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All Journal 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
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): 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.
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.
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.
Co-Authors Abda Abda Aim Abdulkarim Fathurrohman, Fathurrohman Fatimah , Waode Sitti Hidayati, Wiwik Lailelleru, David Nazara, Rangga Gustiawan Putri, Ragil Dian Purnama Suyitno Suyitno Unik Ambarwati