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All Journal Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Information Technology Education Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Feby Arief Nugroho
Universitas Doktor Nugroho Magetan, Indonesia
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Workshop Pendidikan Inklusif Bagi Tenaga Pendidik dan Orang Tua: Pengabdian Iba Harliyana; Ai Siti Nurmiati; Rasyimah; Siti Aisyah Hanim; Feby Arief Nugroho
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3809

Abstract

This study aims to determine the effectiveness of an inclusive education workshop for educators and parents in improving participants' understanding, attitudes, and skills regarding the application of inclusive education principles. The workshop was implemented through several stages, including planning, implementation, and evaluation. The results of this activity showed a significant increase in participants' level of understanding, with a 30–35% increase in post-test scores compared to the pre-test. Participants no longer interpreted inclusive education as merely accepting students with special needs, but understood the importance of curriculum adaptation, learning differentiation, and fair assessment for all children. The workshop also succeeded in changing participants' attitudes to be more positive and empathetic towards diversity, and strengthened awareness of the importance of collaboration between teachers and parents. In terms of skills, participants demonstrated improved abilities in pedagogical, communication, and socio-emotional aspects through simulation and role-play activities. Overall, this workshop proved effective in building participants' capacity and commitment to creating an inclusive, welcoming, and equitable learning environment for all students.
Peran Pendekatan Genre Based dalam Meningkatkan Kemampuan Membaca Pemahaman Siswa A. Erni Ratna Dewi; Sufinatin Aisida; Netty Huzniati Andas; Novelti; Feby Arief Nugroho
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.7033

Abstract

Kemampuan membaca pemahaman siswa Indonesia masih tergolong rendah, sebagaimana data PISA 2018 yang menempatkan Indonesia pada posisi ke-74 dari 79 negara. Rendahnya kemampuan ini dipengaruhi oleh metode pembelajaran yang kurang variatif dan kurang memperhatikan struktur serta fungsi sosial teks. Pendekatan Genre Based (GB) hadir sebagai solusi dengan memberikan kerangka pembelajaran yang sistematis untuk memahami berbagai jenis teks secara mendalam. Penelitian ini menggunakan metode kualitatif deskriptif dengan subjek guru dan siswa kelas V di SD Negeri Sudirman Makassar yang menerapkan pendekatan GB dalam pembelajaran membaca. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa penerapan empat tahap pendekatan GB Building Knowledge of the Field, Modeling of the Text, Joint Construction, dan Independent Construction berhasil meningkatkan kemampuan siswa dalam memahami struktur dan fungsi sosial teks. Selain aspek kognitif, pendekatan ini juga meningkatkan motivasi dan keterlibatan emosional siswa sehingga mereka lebih percaya diri dan aktif dalam membaca. Pendekatan ini juga membantu menciptakan pembelajaran inklusif, kolaboratif, dan reflektif, serta membentuk budaya literasi kritis yang esensial bagi literasi abad ke-21. Dengan demikian, Genre Based efektif sebagai strategi pembelajaran membaca yang kontekstual dan berorientasi sosial.
The Role of Technology-Based Learning in Mediating the Influence of Cultural Diversity Perception on Students’ Inclusive Attitudes Suyuti; Andi Fitriani Djollong; Yulian Purnama; Heppy Sapulete; Feby Arief Nugroho
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.10078

Abstract

This study investigates the mediating role of technology-based learning in the relationship between students’ perception of cultural diversity and their inclusive attitudes in Jakarta’s multi-campus higher-education environment. Using a quantitative explanatory design, data were collected from 280 students across five universities—Universitas Indonesia, Universitas Negeri Jakarta, BINUS University, Universitas Katolik Atma Jaya, and Universitas Tarumanagara—through a Likert-scale survey. The variables measured included perception of cultural diversity (X), technology-based learning (Z), and inclusive attitude (Y). Data were analyzed using multiple regression with mediation testing via the Baron and Kenny (1986) approach and Sobel test using SPSS 26. The results reveal that perception of cultural diversity significantly predicts both technology-based learning (β = 0.55, p < 0.001) and inclusive attitude (β = 0.42, p < 0.001). When the mediator is included, the direct effect decreases to β = 0.19, while the indirect effect remains significant (Sobel z = 5.98, p < 0.001), confirming partial mediation. The inclusion of the mediator also increases the model’s explanatory power (ΔR² = 0.16). These findings indicate that digital learning environments act as catalysts that convert intercultural awareness into inclusive behavior through collaborative and reflective online experiences. The study concludes that fostering inclusive attitudes requires both positive cultural perception and deliberate integration of inclusive digital pedagogy. It contributes to theoretical understanding of digital mediation and provides practical insights for curriculum design and institutional policy in promoting inclusive education
Co-Authors A. Erni Ratna Dewi Ai Siti Nurmiati Andi Fitriani Djollong Heppy Sapulete Iba Harliyana Netty Huzniati Andas Novelti Purnama, Yulian Rasyimah Siti Aisyah Hanim Sufinatin Aisida Suyuti