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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Al-Ta'lim Journal of Educational Research and Practice Jurnal Pendidikan IPA Indonesia Al-Insyiroh: Jurnal Studi Keislaman Al-Hayat: Journal of Islamic Education Journal of Elementary Education Research and Practice Management of Education: Jurnal Manajemen Pendidikan Islam
Gürhan, Ethem
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Religion Arts Humanities Economics, Econometrics & Finance Education Social Sciences Other

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The Voice of Silent Classrooms: A Qualitative Study on the Educational Invisibility of Introverted Students Gürhan, Ethem
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah (In Press)
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.17724

Abstract

This qualitative study investigates the phenomenon of educational invisibility experienced by introverted students in elementary school classrooms, where participation is often narrowly defined through verbal expression and social assertiveness. Using a case study approach, data were collected through semi-structured interviews with 12 elementary school students and 4 classroom teachers in Türkiye, complemented by unstructured classroom observations conducted over eight weeks. Thematic analysis revealed five key themes: Invisible participation, learning through silence, avoidance of social pressure, teacher attitudes and expectations, and the restrained desire to express oneself. The findings indicate that introverted students are cognitively and emotionally engaged yet frequently marginalised by classroom norms that privilege overt verbal participation. Practical implications include redesigning teacher education programs to address personality-based differences in participation, employing nonverbal assessment tools, and adopting inclusive classroom management strategies in basic education.
Student-Generated Concept Cartoons as Multimodal Learning Tools for Conceptual Understanding in Primary Science Education: A Case Study from Türkiye Gürhan, Ethem; Sholeh, Makherus
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.38186

Abstract

Persistent misconceptions in force and motion continue to challenge conceptual understanding in primary science education, particularly within teacher-centered learning contexts that limit students' epistemic agency. Although researchers widely use concept cartoons to stimulate discussion, most studies focus on teacher-generated materials and rarely explore the pedagogical potential of student-generated concept cartoons. This study investigates how student-authored concept cartoons function as multimodal learning tools to promote conceptual change among fourth-grade students. This study employed a mixed-methods case study with an embedded quasi-experimental design in a public primary school in western Türkiye, involving 30 students assigned to an experimental group and a comparison group receiving conventional learning. Quantitative pre- and post-test data were analyzed using inferential statistics and effect size calculations. The study thematically analyzed qualitative data from student-generated artifacts, classroom observations, and interviews using a multimodal representation framework. The findings revealed a statistically significant improvement in the experimental group's conceptual understanding, with a large effect size (Cohen's d = 1.89), alongside marked gains in visual representational accuracy and dialogic reasoning. These results indicate that learning improvements stemmed not merely from visual exposure but from students' active authorship and negotiation of scientific representations. The study concludes that student-generated concept cartoons serve as effective learning and formative assessment tools, supporting student-centered multimodal pedagogy aligned with SDG 4 and current curriculum reform initiatives in Türkiye.
Co-Authors ABD Aziz, ABD Ahmad Salabi Hazawawi, Muhtar Nur Kholis Sarkati, Ahmad Sholeh, Makherus Sutrisno, Sutrisno