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All Journal VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Fundadikdas (Fundamental Pendidikan Dasar) International Journal of Learning Reformation in Elementary Education Walada: Journal of Primary Education
Wardani, Ella Kusuma
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Religion Humanities Education Languange, Linguistic, Communication & Media 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): Forthcoming Issue - International Journal of Learning Reformation in Elementar
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.
Co-Authors Aim Abdulkarim Baehaqi, Dikdik Daeli, Matilda Fathurrohman, Fathurrohman Fatimah , Waode Sitti Fatimah, Waode Sitti Hidayati, Wiwik Lailelleru, David Nazara, Rangga Gustiawan Pramesti, Selviana Dewi Putri, Ragil Dian Purnama Unik Ambarwati