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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Civics: Media Kajian Kewarganegaraan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Fundadikdas (Fundamental Pendidikan Dasar) International Journal of Educational Management and Innovation (IJEMI) International Journal of Learning Reformation in Elementary Education Walada: Journal of Primary Education The International Journal of Mathematics and Sciences Education
Wardani, Ella Kusuma
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Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Inclusiveness in Teaching Citizenship Education (Civic Education) in Primary Schools: A Case Study of Curriculum Implementation and Inclusive Practices Retnasari, Lisa; Putri, Ragil Dian Purnama; Wardani, Ella Kusuma; Abdulkarim, Aim; Baehaqi, Dikdik
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 18 No 2 (2023): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.1802.9

Abstract

This research aims to analyze inclusivity in the teaching of Civic Education (PKn) in elementary schools, with a focus on the implementation of inclusive curriculum and practices. This research uses a case study approach to understand inclusivity in the context of Citizenship Education in elementary schools. The aim of this research is to analyze inclusivity in Civics teaching in elementary schools through case studies of the implementation of inclusive curriculum and practices and understand the extent to which inclusivity is implemented in the Civics teaching curriculum and practices in elementary schools. This research is a case study research with a qualitative approach to gain an in-depth understanding of inclusivity in Civics teaching in elementary schools. This approach will allow researchers to explore the perceptions, experiences, and practices in a more holistic context. Data collection uses observation, interviews, and documentation. The research subjects were principals, teachers, and students at SDN Pakel, SDN Wirosaban and SDN Giwangan. The data analysis technique uses data triangulation. The results of this research reveal variations in the implementation of Civics inclusiveness in elementary schools. Factors such as teacher understanding, available resources, and school support play an important role in achieving inclusivity. SDN Giwangan shows a strong commitment to inclusivity by providing additional support for students who need it, while SDN Pakel and SDN Wirosaban still face obstacles in creating a truly inclusive learning environment. This research provides insight into the challenges and opportunities in realizing inclusivity in citizenship education and provides a basis for further improvements in efforts to create a more inclusive learning environment for all students.
Exploring Multicultural Education through a Research-Based Learning: A Case Study of Sanggar Anak Alam Wardani, Ella Kusuma; Ambarwati, Unik; Fathurrohman; Lailelleru, David; Retnasari, Lisa
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1400

Abstract

The diverse and multicultural educational dynamics of Indonesian society demand an inclusive model that is responsive to cultural diversity. The national curriculum often fails to accommodate multicultural values. This study explores the development of multicultural learning through a research-based learning cycle method at Sanggar Anak Alam (SALAM), a culture-based non-formal schooling. A qualitative case study design was used, and data were collected through interviews, observation, and document analysis involving 35 participants. Thematic analysis and triangulation with Atlas.ti revealed three main findings: 1) inclusive understanding strengthens student multicultural awareness; 2) the learning cycle method proved effective in instilling multicultural values; and 3) close collaboration between facilitator parents and schools was key to driving innovation in learning practices. The model developed in this study contributes significantly as a prototype for enriching culturally responsive curriculum that can be adapted into formal education systems to build students' multicultural competence, critical thinking, and empathy.
PERAN ETNOSCIENCE DALAM MENGUATKAN PEMBELAJARAN STEM UNTUK MENGEMBANGKAN LITERASI SAINS BERBASIS BUDAYA LOKAL DI SEKOLAH DASAR Nazara, Rangga Gustiawan; Fatimah, Waode Sitti; Wardani, Ella Kusuma; Pramesti, Selviana Dewi; Hidayati, Wiwik; Daeli, Matilda
Walada: Journal of Primary Education Vol. 4 No. 3 (2025): IN PROGRESS
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v4i3.409

Abstract

Penelitian ini bertujuan menganalisis peran etnoscience dalam menguatkan pembelajaran STEM untuk mengembangkan literasi sains berbasis budaya lokal pada siswa sekolah dasar. Metode penelitian yang digunakan adalah studi literatur dengan menelaah berbagai artikel empiris, hasil penelitian R&D, dan publikasi ilmiah yang membahas integrasi etnoscience dalam pembelajaran sains. Hasil kajian menunjukkan bahwa etnoscience mampu meningkatkan pemahaman konsep, keterampilan berpikir ilmiah, motivasi belajar, dan apresiasi budaya siswa. Pembelajaran STEM yang diperkaya dengan konteks budaya lokal memberikan pengalaman belajar yang lebih bermakna karena siswa mengamati, menganalisis, dan memodelkan fenomena ilmiah melalui praktik budaya yang mereka kenal. Selain itu, bahan ajar berbasis etnoscience terbukti efektif dalam meningkatkan literasi sains dan relevansi pembelajaran dengan kehidupan nyata. Kesimpulannya, integrasi etnoscience dalam pembelajaran STEM merupakan strategi efektif untuk meningkatkan literasi sains sekaligus mendukung pelestarian budaya lokal, sehingga direkomendasikan untuk diimplementasikan dalam pembelajaran IPA di sekolah dasar.
Emotional intelligence, self-regulated learning, and academic achievement in technology-mediated learning: a systematic literature review Nazara, Rangga Gustiawan; Wardani, Ella Kusuma; Fatimah , Waode Sitti; Hidayati, Wiwik
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 3 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i3.14278

Abstract

This study aims to synthesize empirical evidence on the role of emotional intelligence (EI) in supporting academic achievement within technology-mediated learning environments, addressing the current gap in fragmented findings and the lack of comprehensive reviews connecting EI with digital learning demands. Using the PRISMA 2020 protocol, a systematic literature review was conducted across Scopus, Web of Science, ERIC, and Google Scholar, covering empirical studies published between 2014–2024. From an initial pool of 500 records, 15 studies met the inclusion criteria and were analyzed thematically, with meta-analytic insights incorporated where effect-size data were available. The results indicate that EI enhances academic performance by strengthening self-regulated learning, motivation, emotional regulation, and collaborative engagement across online, blended, and asynchronous modalities. Challenges include inequitable digital access, insufficient teacher preparedness, and cultural constraints on emotional expression. The review contributes theoretically by proposing an integrated understanding of EI as both a cognitive facilitator and an affective buffer in digital learning ecosystems, highlighting its relevance for instructional design, teacher training, and policy development.
AR Snakes and ladders game innovation to romote learning to live together in elementary schools Wardani, Ella Kusuma; Retnasari, Lisa; Ghiffari, Muhammad Alfarizqi Nizamuddin
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.264

Abstract

The declining acceptance of diversity among elementary school students poses a significant challenge, particularly in the context of rapid technological advancement in education. This study aims to: (1) develop a multicultural snakes and ladders learning media to promote learning to live together in elementary schools, and (2) evaluate its feasibility based on expert validation, teacher feedback, and student responses. The study employed a Research and Development (R&D) approach adapted from the ADDIE model. Data were collected through questionnaires and interviews and analyzed using descriptive quantitative techniques. The validation results indicated high feasibility, with subject matter experts rating the media at 88%, media experts at 77.3%, learning experts at 92%, and language experts at 86.6%, all categorized as very feasible. Teacher evaluations yielded a score of 86%, highlighting the media’s relevance, ease of use, and instructional clarity. Field testing involving 28 students at SD Negeri Giwangan demonstrated strong engagement and enthusiasm, achieving a score of 236 out of 270 (87.4%). These findings suggest that the multicultural snakes and ladders media is both technically and pedagogically feasible for fostering a harmonious learning environment and strengthening students’ understanding of Pancasila values within a culturally diverse context. However, this study was limited to small-scale trials; therefore, further research is recommended to examine the effectiveness of the media on learning outcomes in broader educational settings.
Building Systemic Integrity: An Analysis of Learning Materials and Evaluations in Anti-Corruption Education in Elementary School Suyitno, Suyitno; Retnasari, Lisa; Wardani, Ella Kusuma
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14717

Abstract

Background. Anti-corruption education is one strategic way to cultivate excellent generations who hold onto the values of honesty, responsibility, and social awareness from an early age. To instill these values, it is necessary to provide systemic reinforcement by developing more structured teaching materials and learning evaluations at elementary schools. The research aims to describe the systemic reinforcement of anti-corruption education through the development of materials and learning evaluation in SD Muhammadiyah Kayen, Yogyakarta. Methods. The research employed qualitative descriptive methods, including direct observations, in-depth interviews, and documentation, to collect data. Results. The results showed that schools have integrated anti-corruption teaching materials into several subjects, especially those included in Al Islam Kemuhammadiyahan. However, they are implicit and have not been included in the standardized curriculum structures. Besides, the learning evaluation has not been systematically designed to measure students' knowledge, attitudes, and anti-corruption values. Conclusion. Hence, the research recommends developing contextual anti-corruption teaching materials and learning evaluation instruments based on anti-corruption characteristics. The research novelty lies in the explicit integration of anti-corruption materials into the elementary school curriculum and the development of an anti-corruption character-based evaluation to systematically measure students' knowledge, attitudes, and anti-corruption values.
Pedagogical innovations and structural barriers in cultivating participatory civic skills in Indonesian higher education Retnasari, Lisa; Abdulkarim, Aim; Sundawa, Dadang; Bestari, Prayoga; Wardani, Ella Kusuma; Sulaiman
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 23 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v23i1.95331

Abstract

This study addresses a critical gap in the literature on cultivating participatory civic skills in higher education in the digital era. While the importance of such skills is widely acknowledged, little is known about how educators practically conceptualise and assess them. Employing a qualitative phenomenological approach, this research collected data through open-ended questionnaires completed by Civic Education lecturers from diverse higher education institutions across Indonesia. The data were analysed using reflective thematic analysis. The findings show that lecturers demonstrate a robust theoretical understanding of participatory civic skills; this conceptual grasp does not systematically translate into assessment practices that effectively measure participatory learning outcomes. Although pedagogical innovations such as project-based learning and digital platform integration are being adopted to create more authentic learning experiences, their implementation is hindered by structural barriers. These include excessive administrative workloads, inflexible curricula, and inadequate technological infrastructure. Theoretically, this study contributes by highlighting the critical disconnect between pedagogical theory and assessment praxis in civic education. In practice, it underscores that fostering participatory skills necessitates not only classroom-level innovation but also institutional reforms, specifically rationalising workloads, increasing curricular flexibility, and developing authentic assessment models tailored for digital-era civic learning.
Integration of multicultural values in Civic Education learning through research-based learning Wardani, Ella Kusuma; Wati, Unik Ambar; Firdaus, Fery Muhammad; Retnasari, Lisa; Lailelleru, David
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86746

Abstract

The complex dynamics of Indonesia's pluralistic society necessitate innovative approaches to reconstruct Civic Education paradigms, specifically through the integration of multicultural values. This study investigates the implementation of Research-Based Learning (RBL)—operationalised through a systematic cycle of observation, data collection, analysis, conclusion, and application—as an innovative pedagogical model at Sanggar Anak Alam (SALAM). Employing a qualitative case study design, the research engaged 35 participants, comprising facilitators, students, and parents. Data were systematically gathered via in-depth interviews, participant observations, and document analysis, followed by thematic analysis and triangulation facilitated by ATLAS.ti software. The analysis yielded two primary findings: firstly, the embedding of multicultural values significantly enhances appreciation for diversity and cultivates an inclusive character amongst students; secondly, RBL effectively fosters civic competencies by actively engaging students in resolving contextualised social issues. These findings demonstrate that this model not only fortifies the internalisation of multicultural values but concurrently refines students' critical cognitive abilities, empathy, and collaborative skills. Ultimately, this framework exhibits substantial potential for adaptation within formal educational settings, thereby enriching the Civic Education curriculum to become more culturally responsive. This innovation posits a novel paradigm wherein inclusive pedagogy ensures equitable educational access, the RBL cycle refines instructional methodologies, and insights derived from non-formal education serve as a viable catalyst for fortifying institutional Civic Education.
Co-Authors Abda Abda Aim Abdulkarim Dadang Sundawa, Dadang Daeli, Matilda Dasim Budimansyah, Prayoga Bestari, Redi Yamanto, Dasim Budimansyah, Fathurrohman, Fathurrohman Fatimah , Waode Sitti Fatimah, Waode Sitti Fery Muhammad Firdaus Ghiffari, Muhammad Alfarizqi Nizamuddin Hidayati, Wiwik Lailelleru, David Nazara, Rangga Gustiawan Pramesti, Selviana Dewi Putri, Ragil Dian Purnama Sulaiman Suyitno Suyitno Unik Ambarwati