Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Al Ishlah Jurnal Pendidikan Jurnal Multidisiplin Dehasen (MUDE) Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Hana Ayu Safitri
Universitas Muhammadiyah Surakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Peran Guru Pendamping dalam Meningkatkan Motivasi Belajar Pendidikan Agama Islam Anak Berkebutuhan Khusus di Sekolah Inklusi (SMP Muhammadiyah 1 Kartasura) Hana Ayu Safitri; Mahasri Shobahiya
Jurnal Multidisiplin Dehasen (MUDE) Vol 5 No 2 (2026): April
Publisher : LPPJPHKI Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/mude.v5i2.10433

Abstract

This study examines the role of special assistant teachers (GPK) in increasing motivation to learn Islamic Religious Education (PAI) for children with special needs (ABK) at SMP Muhammadiyah 1 Kartasura. Using a qualitative case study approach, data were collected through interviews, observations, and document studies. The results indicate that GPK plays an important role in increasing motivation to learn Islamic Religious Education for children with special needs by modifying materials, providing individual assistance, creating an adaptive learning atmosphere, and implementing rewards, educational games, and an emotional approach. GPK also acts as a mediator between PAI teachers, students, and parents. These findings confirm that the presence of GPK significantly contributes to increasing motivation to learn Islamic Religious Education for children with special needs.
Reading Literacy Development Model as an Effort to Improve the Quality of Student Learning Nurul Asma Khoiriyah; W Waston; Bambang Sumardjoko; Yassir Hafidh Fitriyan; Hana Ayu Safitri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The phenomenon of low literacy quality in Indonesia is a very urgent problem to be overcome, considering that literacy is a basic skill that is very important for every individual, especially students. Literacy not only includes the ability to read and write, but also includes the skills of critical thinking, analyzing, and understanding information. With low literacy skills among students, this hinders their ability to access the more complex knowledge needed in later education. This study aims to identify and analyze the factors that affect the low quality of literacy in Indonesia and explore the development of innovative literacy teaching models that can be implemented in primary schools. In addition, this study also aims to provide recommendations for the development of education policies related to literacy. This research uses a qualitative approach with a library research method. Data was collected from relevant scientific literature, including journal articles, reference books, and conference articles. The main focus of this study is the text-based and technology-based literacy teaching model, as well as its relationship with students' critical thinking skills. The analysis technique used is thematic analysis to identify patterns and trends related to the research topic. Based on the research that was found, the low quality of literacy in Indonesia is caused by several factors, including lack of access to quality teaching materials, limited resources, and lack of teachers' skills in using technology in teaching literacy. The use of digital technologies such as e-books and gamification-based learning platforms can increase students' reading interest and improve their literacy skills. Literacy teaching models that integrate project-based and text-based approaches have proven effective in improving students' understanding and skills in literacy. This study concludes that to improve the quality of literacy in Indonesia, there needs to be reforms in teacher training, with a focus on integrating technology in literacy teaching. Teaching models that combine technology and text-based methods can be an effective solution to address literacy challenges in Indonesia. This research contributes to the development of literacy-based education policies that are more relevant and applicable at the elementary school level.
Differentiated Learning in Islamic Religious Education: A Literature Review of Concepts, Principles, and Implementation Hana Ayu Safitri; Mahasri Shobahiya; Mohamad Ali; Nurul Asma Khoiriyah
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

PAI learning in schools still tends to be uniform and teacher-centered, so it is not fully able to accommodate individual differences of students. In the context of the Independent Curriculum, differentiated learning is a relevant approach because it is in line with the spirit of "independent learning" and Islamic values such as justice ('adl), compassion (rahmah), and responsibility (amanah). The purpose of this study is to examine the concepts, principles, and implementation of differentiated learning in PAI based on theoretical reviews and scientific literature, as well as analyze the relevance of this approach to the development of students' Islamic character and values. This research uses a qualitative method with a library research approach . Data was obtained from various written sources such as books, scientific articles, academic journals, and the results of previous research that discussed the concept of differentiation in the context of Islamic education. The results of the study show that differentiated learning in PAI can be applied through three main strategies, namely content, process, and product differentiation. This strategy allows teachers to adjust the material, methods, and forms of evaluation according to students' abilities and interests. Islamic principles such as justice, compassion, and responsibility become the theological foundation in its implementation, so that learning not only improves academic results, but also shapes the spiritual and moral character of students. The main obstacles to the implementation of this approach include the limitations of teacher competence, infrastructure, and the learning paradigm that is still teacher-centered. Therefore, continuous training, collaboration between educators, and learning innovations are needed to support optimal implementation. differentiated learning in Islamic Religious Education makes a significant contribution to the creation of an adaptive, humanist, and learning process based on Islamic values. This approach not only increases the effectiveness of learning, but also strengthens the purpose of Islamic education in forming a generation of faithful, knowledgeable, and noble character.
The Urgency of Objective Score Processing: A Qualitative Study on The Understanding of Scalling System, Score Distribution, and Assessment Standards in Educational Evaluation Anisa Meilawati; Muh. Nur Rochim Maksum; Ari Anshori; Hana Ayu Safitri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective and transparent grading remains a critical challenge within educational evaluation system, particularly in contexts where inconsistency, subjectivitiy, and unclear assessment standards affect students' motivation and academic fairness. This study explores the urgency of objective score processing in education by examining teachers’ understanding and practices related to scale selection, score distribution, and standardized assessment criteria. Using a qualitative research design, data were collected through in depth interviews, observations, and documentation analysis in several senior high schools. Thematic analysis was employed to identify patterns in how educators interpret and implement objective grading principles. Findings indicate that while teachers recognize the importance of objective evaluation, variations in understanding of measurement scale (nominal, ordinal, interval, ratio), limited use of score distribution analysis, and inconsistent application of assessment standards contribute to discrepancies in grading outcomes. These inconsistencies often impact students’ perceptions of fairness and may influence learning motivation. Furthermore, the study highlights structural challenges such as lack of professional training, minimal feedback mechanisms, and limited technological integration in score processing. This research underscores the need for systematic professional development and standardized assessment frameworks to promote fairness, validity, and accountability in educational evaluation. The study also suggests integrating statistical tools and digital assessment platforms as strategies to enhance objectivity and transparency
Evaluation of Inclusive Education Services at Muhammadiyah 1 Kartasura Junior High School Fadhia Ananda; Nurul Asma Khoiriyah; Anisa Meilawati; Annisah Safitri; Hana Ayu Safitri; Istanto Istanto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8892

Abstract

Inclusive education aims to provide equitable learning opportunities for all students regardless of their abilities. Despite increasing policy support in Indonesia, limited evidence exists regarding the implementation of inclusive education in Islamic schools. This study evaluated the Muhjitos Inclusion Program at SMP Muhammadiyah 1 Kartasura as a model of inclusive education integrating academic excellence with humanistic and religious values.A qualitative case study was conducted using purposive sampling. Participants included the school principal, the inclusion program coordinator, Special Assistant Teachers (Guru Pendamping Khusus/GPK), subject teachers, and students with special needs. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the Miles and Huberman interactive model, while source and method triangulation and member checking were employed to ensure trustworthiness.Four major themes emerged: (1) adaptive implementation of inclusive learning through full inclusion and pull-out instruction; (2) the pivotal role of GPK in differentiated instruction and emotional support; (3) a collaborative ecosystem involving teachers, parents, and psychologists; and (4) students' holistic development encompassing academic, social, emotional, and character growth. The findings indicate that the program has been effectively implemented for three years, primarily serving students with mild disabilities through individualized support and collaborative educational practices.The study proposes an Inclusive Excellence Model comprising adaptive instructional flexibility, collaborative ecosystem synergy, and the integration of humanistic-spiritual values. The findings suggest that inclusive education and academic excellence can be achieved simultaneously through adaptive pedagogy, sustained stakeholder collaboration, and institutional commitment to educational equity, offering practical implications for the development of inclusive education in Islamic schools.
Co-Authors Anisa Meilawati Annisah Safitri Ari Anshori Bambang Sumardjoko Fadhia Ananda Istanto Istanto Mahasri Shobahiya Muh Nur Rochim Maksum Muhammad Ali Nurul Asma Khoiriyah Waston Yassir Hafidh Fitriyan