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All Journal Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Jurnal Ilmiah Pendidikan Citra Bakti Sinergi International Journal of Education Jurnal Pengabdian Masyarakat Indonesian Journal of Islamic Education Eduscape: Journal of Education Insight Sinergi International Journal of Psychology Jurnal Pgmi Uniga Jurnal Ilmiah Pendidikan Citra Bakti
Marwah, Sopa Siti
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS PENCAPAIAN STANDAR KOMPETENSI LULUSAN MINIMAL DALAM MATA PELAJARAN : STUDI EMPIRIS DI SEKOLAH DASAR Marwah, Sopa Siti; Ucu Hamidah; Shakila Nizaliana
Jurnal PGMI UNIGA Vol 3 No 2 (2024): Jurnal PGMI UNIGA
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/pgmi.v3i2.41482

Abstract

Penelitian ini bertujuan untuk menganalisis pencapaian SKL minimal dalam mata Pelajaran di Sekolah Dasar. Standar Kompetensi Lulusan (SKL) adalah kualifikasi kemampuan lulusan yang mencakup pengetahuan,sikap dan keterampilan. SKL digunakan sebagai pedoman penilaian dalam penentuan kelulusan peserta didik dan sebagai rujukan dalam penyusunan standar-standar Pendidikan lain. Pencapaian SKL minimal dalam mata Pelajaran sangat penting untuk meningkatkan kualitas Pendidikan di Sekolah Dasar. Penelitian ini adalah penelitian kualitatif deksriptif dengan metode wawancara. Dalam penelitian ini yang menjadi populasi 3 guru dari SD yang berbeda di Garut dan sampel nya adalah Guru SDN Haurpanggung 2, Guru SDN 1 Pananjung dan Guru SDN 2 Sukasenang. Sedangkan pengumpulan data berupa wawancara, observasi dan angket. Hasil penelitian menunjukkan bahwa pencapaian SKL minimal dalam mata Pelajaran di Sekolah Dasar, masih kurang optimal. Guru dan siswa menghadapi beberapa masalah dalam mencapai SKL, seperti kurangnya bahan ajar yang sesuai dan kurangnya waktu untuk mengajar. Dalam analisis, ditemukan bahwa guru memiliki peran penting dalam meningkatkan pencapaian SKL minimal. Guru harus lebih aktif dalam mengembangkan bahan ajar yang sesuai dan meningkatkan strategi serta waktu dalam pembelajaran.   Kata Kunci : Analisis, Standar Kompetensi Lulusan.
Inclusive Education in the 21st Century: Challenges, Strategies, and Innovations Marwah, Sopa Siti; Anisah, Ani Siti; Nurzakiah
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.933

Abstract

This study presents a narrative review of inclusive education as a defining priority in 21st-century learning, reflecting global efforts to ensure equitable access for diverse learners. Literature was systematically collected from Scopus, Web of Science, and Google Scholar using keywords such as inclusive education, 21st century learning, digital divide, pedagogical innovation, and equity in education. Inclusion criteria focused on peer-reviewed studies published between 2010 and 2025 addressing inclusivity in formal educational contexts. The findings reveal persistent challenges such as limited resources, technological inequities, inadequate teacher preparedness, and inconsistent policy frameworks. Comparative evidence shows that low-income regions face infrastructural barriers, while wealthier nations often encounter cultural resistance to inclusion. Effective strategies identified include STEAM pedagogy, peer learning, and culturally responsive teaching, which foster collaboration, engagement, and equity. Technological innovations such as artificial intelligence, the Internet of Things, and immersive virtual environments demonstrate significant potential to personalize education and expand accessibility, yet disparities in access to technology remain critical. The discussion highlights the importance of systemic reforms, teacher professional development, and adaptive learning environments in advancing inclusive practices. Future research should explore longitudinal impacts and emphasize marginalized learners’ perspectives. Overall, the review concludes that integrating innovative pedagogy, digital tools, and supportive policy frameworks is essential for building inclusive, equitable, and resilient educational systems in the 21st century.
Language, Identity, and Inclusion: Advancing Multilingual Education Through Culturally Responsive Pedagogy in Indonesia Marwah, Sopa Siti; Anisah, Ani Siti; Nurzakiah
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.1010

Abstract

This study explores the implementation of Culturally Responsive Pedagogy (CRP) in multilingual Indonesian classrooms within the framework of national curriculum reforms. Indonesia’s linguistic diversity spanning over 700 local languages poses both challenges and opportunities for inclusive education. This research investigates how policies such as Kurikulum Merdeka and Profil Pelajar Pancasila are translated into practice across three regions: Papua, Sulawesi, and Yogyakarta. Using a qualitative case study approach, the study gathered data through semi-structured interviews, classroom observations, and document analysis. Participants included 18 educators and administrators. Data were analyzed thematically using NVivo, focusing on four key dimensions: policy-practice gaps, teacher capacity, resource constraints, and community engagement. Findings indicate that despite national support for cultural inclusion, implementation of CRP is constrained by limited teacher training, the dominance of standardized assessments, and a lack of culturally relevant teaching materials. Language prestige also influences pedagogical decisions, often sidelining local languages in favor of Bahasa Indonesia and English. However, schools that actively engaged local communities and integrated indigenous knowledge into learning reported improved student engagement and cultural affirmation. The study concludes that realizing the full potential of CRP in Indonesia requires systemic reforms that empower teachers, decentralize curriculum design, and institutionalize community partnerships. These changes must be supported by targeted policies and sustained investment in multilingual and multicultural education.
"Pelatihan dan Pendampingan Pembuatan Video Interaktif untuk Guru Sekolah Dasar Di Kecamatan Samarang Kabupaten Garut usman, asep tutun; Anisah, Ani Siti; holis, ade; Komariah, Iis; Amirudin, Jafar; Marwah, Sopa Siti
JPM: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2024): Jurnal Pengabdian Masyarakat
Publisher : Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52434/jpm.v3i2.41525

Abstract

Pendampingan kegiatan Kegiatan Belajar Mengajar (KBM) guru merupakan upaya untuk meningkatkan efektivitas proses pembelajaran di SDIT Al Basyariyyah, Kecamatan Samarang, Kabupaten Garut. Pendampingan ini dilakukan melalui penggunaan aplikasi digital yang dirancang untuk membantu guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Aplikasi ini menyediakan berbagai fitur, seperti modul pembelajaran interaktif, sistem evaluasi berbasis digital, dan forum diskusi untuk mendukung kolaborasi antara guru dan siswa. Hasil pendampingan menunjukkan peningkatan signifikan dalam keterlibatan siswa dan efektivitas pembelajaran. Penggunaan teknologi digital juga mempermudah guru dalam mengakses sumber belajar dan menyusun materi ajar yang lebih inovatif. Dengan demikian, pendampingan ini diharapkan dapat menjadi model bagi sekolah lain dalam mengintegrasikan teknologi digital ke dalam proses pembelajaran.
PEMBIASAAN SIKAP POSITIF DALAM KEGIATAN PEMBELAJARAN SEBAGAI STRATEGI UNTUK MENINGKATKAN PARTISIPASI SISWA SEKOLAH DASAR Holis, Ade; Marwah, Sopa Siti; Azizah, Nurul; Savitri, Nursiva; Triani, Selma
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 1 (2025): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i1.4863

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi pembiasaan sikap positif sebagai strategi untuk meningkatkan partisipasi siswa di delapan Sekolah Dasar di Garut. Fokus penelitian mencakup penerapan sepuluh komponen sikap positif, seperti rasa hormat, disiplin, penggunaan bahasa yang baik, kejujuran, dan menjaga kebersihan. Metode yang digunakan adalah deskriptif kualitatif dengan teknik observasi langsung di lapangan. Hasil penelitian menunjukkan bahwa enam sekolah telah berhasil menerapkan komponen pembiasaan positif secara konsisten, menciptakan lingkungan belajar yang kondusif dan efektif dalam membentuk karakter siswa. Namun, dua sekolah masih menghadapi tantangan dalam beberapa aspek, termasuk penggunaan bahasa yang baik, kejujuran, perhatian kepada guru, dan kebersihan. Oleh karena itu, diperlukan dukungan tambahan berupa pelatihan guru dan keterlibatan orang tua untuk memperkuat implementasi pembiasaan positif di sekolah tersebut. Penelitian ini menegaskan bahwa keberhasilan program sangat bergantung pada keterlibatan aktif semua pihak, termasuk guru, siswa, orang tua, dan komunitas sekolah. Untuk memastikan kesinambungan program, diperlukan pendekatan yang lebih terstruktur melalui evaluasi berkala, pengembangan materi pendukung, dan pelatihan tambahan. Studi lanjutan disarankan untuk mengeksplorasi strategi tambahan guna memperluas dan memperkuat program pembiasaan positif dalam konteks yang lebih luas dan beragam.
Youtube Media and its Influence on Students' Visual-Spatial Intelligence at MI Marwah, Sopa Siti; Holis, Ade; Masripah, Masripah
Indonesian Journal of Islamic Education Vol. 3 No. 2 (2025): Agustus 2025
Publisher : Departement of PAI, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijie.v3i2.8774

Abstract

This study identifies and analyzes the problem of unequal access to technology at MI Al-Amin in Garut Regency. It was found that some students had full access to YouTube, while others had limited or no access. Variations in levels of technology access create disparities that impact the quality of learning and academic development of students. In addition, unequal access to technology also impacts the development of students' visual-spatial intelligence because students with limited access may not have the same opportunities to obtain the necessary visual and interactive experiences. To overcome this problem, it is recommended to take steps such as investing in adequate technological infrastructure, increasing digital literacy training programs, inclusive approaches in designing curriculum and learning, and collaboration between various parties. It is hoped that by taking these steps, the problem of technology accessibility at MI Al-Amin and other rural schools can be overcome so that all students have the same opportunity to develop their visual-spatial intelligence through the use of YouTube as a learning resource. It is hoped that these measures will not only increase the accessibility of technology but will also strengthen the quality of learning and support students' overall development.
Co-Authors Ade Holis, Ade Ain, Zulfa Nurul Amirudin, Jafar Ani Siti Anisah, Ani Siti Anton Hamidah, Ucu Komariah, Iis Masripah Muthia Aryuni Nizaliana, Shakila NURUL AZIZAH Nurzakiah sabila, sansan Savitri, Nursiva Shakila Nizaliana Triani, Selma Ucu Hamidah Usman, Asep Tutun