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All Journal Harmoni Sosial: Jurnal Pendidikan IPS Jurnal Pendidikan Ilmu Sosial Pendidikan Kewarganegaraan Al Ishlah Jurnal Pendidikan JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Dimensi Pendidikan dan Pembelajaran Citizenship Jurnal Pancasila dan Kewarganegaraan EDUPEDIA Jurnal Pendidikan PKn J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat)
S. Sutrisno
Prodi PPKn, FKIP Universitas Muhammadiyah Ponorogo
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Fostering Civic Knowledge in Students with Special Needs: Approaches and Strategies for Inclusive Education Diana Puspitaningrum; Sutrisno Sutrisno; Sunarto Sutrisno; Afiah Nur Fadilah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6196

Abstract

While the education system traditionally prioritizes Civic Knowledge for all students, it often overlooks the specific needs of students with special needs. Ensuring that these students acquire adequate Civic Knowledge is crucial for their development as responsible citizens. This qualitative research adopts a case study approach at the Jenangan Ponorogo State Special Needs School. Purposive sampling was used to select the principal and the teacher responsible for Pancasila education as key informants. Data were collected through interviews, observations, and documentation to capture in-depth insights. The study identifies three main approaches to implementing Civic Knowledge for students with special needs: (1) a harmony-based approach, emphasizing mutual respect and collaboration; (2) a discipline-based approach, focusing on structured behavior and consistency; and (3) an Indonesian-based approach, incorporating national values and cultural identity. Additionally, four key strategies were found to be effective: (1) habituation of worship, fostering spiritual growth; (2) cultivation of philanthropic values, encouraging empathy and social responsibility; (3) democratic practice, promoting active participation; and (4) promotion of good citizenship, reinforcing civic duties. The integration of these three approaches and four strategies offers a comprehensive framework to enhance Civic Knowledge among students with special needs. Tailoring Civic Education in this manner not only supports their civic competence but also promotes inclusivity and active citizenship. These findings contribute valuable insights for educators and policymakers aiming to develop effective Civic Knowledge programs for special needs education.
Evaluating the Effectiveness of the GenBI Work Program in Developing Leadership Skills in Young Leaders Noor Diana Anindya A.R; Sutrisno Sutrisno; Sunarto Sunarto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5866

Abstract

Despite active participation in organizations, many young individuals lack strong leadership and collaborative skills. The GenBI Community (Generasi Baru Indonesia) serves as a platform to cultivate leadership qualities through structured work programs. This study evaluates the effectiveness of GenBI’s work programs in shaping leadership attributes among the younger generation. A quantitative approach was employed with data collected from 100 respondents across three case study locations: Muhammadiyah Ponorogo University Commissariat, IAIN Ponorogo, and UNIDA Gontor. A structured questionnaire was used to assess leadership indicators, including fairness, instructional ability, discipline, and responsibility. Data analysis was conducted using Welch’s ANOVA to determine the significance of the program's impact. The findings indicate that GenBI’s work programs effectively foster leadership qualities among participants. Key indicators such as fairness, the ability to give instructions, discipline, and responsibility were prominently developed. Welch’s ANOVA results (significance = 0.107) support the conclusion that leadership skills are positively influenced by participation in these programs. The study highlights the impact of GenBI’s main work programs, particularly GEBETAN (GenBI Independent Food Commodity) and Dedication to the Country, in strengthening leadership capabilities. The program employs innovative strategies that inspire and empower youth to assume leadership roles. GenBI's structured programs play a significant role in shaping leadership among young individuals. The effective strategies developed can be adapted to other organizations and communities, fostering broader leadership development across diverse environments.
Social Media as a Learning Tool: Its Influence on the Critical Thinking of Slow Learner Students in Civics Education Marsanda Puspitaningtias; Ambiro Puji Asmaroini; Sutrisno Sutrisno
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8532

Abstract

In the digital era, social media is increasingly integrated into educational practices. However, its potential remains underutilized for students with special educational needs, particularly slow learners. This study investigates the impact of social media use on the critical thinking skills of slow learners within civic education instruction. A quantitative approach with a cross-sectional survey design was adopted. The sample comprised 55 slow learner students—30 from Junior High School 3 Ponorogo and 25 from Junior High School Muhammadiyah 2 Ponorogo. Data were collected using a validated and reliable questionnaire and analyzed through simple linear regression. The analysis revealed that social media use accounted for 22% of the variance in students’ critical thinking skills (R² = 0.22). The effect size, calculated using Cohen’s f², was 0.282, indicating a moderate effect. Key improvements were noted in students’ abilities to analyze, evaluate, and draw conclusions when social media was integrated into learning with teacher support. These findings suggest that purposeful and guided use of social media can significantly enhance critical thinking in slow learner students. The study highlights the importance of adaptive instructional design and teacher facilitation in maximizing the educational benefits of digital platforms. To foster inclusive and effective learning, educators should incorporate teacher-mediated social media strategies tailored to the needs of slow learners, particularly in civic education contexts.
Co-Authors - Sapriya Afiah Nur Fadilah Alda Dea Franciska Ambiro Puji Asmaroini Beti Andriani Diana Puspitaningrum Hadi Cahyono Kokom Komalasari Marsanda Puspitaningtias Mukhamad Murdiono Noor Diana Anindya A.R Prihma Sinta Utami Rahmad Rahmad Rahmat Rahmat Sunarto Sunarto Sunarto Sutrisno