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All Journal Union: Jurnal Ilmiah Pendidikan Matematika MUDARRISA: Jurnal Kajian Pendidikan Islam
Samaeng, Wan Alawee
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Religion Education Mathematics Other

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Inclusive Education Management for Children with Special Needs in Madrasah Ibtidaiyah Achmad, Syaefudin; Samaeng, Wan Alawee
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 17 No. 1 (2025): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v17i1.3413

Abstract

Background & objectives: This article discusses the management of inclusive education in Madrasah Ibtidaiyah (MI), focusing on strategies and innovations, challenges and solutions, as well as the internalization of Islamic values in its implementation. Method: This qualitative case study at MI Tarbiyatul Aulad involved the principal and special needs teachers selected through purposive sampling, using planning, implementation, and reporting procedures with data collected via interviews, observation, and documentation. Data analysis involved data reduction, data presentation, and conclusion drawing. Results: The findings reveal: 1) five components of inclusive education management, namely initial assessment, curriculum adaptation, provision of special needs teachers, resource room and psychologist services; 2) two main challenges and their solutions in implementing inclusive education management; 3) three strategies for internalizing Islamic values, including the application of noble moral values, inclusive learning methods, and curriculum adjustments based on Islamic principles. Contribution of theory: The study reinforces the theory of Islamic education management grounded in the principles of tawafuq (harmony), ‘adl (justice), and rahmah (compassion). Limitations & Recommendations: A noted limitation is the lack of evaluation regarding the effectiveness and long-term impact of each component, suggesting the need for further research.  
Using animation-based instructional media in probability lesson Insani, Arfita Ade Nur; Ulpah, Maria; Samaeng, Wan Alawee
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21177

Abstract

Probability is one of the most conceptually challenging topics in secondary mathematics, particularly for students who struggle to visualize sample spaces, interpret random events, and distinguish between theoretical and empirical probability. This study aims to explore how animation-based instructional media support students’ conceptual understanding of probability. Using a qualitative descriptive approach embedded within a research and development framework, data were collected through classroom observations, teacher interviews, and open-ended student responses at MTs Negeri 2 Brebes. The findings demonstrate that animated videos reduce cognitive load by providing step-by-step visualizations, narration, and sequential cues that clarify abstract concepts. Instructionally, the media was embedded within the lesson sequence, introduced briefly before instruction, played during concept explanation, and revisited as reinforcement during follow-up exercises. Students reported improved comprehension, stronger retention, and greater confidence when solving probability problems. The media also enhanced participation, with students asking more questions and engaging actively in discussions. Moreover, the animations helped correct common misconceptions by modeling accurate and inaccurate reasoning patterns. The study demonstrates that animation-based media can transform the learning experience by supporting affective engagement, and enabling more coherent mental models of probability. These results highlight the pedagogical potential of integrating dynamic visualizations into mathematics instruction and provide a foundation for future development of multimedia learning tools. This study contributes to mathematics education by demonstrating how animation functions as an instructional scaffold embedded within lesson sequencing to support students’ conceptual understanding of probability, providing process-oriented qualitative evidence of how dynamic visualizations shape reasoning, representation shifts, and misconception repair in classroom instruction.
Co-Authors Achmad, Syaefudin Insani, Arfita Ade Nur maria ulpah