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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Language, Education, and Literature (IJLEL)
Mardiana
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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KOMUNIKASI PENGASUHAN NEUROSAINS DALAM KOMUNIKASI PENGASUHAN Nur Armiyati; Mardiana; Salwa Arisanti; Astira Sri Rahayu; Evarastina; Herman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.7789

Abstract

The brain is the center of human intelligence that controls the nervous system incapturing learning. Early childhood education through a neuroscience approachcan be implemented through various methods, including by providing educationfirst and must understand the performance of the human brain. In addition, it alsopays attention to the natural work of the brain of students in the learning process.The purpose of this paper is to describe the importance of understanding theneuroscience approach for early childhood in the learning process. This articleexplores how neuroscience principles can be used to design teaching methodsthat are more effective and in accordance with childrens cognitive development.Neuroscience-based learning emphasizes the balance of the use of various partsof the brain, not just the logically oriented left brain. Although there are challengesin applying scientific findings to educational practice, a deep understanding ofneuroscience can create a learning environment that supports childrens holisticgrowth. Thus, this paper aims to strengthen the relevance of neuroscience inimproving the quality of early childhood post-education.
Empowering Inclusive Classrooms: Teacher Perceptions on IMLO in Developing Reading Interest Mardiana; Munir; Abdul Wahid
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/9b2g2r19

Abstract

This study explores teachers’ perceptions on the use of Interactive Multimedia Learning Objects (IMLO) in enhancing reading interest among mentally impaired students. In the current era of digital transformation, IMLOs have emerged as an innovative solution to support inclusive education. IMLOs combine text, audio, visuals, and interactivity, which can significantly increase motivation and engagement, particularly for students with cognitive limitations. Despite the growing body of literature on IMLOs in special education, research focused on mentally impaired students, especially within the Indonesian context, remains limited. The study adopts a qualitative descriptive method to gain in-depth insights into teachers' experiences. Data were collected through semi-structured interviews with two English teachers from SLB Al Qasmi Watampone, supported by documentation such as classroom photos and videos. Thematic analysis revealed two major categories of perception: positive and negative. On the positive side, teachers observed increased student enthusiasm, longer attention spans, and more independent exploration of materials when using IMLO. They also acknowledged that IMLOs support varied, enjoyable, and effective learning experiences by utilizing platforms like YouTube, Wordwall, and Duolingo. IMLOs were considered helpful instructional tools that ease the teaching process and adapt well to students’ needs. However, negative perceptions emerged due to limited infrastructure such as the lack of adequate computers, the need for constant supervision to avoid exposure to inappropriate content, and behavioral management challenges. Students often imitate content without fully understanding it, highlighting the need for teacher-guided learning alongside IMLO use. This study concludes that while teachers generally hold positive views of IMLOs, maximizing their benefits requires sufficient technological support, supervision strategies, and structured literacy approaches. The findings offer practical implications for improving digital resource implementation in inclusive classrooms.
Co-Authors Abdul Wahid Astira Sri Rahayu Evarastina Herman Munir Nur Armiyati Salwa Arisanti