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All Journal Demagogi: Journal of Social Sciences, Economics and Education Sosial : Jurnal Ilmiah Pendidikan IPS
Rida Nazmi Farhani
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Evaluation of Inclusive Education Program in Class 1 SDN Cinunuk 02 Using CIPP Model (Context, Input, Process, Product) Lailatul Qurrota Ayuni; Restu Rahayu; Neng Nisa Audina Agustina; Dewi Sunengsih; Rida Nazmi Farhani; Ikrima Bara Sofia; Anisa Julia Dwi Putri; Rifa Fauziah Kamal; Triana Lestari
Demagogi: Journal of Social Sciences, Economics and Education Vol. 3 No. 3 (2025): June
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v3i3.82

Abstract

Inclusive education in elementary schools aims to provide equal opportunities for ABK to develop their potential. This research aims to evaluate the implementation of inclusive education at SDN Cinunuk 02 using the CIPP (Context, Input, Process, Product) model. This research methodology involves observation, interviews, and documentation of school principals, class teachers, special support teachers, and ABK. Data analysis was carried out descriptively qualitatively using the CIPP approach to identify challenges and recommendations in increasing the effectiveness of inclusive education. It is hoped that the research results will provide an overview of the implementation and improvement of inclusive education programs in elementary schools. Evaluation of the inclusive education program at SDN Cinunuk 02 using the CIPP (Context, Input, Process, Product) model shows significant results but also faces several challenges. In the context aspect, although the facilities and infrastructure are supportive, the lack of special training for teachers is the main obstacle. In terms of input, the acceptance of students with special needs with certain requirements and a curriculum that is not yet fully inclusive shows the need for improvement. The learning process using interactive lecture methods and individual guidance for students with special needs is effective, but needs to be improved in monitoring and adjusting the material. Evaluation results show positive developments in students with special needs, although there are variations in their achievements. The implication of these findings is the need for regular training for teachers, curriculum adjustments, and increased interaction between normal students and special needs students to improve the effectiveness of inclusive education at SDN Cinunuk 02.
Systematic Literature Review tentang Pemanfaatan Lingkungan Sekitar sebagai Sumber Belajar IPS untuk Menumbuhkan Kesadaran Sosial Siswa Sekolah Dasar Nisa Audina Agustina; Rida Nazmi Farhani; Yona Wahyuningsih
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 3 No 4 (2025): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v3i4.1319

Abstract

Social Studies (IPS) learning in elementary schools plays a crucial role in fostering students’ social awareness, which includes understanding social values, developing empathy, and participating responsibly in community life. However, in practice, Social Studies learning often remains theoretical and textbook-centered, making students’ learning experiences less meaningful and disconnected from real-life contexts. To address this issue, utilizing the surrounding environment as a learning resource offers an effective alternative by bringing real social situations into the learning process. This study aims to analyze the concepts, implementation, and impact of environmental utilization on enhancing elementary students’ social awareness. The research employed a Systematic Literature Review (SLR) method by reviewing relevant scholarly articles obtained from national and international databases such as Garuda, Google Scholar, and ScienceDirect, using the keywords “environment as a learning resource in Social Studies” and “students’ social awareness.” The findings reveal that the use of the surrounding environment as a learning resource promotes students’ critical thinking, empathy, and social concern through contextual and participatory learning experiences. Moreover, teachers play a pivotal role in designing project-based and field-observation activities that strengthen the internalization of social values. Therefore, Social Studies learning that integrates environmental resources is proven to be effective in shaping students’ social character from an early age and supports the realization of holistic, active, and life-oriented education.  
Co-Authors Anisa Julia Dwi Putri Dewi Sunengsih Ikrima Bara Sofia Lailatul Qurrota Ayuni Neng Nisa Audina Agustina Nisa Audina Agustina Restu Rahayu Rifa Fauziah Kamal Salma Irdhillah Tin Rustini Triana Lestari Yona Wahyuningsih, Yona Zidna Syifanadia Impian Pragita