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All Journal Jurnal Pendidikan Dasar Indonesian Journal of Innovation Studies Cakrawala: Journal of Citizenship Teaching and Learning
Melati, Lina
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Humanities Computer Science & IT Education Engineering Law, Crime, Criminology & Criminal Justice Other

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Literature Review: Manifestation of the 5th Principle of Pancasila in Fulfilling the Education Rights of Children with Special Needs in Elementary Schools Melati, Lina; Lorenza, Seillamitha Octaviona; Destiani, Wannuraniza; Rawanoko, Endrise Septina
CAKRAWALA: Journal of Citizenship Teaching and Learning Vol 2 No 1 (2024): June
Publisher : Academic Solution Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70489/3zzp1094

Abstract

The principle of justice basically aims to realize democratic values and human rights. In terms of concept, justice contains four different meanings, namely equality, equity, giving proper personal rights, and divine justice. This research was conducted to analyze the implementation of the principles of social justice contained in the 5th principle of Pancasila regarding the fulfillment of the educational rights of children with special needs at the elementary school level. This research was conducted using the Systematic Literature Review (SLR) method. The findings of this research reveal the importance of implementing the 5th principle of Pancasila in ensuring the fulfillment of education for children with special needs (ABK) at the elementary school level. We found that there are several things that need to be considered in order to implement the 5th principle of Pancasila in an effort to fulfill the right to education for Children with Special Needs in Elementary School, namely: Equal access and opportunities in education, Respecting equal rights and obligations, Encouraging values love and tolerance, Having a wise attitude and the ability to solve problems, and Responding to challenges in implementing inclusive education and solutions.
Digital Adaptation Requirements for Preceptorship of Newly Graduated Nurses Melati, Lina; Aini, Qurratul
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1948

Abstract

General Background: Digital transformation in healthcare through Electronic Medical Records and hospital information systems requires nurses to possess advanced digital competencies alongside clinical skills. Specific Background: Newly graduated nurses experience transition shock intensified by simultaneous clinical responsibilities and digital system demands, while existing preceptorship programs remain predominantly clinically oriented and lack structured digital integration. Knowledge Gap: There is limited evidence on structured preceptorship models that systematically incorporate digital adaptation to address technostress, documentation errors, and competency gaps among novice nurses. Aims: This study aims to analyze the requirements for a digital adaptation-based preceptorship program for newly graduated nurses. Results: Using a descriptive qualitative case study with interviews and focus group discussions involving 18 stakeholders, three core needs were identified: a safe digital learning environment through training dummy systems, standardized digital literacy for preceptors as technology mentors, and integration of competency monitoring via digital logbooks with real-time feedback. Findings also reveal the emergence of digital transition shock, documentation delays, data entry errors, and mentoring inefficiencies linked to inadequate digital preparedness. Novelty: This study proposes a structured digital preceptorship framework integrating psychological safety, simulation-based learning, and competency tracking within clinical mentoring. Implications: The findings highlight the necessity of embedding digital adaptation into preceptorship curricula to reduce digital malpractice risks, support nurse well-being, and ensure continuity and safety of patient care in digitally integrated hospital systems. Highlights: Dual clinical and technological demands create significant psychological and operational burden during early professional transition. Simulation-based systems provide a safe environment to minimize technical errors and anxiety. Structured mentoring with competency tracking improves readiness within digital healthcare systems. Keywords: Digital Preceptorship, Transition Shock, Electronic Medical Records, New Nurses, Digital Adaptation
Kreativitas Belajar dan Efikasi Diri Akademik sebagai Faktor Pemahaman Konsep Materi Interaksi Sosial Melati, Lina; Poerwanti, Jenny Indrastoeti Siti; Sukarno, Sukarno
Jurnal Pendidikan Dasar Vol 14, No 1 (2026): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v14i1.118364

Abstract

Conceptual understanding of social interaction in IPAS learning at the elementary school level requires students to integrate and apply concepts meaningfully. The low level of conceptual understanding observed in the field is suspected to be closely related to learning creativity and academic self-efficacy, which have not yet been studied in an integrated manner. This study aims to examine the relationship between learning creativity and academic self-efficacy and conceptual understanding of social interaction material, both partially and simultaneously, among fifth-grade students in public elementary schools across the Serengan District of Surakarta. The study employed a quantitative approach with a correlational design. A sample of 123 students was selected through cluster random sampling from four schools: SDN Kratonan, SDN Kawatan, SDN Slembaran, and SDN Joyotakan. Data were collected using a Likert scale questionnaire and multiple-choice tests, then analyzed using simple and multiple correlation tests. The results showed that learning creativity (r = 0.375) and academic self-efficacy (r = 0.476) each had a positive and significant relationship with conceptual understanding, and simultaneously, both produced a correlation coefficient of 0.584 (Sig. = 0.000). The stronger simultaneous relationship compared to the partial relationships demonstrates that learning creativity and academic self-efficacy complement each other in fostering deep and meaningful conceptual understanding. These findings imply that teachers need to design learning experiences that simultaneously encourage learning creativity and build academic self-efficacy as a strategy for enhancing conceptual understanding in a more effective and meaningful way.
Co-Authors Destiani, Wannuraniza Jenny Indrastoeti Siti Poerwanti, Jenny Indrastoeti Siti Lorenza, Seillamitha Octaviona M. Sukarno Qurratul Aini Rawanoko, Endrise Septine