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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
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Articles 2 Documents
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Search results for , issue "Vol. 8 No. 1 (2025)" : 2 Documents clear
Quranic mushaf use and religious character: A meta-analysis Anwas, Ence Oos M.; Arlinwibowo, Janu; Nur, Ismail; Susanto, Juli; Shah, Imam; Miswanto, Miswanto; Aziz , Asep Rifqi Abdul; Anwas, Ihsan Maulana
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.292

Abstract

This meta-analysis examines the association between use of the Qur’anic mushaf and the development of religious character and Qur’anic literacy. Studies were identified through Google searches and screened against a priori inclusion criteria. Following data extraction, pooled effects were estimated with a random-effects model. The analytic workflow comprised tests of heterogeneity, calculation of the summary effect size, assessment of publication bias, and moderator analyses. Across 33 studies (N = 2,209), the pooled correlation was r = 0.53, indicating a moderate-to-strong association between mushaf reading intensity (including memorization and habitual practice) and positive religious character outcomes—namely religiosity, student character traits, emotional intelligence, and learning behavior. These findings suggest that character-education initiatives should integrate structured Qur’anic literacy within both formal and non-formal settings, supported by equitable access to printed and digital mushaf and sustained guidance from teachers, religious instructors, and parents.
Differentiated learning in inclusive educational activities in junior high school Khumaira, Anisa Firda; Wahyono, Sugeng Bayu
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.293

Abstract

This study aims to analyze teacher and student activities in differentiated learning within inclusive education at SMPN 1 Yogyakarta. The research focuses on: (1) how differentiated learning is facilitated in inclusive education for students with disabilities, and (2) the role of teachers in implementing differentiated learning for students with disabilities. This study employed a qualitative case study approach, collecting data through observation, in-depth interviews, and documentation. Data validity was tested through triangulation of techniques and data sources, while analysis was conducted through reduction, presentation, and conclusion drawing stages. The findings indicate that differentiated learning facilitation has been applied through modifications of curriculum, processes, products/assessments, and learning environments. Teachers adapt materials, apply the pull-out model, implement heterogeneous group learning, and conduct individual assessments based on students' abilities. Teachers' roles in implementing differentiation include upholding ethical principles of equal educational rights, providing developmental opportunities for students with disabilities, fostering empathy among regular students, and enhancing self-confidence in students with disabilities. In conclusion, differentiated learning serves as an effective strategy in inclusive education, although its implementation remains limited to the product aspect and relies heavily on Inclusion Support Teachers.

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