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INDONESIA
Journal of Education for Sustainability and Diversity
Published by Angstrom Centre of Education
ISSN : -     EISSN : 29638895     DOI : https://doi.org/10.57142/jesd
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Journal of Education for Sustainability and Diversity (JESD) (e-ISSN: 2963-8895) is an academic peer-reviewed journal published by Angstrom Centre of Education Foundation (Yayasan Pusat Pendidikan Angstrom). JESD publishes research papers to support the realization of the 4th Sustainable Development Goal (Quality Education) to ensure inclusive and equal education and promote lifelong learning opportunities for all. The scope of JESD is (but is not limited to): • Equity and quality education for early childhood, primary, and secondary education. • Equity and quality education for women and men. • Equity and quality education for vocational and tertiary education, including university. • Equity and quality education for persons with disabilities, indigenous peoples, and children in vulnerable situations. • Sustainability development for skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. • Literacy and numeracy for All • Sustainable lifestyles • Human rights, peace and non-violence, and global citizenship. • Cultural diversity.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 2 No. 2 (2024)" : 14 Documents clear
Promoting Behaviors of Students against Health Hazards Caused by Industrial Pollution in High Schools in Indonesia Nakagawa, Ami
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.85

Abstract

Industrial pollution is a severe problem in Indonesia, and it has a huge impact on achieving a sustainable society. Nevertheless, Indonesian students are not well prepared to protect themselves from it. This study aims to clarify the extent to which Indonesian school education can contribute to the transformation of behaviors against industrial pollution health hazards. This study analyzes school curriculum and textbooks in Indonesia to investigate whether the curriculum and textbooks affect students’ behaviors against industrial pollution health hazards. The results show that the knowledge aspect was better complemented than expected. However, there is a lack of systematic investigation, which is a challenge for improving students’ behaviors against industrial pollution health hazards. This study shows that once the lack of systematic investigation is overcome, Indonesian curriculum and textbooks could become an excellent medium to contribute to students’ behaviors against industrial pollution health hazards, thus securing their health rights.
Kit VisMat.SE Application Innovation : Simple, Attractive And Joyful Mathematics Aziz, Norhayati Abd; Theng, Leong Theng; Wahab, Mohd Zulkarnain Abdul; Mansor, Alina Mazwin; Nadzeri, Mohamad Basri; Rosdi, Mohamad Affandi
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.88

Abstract

The teaching method of Mathematics needs to be changed in order to give understanding and create interest in learning among students. The KIT VisMat.SE innovation is an application to solve the difficulty special education students to understand the concept of digit value and place value as well as writing two-digit numbers correctly. The problem of students not being able to understand the concept of digit value causes students to lose interest in mathematics teaching. The main objective of this innovation is to help autistic and intellectual disability students being under the Learning Difficulties (LD) category to understand the concept of digit value and place value in simple, attractive and joyful way. Based on Cognitive Theory, the researcher bridges the gap between the existing theory and practical practice of teachers and mathematics textbooks which sometimes do not go hand in hand with the theory which contributes to failure in students' understanding of mathematical concepts. The innovation of this application appliying sample images, colors and digital materials. The study involved 10 LD primary students in Johor. Respondents were categorized into three groups which were one conventional group and two experimental group. Group 1 was taught with a conventional approach while group 2 and group 3 were taught using VisMat.SE Module and KIT VisMat.SE. This mixed method explanatory design study aims to investigate the effectiveness of KIT VisMat.SE to help LD to understand number value, place value and digit value. Findings from this study have succeeded in providing an easy and enjoyable understanding of math concepts and eliminating LD students frustration with math.
Problematics of Tematic Learning in Grade I at SDN 1 Undaan Turen During The Pandemic Meilina, Endah; Umayaroh, Siti; Mahanani, Putri
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.92

Abstract

This study aims to describe the problematics or learning problems in terms of planning, implementation, and evaluation. This research is descriptive qualitative research. This research was conducted at SDN 1 Undaan Turen which is located at Jl. Cemara No. 5 Undaan, Turen District, Malang Regency The data collection techniques in this study include observation, interviews, and documentation. The data collection instruments used were interview sheets, documentation sheets and observation sheets. Data analysis used in this research is through the stages of data reduction, data exposure, and conclusion drawing and verification. The results showed that the problems in the planning aspect included the difficulty of managing lesson plans, learning media, preparation of learning materials, and preparation of methods. Problems in the implementation aspect include uneven internet facilities, most students cannot read and write, and limited teacher space in monitoring students. Meanwhile, problems in the evaluation aspect are that some students do not do their assignments and the assignments are not done by the students themselves.
Classroom Teachers' Efforts to Improve Students' Discipline in Collecting Assignments in Cluster 6 of Kepanjen Sub-District Sholikha, Anisyatus; Suhartono, Suhartono
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.93

Abstract

Please The purpose of discipline is to shape behavior in such a way that students will fit the roles set by the cultural group with which the individual is identified. Discipline applied in schools certainly cannot escape the role of a teacher, depending on how the teacher treats students. The purpose of this research is to describe the class teacher's efforts to improve the discipline of students in collecting assignments. This study uses a descriptive quantitative research method. The research location will be conducted in Cluster 6 Kepanjen District which consists of 6 schools namely Panggungrejo 4 Kepanjen Elementary School, Kepanjen 3 Elementary School, Kepanjen 2 Elementary School, Penarukan Elementary School, Salsabila Kepanjen Elementary School, Wahidiyah Kepanjen Elementary School. While the technique of data collection was carried out by questionnaires and documentation with a proportionate stratified random sampling technique. The results showed that the teacher's efforts in the form of making rules did not make students' discipline in collecting assignments increase or decrease, the teacher's efforts in the form of giving punishments did not make students' discipline in collecting assignments increase or decrease, then the teacher's efforts in the form of giving good rewards in increasing student discipline in collection of assignments, and finally consistent teacher efforts also do not make students' discipline in collecting assignments increase or decrease.
Development of Picture Story Media with Articulate Storyline 3-Based Smart Quiz in Fable Stories in Grade II Elementary School Asmi, Asfari Mahiruddin; Mudiono, Alif; Muzaki, Ferril Irham
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.94

Abstract

This research and development was made with the aim of developing picture story media with Articulate Storyline 3-based shortcut quizzes that are valid, interesting, and practical. Valid media based on material experts, media experts, and users (teachers) as well as practical and interesting media for second grade students of SD Negeri 2 Sengon. The model used is the ADDIE model with five stages including: analysis (analyze), design (design), development (develop), implementation (implement), and evaluation (evaluate). Data collection techniques in this research and development use observation, interviews, and questionnaires. This media obtained material expert validation results of 92.85%, media expert validation results of 88.09%, and user validation results of 94.28%, attractiveness results of 98.95%, and practicality results of 98.10%. Based on the results of media validation, it is classified as very valid and can be used without revision, while based on the results of the attractiveness and practicality of the media it is classified as very attractive and very practical and can be used without revision.
Analysis of Readability of Non-Literary Texts in Thematic Books for Students of Class VI SD/MI Semester 1 Revised 2018 Based on SMOG Criteria Effendi, Muhammad Yusuf; Arafik, Muh; Rini, Titis Angga
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.95

Abstract

The degree of readability serves as a gauge for how difficult it is to understand a text. Its meaning is usually expressed in the form of age or class rank. The standard level of assessment in the SMOG test on the text is in terms of the number of sentences that make up the text and the amount of vocabulary that has 3 or more syllables in the text. This study uses a content analysis research design on buku teks tematik siswa kelas VI SD/MI edisi revisi tahun 2018 Kementerian Pendidikan dan Kebudayaan, to find out the level of readability of non-literary texts in the book and their suitability for sixth grade of elementary school students based on SMOG criteria. The results showed that the thematic textbooks for sixth grade elementary school students in semester 1 of the 2018 revision contained 6 non-literary texts that matched the readability level of sixth grade elementary school students and 19 non-literary texts that did not match the readability level of sixth grade elementary school students.
Inclusive Education in the Current Context of Innovations of Education in Vietnam Trang THU, Dinh Nguyen; Hung, Nguyen Van; Phuong, Nguyen Minh; Thuy, Do Thi Thanh
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.100

Abstract

This article summarizes the process of developing inclusive education policies and services in Vietnam from its initial application to the current extent. The model of inclusive education has raised access, support, participation and success for children and young people with disabilities. In 2018, Vietnam carried out an overall innovation of the general education program, leading to many changes in inclusive education for people with disabilities. Data sources include analysis of policies related to people with disabilities (e.g. Law on People with Disabilities, 2010; Circular on educational policies for people with disabilities, 2013; Circular on inclusive education for people with disabilities, 2018; Circular on support centers for inclusive education development, 2022); innovative educational programs (e.g. preschool education program, 2020; general education program, 2022); research (e.g. The research on ensuring the quality of inclusive education for children with disabilities in Vietnamese secondary and high schools, Nguyen Xuan Hai, 2016; Support center for inclusive education development – conditions for ensuring the quality of inclusive education, Le Van Tac, 2015); results of surveys, in-depth interviews, research on records on the development of inclusive teaching capacity of secondary and high school teachers. Reported impacts include public awareness raising and support for children with disabilities, development of local policies and infrastructure for inclusive education, capacity building of educators to educate children with disabilities and improve the quality of life for people with disabilities. Remarkably, the first Master's and Doctoral training programs in special education in Vietnam has been developed in Hanoi National University of Education; training program for education leaders in preparation for the enhancement of inclusive education in local communities have also been implemented across the country. In addition to that, the article examines the barriers and difficulties in implementing inclusive education in the context of renovation of education and lessons learned. On that basis, the authors propose the next steps to: 1) Strengthen consensus on the choice of inclusive education for children with disabilities in Vietnam, 2) Increase the use of effective teaching strategies for inclusive classrooms, and 3) Orientate/Strengthen to develop resources to effectively support inclusive education for children with disabilities in all over the country.
Investigating Parenting Activity for Students With Intelectual Disability During Online Learning: Reading, Writing, Counting Skills Irvan, Muchamad; Rabbani, Faizzuddin; Mutmainah, Siti
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.101

Abstract

Intellectual disabilities are children with low intellectual abilities and impact difficulties in understanding learning. To achieve optimal learning outcomes, the role of parents at home in mentoring is crucial. The study aimed to find out to what extent the assistance provided by parents in learning at home can affect the reading, writing, and numeracy abilities of students with intellectual disabilities. This study uses qualitative research. The research subjects consisted of nine people: three parents, three teachers, and three students with mild intellectual disability in grade 5 SDLB BC Kepanjen. Data collection techniques using interview techniques, observation, and documentation. Data analysis was done by data reduction, describing and compiling data systematically to conclude. The source and technical triangulation are the methods of checking the data’s validity. The research concludes that academic learning at home is not optimal. In general, this is caused by parents not playing an active role in accompanying students with intellectual disability studying at home.
Preparing for AI's Transformational Potential: Rethinking Teacher Education in South Africa Tarisayi, Kudzayi Savious
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.87

Abstract

As artificial intelligence (AI) increasingly reshapes education, teacher training must evolve to effect positive change. This paper analyses strategies for rethinking teacher education in South Africa to integrate AI competencies. With over 420,000 teachers facing challenges like under preparation and classroom diversity, AI's personalized capabilities could assist instruction. However, actualizing this potential requires teacher training reforms aligned to pedagogical goals. Grounded in competency education and social cognitive theories, this paper recommends four priorities: hands-on AI workshops modelling differentiation, scaffolded online learning, peer sharing networks, and expert coaching via digital badging. Analysis suggests these approaches develop AI integration competencies through situated learning while upholding humanistic aims. Recommendations emphasize competency-based progression focused on pedagogies like differentiation in diverse contexts. Online modules provide fundamental knowledge before experiential application. Peer communities enable collaborative mastery through observation and exchange. Expert mentoring guides contextualized skill development, verified through credentials. This competency focus promotes agency and recognizes teacher knowledge. Rethinking teacher education will be crucial as South Africa transforms education. Adopting strategies like competency mentoring and sharing networks can empower teachers to direct change. Sustained, aligned policies supporting teacher professionalization will complement training. With teachers guiding integration, AI can enrich learning experiences. This paper offers principles and evidence-based strategies for human-centred teacher education reform.
Problems Of Implementing Assessment Of Students With Special Needs In Elementary Schools Providing Inclusive Education Mirnawati; Jaleha, Siti
Journal of Education for Sustainability and Diversity Vol. 2 No. 2 (2024)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v2i2.103

Abstract

The purpose of this study was to obtain an overview of the problems faced or felt by teachers in the implementation of the assessment of students with special needs in primary schools providing inclusive education. This study uses a qualitative approach with a descriptive type of research. Sources of data in this study were teachers at SDN Semangat Dalam 1 Batola. Data collection techniques used interviews, questionnaires, and documentation. Data analysis used the Miles and Huberman model which consisted of data reduction, data presentation and conclusion drawing. The data validity technique uses member checks and triangulates data sources. The results of the study indicate that there are several problems or problems faced and felt by teachers in the implementation of the assessment of students with needs at SDN Semangat Dalam 1 Batola at this time, namely 1) the teacher's low understanding of the concepts and procedures for compiling comprehensive assessment instruments for children with special needs; 2) low participation of parents/families of students with special needs in providing information when collecting information on assessment implementation; 3) the teacher's low understanding in carrying out the analysis of the assessment data.

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