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p-Index From 2021 - 2026
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All Journal JOP Journal of Pedagogi
Sitti Nurfaidah
Institut kesehatan dan teknologi bisnis menara bunda kaloka
Chemistry Education Languange, Linguistic, Communication & Media Other

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The Future of Inclusive Education: Preparing Students with Special Needs for the World of Work A. Erni Ratna Dewi; Sitti Nurfaidah
Journal of Pedagogi Vol. 1 No. 6 (2024): Journal of Pedagogi - December
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/c335h261

Abstract

Inclusive education is an important issue in ensuring equal access to education for individuals with special needs around the world. Despite its implementation in various countries, challenges such as skills gaps, lack of assistive technology, and social stigma still hinder the integration of students with special needs into the workforce. This research aims to explore these issues and find solutions that can support the development of inclusive education that is more oriented towards the needs of the world of work. Using a descriptive qualitative approach, the research involved various stakeholders, including students, teachers, parents, employers and policymakers, to identify challenges and opportunities for collaboration between inclusive education and industry. The results showed the need for curriculum revision, integration of assistive technology and increased collaboration between inclusive schools and the world of work to address the skills gap. In addition, strong regulatory support and adequate investment from the government as well as the private sector are necessary to create an inclusive and equitable work environment for students with special needs
The Future of Inclusive Education: Preparing Students with Special Needs for the World of Work A. Erni Ratna Dewi; Sitti Nurfaidah
Journal of Pedagogi Vol. 1 No. 6 (2024): Journal of Pedagogi - December
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/c335h261

Abstract

Inclusive education is an important issue in ensuring equal access to education for individuals with special needs around the world. Despite its implementation in various countries, challenges such as skills gaps, lack of assistive technology, and social stigma still hinder the integration of students with special needs into the workforce. This research aims to explore these issues and find solutions that can support the development of inclusive education that is more oriented towards the needs of the world of work. Using a descriptive qualitative approach, the research involved various stakeholders, including students, teachers, parents, employers and policymakers, to identify challenges and opportunities for collaboration between inclusive education and industry. The results showed the need for curriculum revision, integration of assistive technology and increased collaboration between inclusive schools and the world of work to address the skills gap. In addition, strong regulatory support and adequate investment from the government as well as the private sector are necessary to create an inclusive and equitable work environment for students with special needs
AI-Supported Inquiry-Based Science Learning and Students’ Scientific Literacy: The Mediating Role of Epistemic Curiosity and the Moderating Effect of AI Literacy in Indonesian Secondary Schools Sitti Nurfaidah; Desi Ariyanti Naspin
Journal of Pedagogi Vol. 3 No. 5 (2026): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9xhxhs60

Abstract

Scientific literacy remains a persistent challenge in Indonesian secondary education, where science performance in PISA 2022 stays far below the OECD average despite the inquiry orientation of the Kurikulum Merdeka. Artificial intelligence (AI) tools are rapidly entering science classrooms, yet recent evidence shows that access to AI does not guarantee deeper learning and may instead encourage cognitive offloading. This study develops and evaluates a moderated mediation framework in which AI-supported inquiry-based science learning (AI-IBSL) influences students’ scientific literacy through epistemic curiosity, with AI literacy conditioning both the direct and the indirect pathways. A PRISMA 2020-guided integrative review synthesized peer-reviewed studies published between 2021 and 2026, and the resulting propositions were formalized as a structural equation model with a replicable measurement and analysis plan for Indonesian schools. The synthesis shows convergent support for the links between AI-supported learning, curiosity, and science outcomes, and for curiosity as a mediating mechanism, whereas evidence for AI literacy as a moderator is suggestive and drawn largely from higher education. The framework distinguishes interest-type from deprivation-type curiosity and positions AI literacy as the condition separating epistemic amplification from passive dependence. Implications are offered for curriculum design, teacher development, and equitable AI provision in 3T regions.  
Co-Authors A. Erni Ratna Dewi Desi Ariyanti Naspin