Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Proceeding of International Conference on Humanity Education and Society As-Sulthan Journal of Education
Khoirul Umamah, Fitriah
Unknown Affiliation
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
SDGs CONCEPT ON MADRASSA IBTIDAIYAH POLICIES AS A WAY TO ENHANCE ECO-FRIENDLY EDUCATION Sholihah, Mar’atus; Khoirul Umamah, Fitriah; Izza Putri, Frida Nur; Alfiah, Alfiah; Qomariah, Khusnul
International Conference on Humanity Education and Society (ICHES) Vol. 4 No. 1 (2025): The 4rd International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Eco-friendly awareness of the environment was declared ten years ago globally, but has challenges in its implementation across all sectors, including education. This condition is caused by society’s habits that have not been developed generally, aswell as students in madrassa ibtidaiyah, even though the central and local governments have written several policies. This research aims to describe a study about the concept of Sustainable Development Goals on madrassa ibtidaiyahpolicies as a way to enhance eco-friendly education for the environment. The research method uses a mixed method with a complex mixed methods design through a triangulation strategy analysis. The research results show that the SDGsconcept implementation on madrassa ibtidaiyah policies is enhanced from three goals: quality education, gender equality, and reduced inequality. These three goals stated in Pancasila Student Profile policies (P5) on the Dimension of Commitmentto Religious Faith, Reference toward God Almighty, and Strong Moral Character; Rahmatan lil ‘Alamin Student Profile on the Dimension of Sustainable Living, Local Wisdom, Unity in Diversity, Pancasila Democracy, Equity, and Tolerance; also GreenSchool with indicators on Environmentally Sustainable Policy, EnvironmentallyBased Curriculum Implementation, Participatory Environment-Based Activities, and Environmentally Friendly Support Facilities Management.
PENGALAMAN GURU DALAM MENGIDENTIFIKASI DAN MENANGANI GANGGUAN JUGA PENYIMPANGAN PERKEMBANGAN SISWA SEKOLAH DASAR: STUDI FENOMENOLOGI Khoirul Umamah, Fitriah; Nurhidayati, Titin
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore teachers' experiences in identifying and addressing developmental disorders and deviations in elementary school students at SDN Kencong 01. The study used a qualitative approach with a phenomenological design to understand the meaning of teachers' pedagogical experiences in the context of everyday learning. Data were collected through in-depth interviews with fifth-grade teachers, observations of the learning process, and analysis of supporting documents. Data were then analyzed using data reduction, thematic coding, and extracting essential meanings. Data validity was ensured through triangulation of sources and techniques. The results showed that teachers play a role as early detectors of developmental disorders and deviations in students through contextual observations of their learning behavior, social interactions, and emotional regulation. The identification process is more intuitive and based on pedagogical experience than formal assessment. In handling, teachers apply a responsive pedagogical approach through adjustments to learning strategies, individual attention, and emotional approaches. However, the effectiveness of these efforts is limited by specific competencies, minimal institutional support, and the absence of supporting professionals in regular public elementary schools. This study concludes that teachers' experiences are an important source of contextual pedagogical knowledge, but require strengthening through school support systems, ongoing training, and structured collaboration with parents. These findings contribute to the development of more inclusive and equitable basic education practices.
Co-Authors alfiah alfiah Izza Putri, Frida Nur Nurhidayati, Titin Qomariah, Khusnul Sholihah, Mar’atus