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All Journal Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Journal of Science and Education (JSE) Journal of Professional Teacher Education
Enung Hasanah
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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School Culture Management in Addressing Microaggressions: A Case Study from Indonesian Inclusive Education Ade Putra; Achadi Budi Santosa; Enung Hasanah
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 11 No 03 (2025): December 2025
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v11i03.11916

Abstract

This study analyzes school culture management strategies in tackling microaggressions to create a safe and inclusive learning environment. The study used a qualitative approach with a case study design at SD Muhammadiyah Danunegaran, Yogyakarta. Data were obtained through in-depth interviews, observations, and document analysis with informants of the principal, three classroom teachers, and one special assistant teacher. Then, the data were analyzed using thematic analysis techniques assisted by ATLAS.ti software. The results show that the strategies implemented include instilling and habituating values, strengthening school community involvement, strengthening and controlling social norms, providing personal approaches and support, and utilizing visual media. The main obstacles were teachers' limited competence in maintaining consistent role modeling and the negative influence of families that did not support inclusive values. Supporting factors included a strong religious culture and a homogeneous school social environment. Evaluations are conducted regularly and collaboratively to ensure program sustainability. This strategy has fostered empathy, cultivated positive habits, and created an inclusive learning climate. The sustainability of school culture management responsive to diversity requires improving teacher competence and strengthening synergy with families. Theoretically, this research contributes to the literature on school culture management in the context of inclusive education. These findings can be used as a reference for developing teacher competencies and school policies that support a diversity-friendly learning environment.
Enhancing Students' Interpersonal Competence Through Outdoor Learning Space-Based Learning: A Case Study at SMAIT Balikpapan, Indonesia Indar Sri Wahyuni; Bambang Sudarsono; Enung Hasanah
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.825

Abstract

Interpersonal competence is an essential skill that should be developed among students to prepare them for social life and future professional challenges. However, classroom instruction remains predominantly teacher-centered, providing limited opportunities for students to develop communication, collaboration, empathy, and conflict-resolution skills. This study aimed to describe the implementation of Outdoor Learning Space (OLS) in enhancing students' interpersonal competence at SMAIT Istiqamah Balikpapan Selatan. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, vice principal for curriculum affairs, head of the asset department, teachers, the Outdoor Character Building (OCB) coordinator, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Trustworthiness was ensured through source and methodological triangulation. The findings revealed that OLS enhanced students' interpersonal competence through four interconnected components: experiential learning, collaborative discussion and group work, Outdoor Character Building (OCB) activities, and teachers' roles as facilitators. These components created authentic learning experiences that fostered communication, collaboration, empathy, leadership, and constructive conflict-resolution skills. The study concludes that OLS functions not merely as an outdoor learning environment but as a holistic learning ecosystem that simultaneously promotes academic achievement and students' interpersonal competence.
How do professional teachers use cross-subject projects to develop students’ collaboration competence? Indriani Ika Puspitasari; Suyatno; Enung Hasanah
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2276

Abstract

Collaboration is a crucial 21st-century competency that needs to be fostered through learning experiences offering students opportunities to work together to solve problems. This study aims to explore the development of students' collaboration competence through cross-subject projects. The research employs a qualitative approach with a case study design conducted at SMP Muhammadiyah 2 Yogyakarta, a Junior High School at Yogyakarta, Indonesia. Data were collected via observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldana. The results indicate that collaboration competences were demonstrated at every stage of the cross-subject projects, ranging from theme selection, project planning, and scheduling to monitoring progress, assessment through project showcases, and experience evaluation. These competences were reflected in active engagement, positive communication, role distribution, responsibility, commitment to group goals, mutual assistance, and mutual respect. Project implementation was supported by teacher collaboration, integrated project modules, a conducive learning environment, and active student participation, although challenges remained regarding time constraints, limited communication, and uneven student participation. The findings imply that cross-subject projects can serve as a reference for teachers in designing integrated collaborative learning to facilitate the development of students' collaboration competence.
Co-Authors Achadi Budi Santosa Ade Putra Bambang Sudarsono Indar Sri Wahyuni Indriani Ika Puspitasari Suyatno