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All Journal Indonesian Journal on Learning and Advanced Education (IJOLAE)
Uslan Uslan
Faculty of Teacher Training and Education, Universitas Muhammadiyah Kupang
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Social-Emotional Behavior in Students with Autism Spectrum Disorder, ADHD, and Anxiety in Inclusive Schools Minsih Minsih; Imam Mujahid; Uslan Uslan; Nana Fauzana; Siti Marpuah; Helzi Helzi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8728

Abstract

This research aims to describe the characteristics of children with barriers to social-emotional behavioral in inclusive elementary school. This research uses a qualitative case study design which only examines the characteristics of three children with socio-emotional behavior disorders. The informants are class teachers, guardians of students (teacher Shadow) with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Withdrawal Anxiety Disorder, Parent and Student Regular. Data collection uses interviews, observations, and documentation studies. Data Validation uses Method triangulation dan resource triangulation. Data analysis techniques use content analysis techniques or thematic analysis to identify patterns and themes in interpretive data with reduction, display, and conclusion stages. The results of the study showed that student with ASD and ADHD and Anxiety Disorders have various characteristics that lead to obstacles in social emotional behavior in the form of: stereotypical movements, difficulty focusing, difficulty interacting socially, often rushing, difficulty communicating with people, like to talk to themselves and repeat sentences spoken by the other person, laugh easily and get angry easily for no reason, and dislike crowds. This is based on the results of the identification and assessment carried out by the school inclusion team on children with special needs which include: inclusion coordinators, guardians of students with special needs (teacher shadows), psychologists, occupational therapists, speech therapists and physiotherapists. The implications of this article can be used as a reference and reference in detecting and assessing social emotional behavioral disorders in the development of elementary school-age students.
Pedagogical Efficacy of Guided Inquiry Modules: Enhancing Critical Thinking in Elementary Education Through Quasi-Experimental Validation Uslan Uslan; Norazilawati Binti Abdullah; Ummu Aiman; Yenni Yenni
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.12814

Abstract

The current research aims to examine the impact of guided inquiry-based learning on elementary school students' critical thinking. A quasi-experimental research design with one group pre-test and post-test was employed. The participants were 24 elementary school students selected based on the convenience sampling method. Pre and post-tests were given to the participants, and the data gathered was analysed through a paired sample t-test. The result of the paired sample t-test is significant with a p-value < .001, indicating the significant increase in the difference between the pre-test and post-test of the students' critical thinking. Other than that, the standard deviation of the difference is 10.60, with a standard error of 1.53, with the mean difference between posttest and pretest being 77.33 points, indicating the different result of the posttest with the pretest. Furthermore, the values 2.08 for Cohen’s d and 2.01 for Hedges’ correction indicate that the guided inquiry module had a strong and meaningful impact on enhancing students’ critical thinking abilities. In this case, the hedges and Cohen’s d value emphasise the significance of guided inquiry-based learning for the development of students’ critical thinking. Therefore, the current research confirms the significance of the use of guided inquiry-based learning to improve elementary school students' critical thinking.
Co-Authors Helzi Helzi Imam Mujahid Minsih Nana Fauzana Norazilawati Binti Abdullah Siti Marpuah Ummu Aiman Yenni Yenni