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All Journal KIDDO: Jurnal pendidikan Islam Anak Usia Dini Ta'dib
Yuli Fatimah Warosari
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Religion Education Social Sciences Other

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The Komunikasi Partisipatif Antara Sekolah Dan Keluarga Dalam Pendidikan Anak Usia Dini di RA At Thoriq Batam: Chidhood Education Darma, Darmawati; Maya Inayati Sari; Yuli Fatimah Warosari; Nurhayati
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2024)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v5i1.10790

Abstract

Early childhood education plays a crucial role in shaping a child's developmental foundation. In an effort to understand how early childhood education can be enhanced, this research delves into the theme of "Participatory Communication Between School and Family in Early Childhood Education at RA At Thoriq Batam." The research employs a qualitative approach and analyzes the dynamics of communication and family involvement within the context of early childhood education. This research underscores the significance of effective communication between the school and families in establishing a balanced educational environment. The research findings reveal various strategies and factors influencing the level of family involvement in early childhood education. These findings provide a profound insight into how participatory communication can strengthen collaboration between the school and families, ultimately yielding positive impacts on the development of young children. The implications of this research underscore that efforts to build and maintain effective communication between schools and families must be a priority in the context of early childhood education.
The Impact of Teacher Competence on Inclusive Education: Moderating Role of Islamic Religious Education Understanding Yuli Fatimah Warosari; Nurhayati Nurhayati; Juni Mahanis; Nurain Alia
Ta'dib Vol 28 No 1 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i1.15183

Abstract

Inclusive education ensures that children with special needs can fully participate in the learning process alongside their peers, thereby promoting educational equity and the fulfillment of their rights. This study investigates the impact of teacher competence on the implementation of inclusive education, with a specific emphasis on the moderating role of teachersÔÇÖ understanding of Islamic Religious Education. Employing a mixed-methods approach, the study integrates quantitative and qualitative strategies to obtain robust and comprehensive insights. Data were collected through the distribution of structured questionnaires, in-depth interviews, and direct field observations. The analysis was conducted using SPSS to ensure statistical rigor and precision. The results reveal that teacher competence significantly enhances the effectiveness of inclusive education practices. Furthermore, teachersÔÇÖ understanding of Islamic Religious Education positively moderates the relationship between teacher competence and inclusive education outcomes, thereby amplifying the role of teacher competence in fostering successful inclusive learning environments. These findings underscore the importance of integrating both professional competence and religious pedagogical understanding in advancing inclusive educational frameworks.
Co-Authors Darma, Darmawati Juni Mahanis Maya Inayati Sari Nurain Alia Nurhayati Nurhayati Nurhayati