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p-Index From 2021 - 2026
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All Journal Al Ishlah Jurnal Pendidikan JEE (Journal of English Education)
Dedi Jasrial
Universitas Negeri Padang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Strategies for Building Inclusive Classroom Environments in Social Studies: A Case Study of a Rural Indonesian School Caterina Lo; Feby Meuthia Yusuf; Dedi Jasrial
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7244

Abstract

While numerous studies have examined teachers’ learning motivation and classroom management, limited research has focused on how educators foster inclusive classroom environments in rural contexts. This study investigates how teachers promote student motivation, comfort, and non-violence in Social Studies classrooms at a rural Junior High School in Siberut Utara, Mentawai Regency, West Sumatra, Indonesia. A qualitative case study approach was employed. Participants included two Social Sciences teachers across grades VII–IX and 26 students. Data were collected through direct classroom observations over nine sessions and semi-structured interviews with both teachers and selected students. Thematic analysis was used to identify key strategies implemented by teachers. Findings revealed that teachers enhanced student motivation using positive reinforcement, culturally relevant materials, and interactive teaching methods. To create a comfortable learning environment, teachers emphasized mutual respect, acknowledged cultural diversity, and offered emotional support. Strategies to reduce classroom violence included establishing clear behavioral expectations, integrating conflict resolution into the curriculum, and promoting inclusive dialogue during lessons. The study underscores the importance of contextually responsive teaching strategies in rural schools. By aligning pedagogy with students’ lived experiences and cultural backgrounds, teachers can foster a more inclusive, respectful, and effective learning environment. These findings provide valuable insights for educators working in similar rural contexts, enabling them to adopt inclusive strategies that support student engagement, emotional well-being, and positive classroom behavior.
USING VIDEO RECORDINGS FOR REFLECTIVE FEEDBACK IN SPEAKING LEARNING: STUDENTS’ PROGRESS AND PARENTS’ INSIGHTS Winda Wulandari; Wisma Yunita; John R. Baker; Dedi Jasrial
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4592

Abstract

Video recording is used as a reflective tool to support students’ speaking development, yet limited research has examined how parents interpret these recordings and how their perceptions relate to students’ actual progress. This study investigated how video recordings serve as reflective feedback that connects parental perceptions with students’ speaking improvement. A mixedmethods design was employed involving 30 elementary-level EFL students and their parents. Students completed monthly video-based speaking tasks, while parents observed the recordings at home and provided reflective feedback. Data were collected through a perception questionnaire, pretest–post-test speaking assessments, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and Spearman’s rho correlation, while qualitative data were analyzed thematically. Findings indicated that parents held positive perceptions of video recordings as a tool for monitoring progress and supporting learning. Students’ speaking performance improved significantly from pretest to posttest (t = –12.138, p < 0.001), particularly in fluency, pronunciation, vocabulary, accuracy, and confidence. Parents also reported clearer progress observations and increased motivation at home. However, the correlation between parental perceptions and students’ speaking scores was weak and non-significant (ρ = -0.050, p = 0.791), suggesting that improvement was driven more by learning activities, especially repeated video reflection, than by parental attitudes alone. Overall, video recordings effectively enhance speaking performance and provide parents with valuable insight into their children’s development, even though parental perceptions did not directly predict learning outcomes.
Co-Authors Caterina Lo Feby Meuthia Yusuf John R. Baker Winda Wulandari Wisma Yunita