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All Journal These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Ima Nurwahidah
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Design of Elementary School Inclusive Education in Garut Regency Angga; Cucu Suryana; Ima Nurwahidah; Nenden Ineu Herawati
International Conference on Elementary Education Vol. 5 No. 1 (2023): Proceeding The 5th International Conference in Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Inclusive education is an innovative approach to accommodate the learning needs of children with special needs. In the broader context, inclusive education can be interpreted as a step in education services in completing compulsory education for all Indonesians. This inclusive education provides insight and knowledge to the community to be able to facilitate the learning needs of children with special conditions. Inclusive education can be one of the efforts in creating educational programs for all walks of life, without being hindered by the conditions that the person has. This study aims to analyze the extent of the design of inclusive education that can be implemented in elementary schools in Garut Regency. The method used in this study is Literature Method. The results showed that there were quite a lot of children with special needs of elementary school age in the Garut Regency. Meanwhile, the distance to the Extraordinary School is quite far. This is because, the Garut area is divided into North Garut, Garut Kota, and South Garut. Not all sub-districts have Extraordinary Schools, even if there are only for certain types of Extraordinary Schools, so this Inclusive Education needs to be organized for the elementary school level in Garut Regency. Thus, the implementation of an Inclusive Education at the elementary school level in Garut Regency requires cooperation and careful design, starting from the preparation stage to the evaluation of education implementation. In addition, appropriate action is needed from various parties, starting from the school ecosystem, such as teachers, principals, supervisors, parents, and policymakers, including the Education Office in the Garut and West Java regencies.
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
Co-Authors Angga Cucu Suryana Ima Nurwahidah M. Solehuddin Nenden Ineu Herawati