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Hartanti, Riska
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Pengembangan Model Ruang Tenang untuk Mendukung Regulasi Diri Anak ADHD di Sekolah Inklusi Nurjanah, Alya Rifa; Hartanti, Riska; Minsih, Minsih; Widyasari, Choiriyah
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.5127

Abstract

Penelitian ini bertujuan untuk mengembangkan model ruang tenang yang dirancang secara khusus guna mendukung regulasi diri anak dengan Attention Deficit Hyperactivity Disorder (ADHD) di sekolah inklusi. Latar belakang penelitian didasarkan pada kondisi bahwa banyak sekolah inklusi belum memiliki program ruang tenang yang terstruktur dan berbasis kebutuhan spesifik anak ADHD, khususnya dalam menangani kesulitan regulasi emosi, kelebihan rangsangan sensori, serta masalah perhatian dan konsentrasi. Kondisi tersebut menyebabkan penanganan yang dilakukan oleh guru dan pendamping masih bersifat situasional dan belum didukung oleh pedoman operasional yang sistematis. Penelitian ini menggunakan metode penelitian dan pengembangan Research and Development dengan desain yang disederhanakan menjadi tiga tahap utama. Tahap pertama adalah analisis kebutuhan dan studi pendahuluan yang dilakukan melalui telaah dokumen serta wawancara dan diskusi kelompok terarah dengan guru, guru pendamping, dan pihak sekolah. Tahap kedua adalah perancangan model ruang tenang yang mencakup perumusan tujuan program, sasaran pengguna, bentuk aktivitas regulasi diri, prosedur operasional standar, peran guru dan pendamping, serta konsep desain fisik ruang yang disesuaikan dengan kebutuhan sensori anak ADHD. Tahap ketiga adalah pengembangan draf akhir model berdasarkan hasil analisis kebutuhan dan kajian literatur yang relevan, tanpa melibatkan proses validasi ahli maupun uji coba lapangan. Hasil pengembangan menunjukkan bahwa sekolah inklusi memerlukan model ruang tenang yang aman, nyaman, dan terarah sebagai bentuk dukungan sistematis untuk membantu anak ADHD menenangkan diri, mengelola emosi, dan memulihkan kesiapan belajar. Luaran penelitian berupa dokumen panduan konseptual model ruang tenang yang dirancang sebagai dasar pengembangan layanan pendukung pembelajaran di sekolah.
The Use of the Wordwall Application as a Game-Based Learning Media to Overcome Multiplication Learning Difficulties in IV Students of Muhammadiyah Elementary School Hartanti, Riska; Markhamah, Markhamah; Ambarwati, Ambarwati
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1431-1440

Abstract

Many elementary school students, especially fourth graders, still experience difficulties in understanding the concept of multiplication. This is influenced by the use of conventional learning methods that tend to be less interesting, thus reducing learning motivation and causing students to be less active in the mathematics learning process. This study aims to describe the difficulties in learning multiplication and the implementation of game-based learning media using the Wordwall application in improving student understanding. The research method uses a descriptive qualitative approach with subjects of fourth grade students of Muhammadiyah Elementary School Tanjungpinang in the 2024/2025 academic year. Data collection techniques include observation, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that Wordwall is able to increase students' enthusiasm, activeness, and understanding in multiplication through fun interactive exercises. Thus, Wordwall is an effective alternative learning media to overcome difficulties in learning multiplication in elementary school students.
The Role of School Principals and Teachers in Maximized Education Quality in The Era of Independent Learning in Achieving Indonesia's Vision 2045 Hartanti, Riska; Sutopo, Anam; Anif, Sofyan
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1051-1061

Abstract

This study examines the collaborative role of school principals and teachers in managing educational quality within the Merdeka Belajar era as a strategic effort to achieve the Golden Indonesia 2045 Vision. Using a qualitative literature study approach, the findings reveal that the effective implementation of the Merdeka Curriculum is strongly influenced by the synergy between principals’ collaborative instructional leadership and teachers’ pedagogical autonomy. Principals function as facilitators who promote continuous professional development, encourage reflective instructional practices, and optimize the use of assessment data to enhance learning outcomes, while teachers design differentiated, student-centered learning that strengthens the Pancasila Student Profile. The analysis also highlights that alignment across planning, implementation, and evaluation particularly through the development of a data-driven Education Unit Operational Curriculum (KOSP) serves as a strategic bridge connecting national educational policies to classroom practices, thereby ensuring consistency in quality improvement efforts. Despite these positive developments, the study identifies persistent challenges such as limited resources, uneven digital readiness, and administrative burdens that may hinder optimal collaboration. Overall, the study confirms that sustainable, participatory, and innovation-oriented quality management is essential for developing superior human resources capable of supporting Indonesia’s long-term national aspirations toward 2045.
The Implementation of AI-Assisted Digital Artwork Learning as an Innovative Strategy for Elementary School Teachers in Improving Student’s Technological Literacy in the Era of the Independent Curriculum Wulansari, Fauziah; Hartanti, Riska; Sumardjoko, Bambang; Narimo, Sabar
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.2113-2127

Abstract

The advancement of digital technology and artificial intelligence (AI) presents significant opportunities for art education in elementary schools, particularly within the Independent Curriculum framework that prioritizes creativity, autonomy, and technological literacy. This study examines the implementation of AI-assisted digital art learning by elementary school teachers and its impact on students' technological literacy development. Employing a descriptive qualitative approach with collective case study design, data were gathered through observations, interviews, and document analysis in multiple elementary schools implementing the Independent Curriculum. The interactive model of Miles, Huberman, and Saldaña guided the data analysis process. Findings revealed high student enthusiasm and active engagement in prompt-based digital art activities, demonstrating increased interest in continued participation. AI integration enhanced students' creativity, conceptual comprehension, and technical proficiency in digital artwork creation. Furthermore, the learning process strengthened technological literacy through prompt development skills, critical evaluation of AI-generated outputs, and independent application utilization. However, challenges emerged regarding teacher preparedness, disparities in students' digital competencies, and insufficient devices and infrastructure. This study concludes that AI-assisted digital art learning represents a relevant and innovative pedagogical strategy effectively supporting Independent Curriculum implementation in elementary education.
Co-Authors Ambarwati Anam Sutopo Bambang Sumardjoko Choiriyah Widyasari Markhamah Minsih Nurjanah, Alya Rifa Sabar Narimo Sofyan Anif Wulansari, Fauziah