ansar Ahlunansar Amaliah Amarsyah Amiluddin, Pardillah Amin Nurfitra Mattayang Ansar Ardiansyah, Muh. Arifin, Inayah az zahra Atira Bundu, Patta cahyani, ridho Dachrud, Zuhranis Dewi Asmia Nur Ely Syamdhitatia Ely Syamdhitatia Evarastina Mattemmu Fadyla Nur Aprilia Faisal FARIDAH Fera Hajerah Hasnawati Herlina Herlitha, Istha Husriani Husain ILHAM Irawana, Wiwi Irmawati Ismail Ismail Tolla Isnaeny Jumardhi Jusnita, Naniek Kamaruddin Hasan Khairunnisa L, Muh Najib Lisa Amalia Lutfi Lutfi Malik, Nurhaliza MALIK, TAJUDDIN Miftahu Rahmi Suwardi Mochammad Imron Awalludin Muhammad Ardiansyah Muhammad Ardiansyah Muhammad Idris muhammad irfan Muharram, H. Naila Putri Naoval, Muh. Nirmala Nisa, Nur Anniza Dwi Zari Niswaty, Risna Nur Adila Nur Rafifah Dwi Adzhani.R Nurhidayah Nurlela Nurul Fausia Nurul Khaimah Oktafia, Nurul Afni Putri Ekayanti Rama Putri, Mentari Rasyid, Rusman Restiani Reza Ramadani Reza Ramadani Roshanita Syarif Rusmayadi Sadaruddin, Sadaruddin Sahriah Sakty Boroallo Sapu, Asna Krisna Sheila Sisilia Nehemia St. Zahidatul U’la Suardi Suci Foura Sucianti Suryadi, A. Fitriani Suwadi, Sunarti Syamsuardi Saodi Tria Melinda Umar, Sitirahia Hi. Usman Usman Wahid Ramadha Wahira Wildasari Yudhi Herawan Yudhi Herawan Yulianti, Andi Yunita Rezky Dati Ali Zulfitri