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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Cakrawala Pendas
Zulfa Jihan Hanifa
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Initial Abilities in Mathematics Learning for Elementary School Students Zulfa Jihan Hanifa; Budi Usodo; Sukarno Sukarno
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 1 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i1.98983

Abstract

Kemampuan awal adalah salah satu kemampuan yang wajib dimiliki peserta didik sebelum mengikuti pembelajaran serta diperlukan untuk melanjutkan pelajaran selanjutnya. Namun, seringkali peserta didik berada pada tingkat kemampuan awal yang rendah, sehingga tidak dapat menghubungkan pengetahuan awal yang relevan dengan apa yang mereka hadapi secara spontan. Penelitian ini bertujuan untuk menganalisis bagaimana peran kemampuan awal dalam pembelajaran matematika. Metode penelitian yang digunakan dalam penelitian ini adalah studi pustaka (library research), yaitu penelitian dengan cara mengumpulkan informasi dan data dari berbagai sumber yang ada seperti buku referensi atau hasil penelitian terdahulu yang relevan dengan masalah yang akan dipecahkan. Adapun kriteria inklusi dalam penelitian ini, yaitu subjek penelitian yaitu peserta didik sekolah dasar, hasil penelitian berkaitan dengan pelajaran matematika, dan sumber referensi dipublikasikan dalam kurun waktu 10 tahun terakhir. Berdasarkan hasil kajian diperoleh hasil bahwa kemampuan awal dilandasi oleh teori pemrosesan informasi. Kemampuan awal berperan penting dalam pembelajaran, khususnya pembelajaran matematika, karena matematika adalah subjek yang hierarki, yaitu pengetahuan baru merupakan kelanjutan dari pengetahuan sebelumnya. Berdasarkan hasil temuan, maka guru disarankan untuk mengidentifikasi kemampuan awal peserta didik, menguatkan konsep dasar matematika, serta memberikan panduan sederhana kepada orang tua untuk mendukung pembelajaran di rumah. 
Challenges of Inclusive Education in Yogyakarta City Zulfa Jihan Hanifa; Moh Salimi; Sukarno Sukarno
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109962

Abstract

Inclusive education is one of the efforts to fulfill the right to education for students with disabilities. However, the implementation of inclusive education still faces several challenges. This study aims to identify the challenges in implementing inclusive education, particularly in the city of Yogyakarta. The research method used in this study is a qualitative method with a case study approach. Data collection techniques include interviews and document studies. The subjects of this research consist of the head of the administrative sub-division and two technical service staff members, selected purposively. Based on the results of the study, it was found that the challenges in implementing inclusive education include discrimination and rejection in the admission of new students, teachers being unprepared to provide educational services for students with disabilities, a lack of facilities and infrastructure, as well as numerous unresolved cases involving students with disabilities due to complex handling bureaucracy. Thus, it can be concluded that the implementation of inclusive education in the city of Yogyakarta still faces several challenges.
THE IMPACT OF INCLUSIVE EDUCATION IMPLEMENTATION ON ELEMENTARY SCHOOL STUDENTS BY THE YOGYAKARTA CITY DISABILITY SERVICES UNIT Zulfa Jihan Hanifa; Moh Salimi; Sukarno
Jurnal Cakrawala Pendas Vol. 12 No. 1 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i1.16450

Abstract

The execution of inclusive education in Indonesia continues to encounter obstacles, particularly concerning limited human resources, complex bureaucracy and public awareness. This research investigates the effects of inclusive education policy implementation via the Technical Implementation Unit for Disability Services in Education and Resource Center (ULD) of Yogyakarta City, which is a pioneering local institution in Indonesia. Employing a qualitative case study methodology, data were gathered through interviews with key ULD officials, document analysis, and questionnaires distributed to special assistant teachers. The results reveal that the ULD has produced sustained positive effects across various stakeholders. At the community level, heightened public awareness has fostered greater acceptance of children with disabilities and improved access to formal education through affirmative pathways. At the school and teacher levels, the ULD has bolstered institutional capacity by increasing the number of special assistant teachers and enhancing teachers’ competencies through ongoing training. At the student level, inclusive practices have facilitated positive academic, social, and emotional development among students with disabilities. This research adds to the body of literature on inclusive education policy implementation by illustrating the strategic role of local technical institutions in connecting national policy frameworks with inclusive practices at the school level.
Co-Authors Budi Usodo Moh Salimi Sukarno Sukarno Sukarno