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All Journal Adidaya : Jurnal Aplikasi Pendidikan dan Sosial Budaya International Journal of Educatio Elementaria and Psychologia
Ismu Purwaningsih, Dewi
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PENGARUH MULTIMEDIA INTERAKTIF PADA KEMAMPUAN PENGAJARAN MENDENGARKAN SISWA KELAS DELAPAN MTs AL-FATWA Irawati; Nizarrahmadi; Yolanda, Alvina; Ismu Purwaningsih, Dewi
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 2 No 3 (2025)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/g3p92n03

Abstract

This study aims to determine whether interactive multimedia that teaches listening skills can affect students' listening scores in eighth- grade students of Mts Al-Fatwa. The research design used is Quasi- Experimental. The population of this study was all Mts Al-Fatwa students, and the sampling used the eighth grade which amounted to 28 students. Pre-test and post-test were the tools utilized to gather data. An independent t-test was used to statistically examine the pre-test and post-test data. The conclusion on the independent t-test is 3.992 > 1.701. So H0 is rejected and HA is accepted because the t-count is greater than the t-table.
GAYA BELAJAR BAHASA INGGRIS SISWA DI KELAS IX MTS AL-MUSTAKIM 1 ARANG LIMBUNG Wulandari, Rika; Rika , Rika; Nizarrahmadi; Yolanda, Alvina; Ismu Purwaningsih, Dewi
ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 2 No 3 (2025)
Publisher : Pengelola Jurnal Politeknik Negeri Ketapang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58466/fk4h0r49

Abstract

This research discussed the students’ learning styles in learning English. Learning style is a crucial thing that must be considered. student learning style is an important thing in the teaching and learning process. The aim of this study was to identify students' preferred learning styles. and the most dominates learning style of students in learning English at the ninth grade of MTS Al-Mustaqim 1 Arang Limbung. A qualitative descriptive is used in this research methodology. Students from Madrasah Snawiyah Al-Mustaqim 1, Arang Limbung's ninth grade were the study's subjects. The data collection techniques used are questionnaires, interviews, and documentation. The results showed that the learning styles of students at MTs Al-mustaqim 1 Arang Limbung were very diverse. There are visual, auditory, and kinesthetic learning styles. And the type of visual learners as many as 40 students (57%), auditory learners as many as 19 students (27%) and kinesthetic learners as many as 10 students (14%). As a result, the visual learner type is more dominant than the kinesthetic and auditory.
INCLUSIVE EDUCATION IN PRIMARY SCHOOLS: EVIDENCE-BASED STRATEGIES FOR SUPPORTING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS Khan, Jamil; Khan, Razia; Zaman, Khalil; Ismu Purwaningsih, Dewi
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3424

Abstract

Inclusive education in primary schools has become a central priority in global education agendas, emphasizing the right of learners with special educational needs to access quality education within mainstream classrooms. Despite strong policy commitments, effective classroom-level implementation remains uneven, highlighting the need for evidence-based strategies that translate inclusion principles into practice. This study aims to identify and examine evidence-based instructional and organizational strategies that effectively support learners with special educational needs in inclusive primary school settings. The study employed a mixed-methods design combining systematic evidence review, classroom observations, semi-structured interviews, and analysis of school documents across multiple inclusive primary schools. Quantitative descriptive and inferential analyses were integrated with qualitative thematic analysis to examine strategy implementation and learner outcomes. The findings indicate that differentiated instruction, individualized support services, and collaborative teaching practices significantly enhance learner participation, engagement, and classroom inclusion. Inferential analysis demonstrates that higher levels of strategy implementation are associated with stronger learner engagement, while qualitative findings reveal improved peer interaction, confidence, and instructional responsiveness. The study concludes that inclusive education is most effective when evidence-based strategies are implemented coherently and systematically. Sustainable inclusion in primary schools requires alignment between empirical evidence, instructional practice, and institutional support to ensure equitable learning opportunities for learners with special educational needs.
Co-Authors Alvina Yolanda Aufi Dalida, Putri Fauzi Al-Qadri, Yusuf Herawarti, Dea Irawati Khan, Jamil Khan, Razia maryatun maryatun Masrurah, Atiya Nadila, Nadila Nizarrahmadi Nursa'adah, Nursa'adah Rahmadi, Nizar Rian, Rian Rika , Rika Rika Wulandari Rismawati Rismawati Wulandari Wulandari Zaman, Khalil