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All Journal Paedagogia: Jurnal Pendidikan MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Journal of Educational Research and Practice
Remanita, Yuan
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Education Social Sciences

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Teacher-Centered Learning and Creative Reflection Approaches in Deaf Islamic Education Learning Hadi, Yulianto; Remanita, Yuan; Tao-Tao, Leo Lestere Mollaneda; Sunoko, Ahmad
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.294

Abstract

Islamic education learning for deaf students faces communication challenges, requiring an inclusive approach with visual media, sign language, and application-based educational technology. This method effectively improves understanding of abstract Islamic concepts, encourages active participation of students, and fosters collaboration between teachers and parents to support religious education that is more responsive to special needs. This Islamic education learning for deaf students aims to examine 1) the implementation of learning in character development and 2) to analyze the reflection of Islamic education learning for deaf students. The research uses a qualitative design and case study methodology conducted at SLB Negeri Campurdarat Tulungagung from August 10-24, 2024. Researchers collected data through documentation, in-depth interviews, and observation involving the principal, elementary and high school teachers, four deaf students, and an Islamic education teacher—the data analysis with triangulation of methods and sources to ensure accuracy. The results show that implementing character development and reflecting on Islamic education learning for deaf students can be successfully achieved through various approaches, making the learning material easier to convey and increasing students' motivation.
A Systematic Literature Review on Character Education Strategies in Primary and Secondary Schools Hadi, Yulianto; Kholis, Nur; Remanita, Yuan; Harta, Lilik Indri
Journal of Educational Research and Practice Vol. 3 No. 2 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i2.389

Abstract

Character education is important in developing 21st-century education, especially at the elementary and secondary school levels. However, its implementation still faces conceptual and operational challenges in various countries. This study conducted a systematic literature review (SLR) of 35 articles published between 2019 and 2024 from the Scopus, DOAJ, and Google Scholar databases. Article selection followed the PRISMA guidelines with specific inclusion criteria. The analysis revealed four main themes: value-based learning approaches, teacher involvement, the role of the school environment, curriculum integration, and implementation barriers. A trend toward increased collaborative approaches was identified, but teacher training and character evaluation systems remain challenges. This study recommends strengthening the character education ecosystem by involving schools, teachers, and communities holistically and contextually.
The Planning and Development of Islamic Education Learning for Deaf Students Remanita, Yuan; Fathoni, Irgi Aqilul; J. Arpilleda, Alcher
Paedagogia: Jurnal Pendidikan Vol 14 No 2 (2025): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol14.Iss2.951

Abstract

Students are not interested in current learning activities because the learning is not interesting and challenging to understand. As a result, schools must plan and develop Islamic education learning for deaf students with the aim that deaf students will be more active in learning and better understand the material. This study aims to determine 1) the planning and development of syllabus workshops in Islamic education learning and 2) the planning and development of lesson plans in Islamic education learning for deaf students. This study was conducted at SLB Negeri Campurdarat Tulungagung, located at Jl. Raya Popoh No. 17, Campurjanggrang, Campurdarat, Tulungagung. Through observation, documentation, and in-depth interviews, researchers obtained various data. This study uses participatory observation data collection techniques; the data sources include the principal, elementary school teachers, high school teachers, four deaf students, and Islamic education teachers. This research uses data reduction analysis, such as Milles Hubberman analysis. Several methods were used to determine data veracity or credibility, such as considering sufficient time to collect data and continuously testing various data collection methods. The results showed that Islamic education for deaf students can be implemented well. The syllabus and lesson plans are designed flexibly and can be adjusted to the interests and needs of students to get relevant and meaningful learning experiences according to their needs.
Integrasi Pembelajaran Emosional dan Prinsip Neuroedukasi untuk Menguatkan Empati dan Pengembangan Karakter pada Siswa Sekolah Dasar Kholis, Nur; Indriharta, Lilik; Sholeh, Makherus; Remanita, Yuan; Binti Salamah, Anis
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 5 No 2 (2025): MUALLIMUN in-Press
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v5i2.10828

Abstract

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.
Co-Authors Ahmad Sunoko Binti Salamah, Anis Fathoni, Irgi Aqilul Harta, Lilik Indri J. Arpilleda, Alcher Lilik Indriharta, Lilik Nur Kholis Sholeh, Makherus Tao-Tao, Leo Lestere Mollaneda Yulianto Hadi