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INDONESIA
JIMAD : Jurnal Ilmiah Mutiara Pendidikan
Published by PT. Penerbit Tiga Mutiara
ISSN : -     EISSN : 3026314X     DOI : https://doi.org/10.61404/jimad
Core Subject : Religion, Education,
Religion Education Other
JIMAD : Jurnal Ilmiah Mutiara Pendidikan Adalah sebuah publikasi akademik yang secara khusus memfokuskan pada penelitian, pembahasan, dan analisis dalam bidang pendidikan. Tujuan utama dari jurnal ilmiah ini adalah untuk memajukan pengetahuan dan pemahaman tentang isu-isu pendidikan, praktik pengajaran, kurikulum, manajemen pendidikan, evaluasi, dan topik terkait lainnya.
Arjuna Subject : Umum - Umum
Articles 64 Documents
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Dampak Menonton Anime terhadap Tingkat Motivasi Siswa SMP Muhamad Rizqi Seputro; Desy Safitri; Sujarwo
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 2 (2025): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i2.399

Abstract

The phenomenon of escalating anime consumption as a form of entertainment among junior high school students (Sekolah Menengah Pertama, SMP) generates an imperative to comprehend its psychological and educational ramifications, particularly concerning learning motivation. This study employs a systematic literature review methodology to analyze the correlation between anime exposure and the learning motivation levels of SMP students, with a particular focus on both intrinsic and extrinsic motivational dimensions. The synthesized literature reveals that anime, through its narrative complexity, visual quality, and motivational character portrayal, functions as a stimulus capable of enhancing intrinsic motivation by instilling ethical values and achievement-oriented zeal, as well as facilitating extrinsic motivation via social recognition incentives and identity aspirations. This augmentation in motivation contributes positively to increased concentration, active participation, and learning perseverance. Nonetheless, findings also indicate potential risks of diminished learning efficacy attributable to disproportionate time allocation towards excessive anime viewing, which may adversely impact academic performance. The contribution of this research lies in the integration of motivational theory (intrinsic and extrinsic) with media effects theory within the context of anime genres—particularly the action genre—to explicate the dynamics of media influence on cognitive, affective, and behavioral learning facets. Overall, the study concludes that the influence of anime consumption on junior high school students’ learning motivation is dualistic in nature; anime can serve as a facilitative medium for learning motivation when consumed in a controlled manner. Therefore, time management and content comprehension emerge as critical factors in optimizing the educational benefits of anime consumption without eliciting detrimental consequences on academic achievement.
Strategi Pembelajaran Kontekstual dalam Meningkatkan Pemahaman Konsep Siswa pada Mata Pelajaran IPS Fuji Ochtaulia; Desy Safitri; Sujarwo
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 1 (2025): JIMAD - FEBRUARI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i1.411

Abstract

Social Studies is often perceived by students as a less engaging subject, partly due to the dominance of lecture-based teaching methods that offer minimal contextual learning experiences. The low level of active student participation in the learning process impacts their conceptual understanding and critical thinking skills. This study aims to evaluate the effectiveness of the Contextual Teaching and Learning (CTL) strategy in improving students’ conceptual understanding in Social Studies through a literature review of various recent research findings and scholarly publications. CTL, as a learning approach that emphasizes the connection between subject matter and students’ real-life contexts, is believed to address these pedagogical challenges. Analysis of the literature sources shows that the consistent implementation of CTL positively contributes to enhancing student engagement, learning outcomes, and the development of critical and analytical thinking skills. Learning that is linked to concrete social experiences encourages students to actively construct meaning, understand interconceptual relationships, and apply knowledge meaningfully in daily life. The conclusion of this review affirms that the CTL strategy is effective in creating a more interactive, meaningful, and deeply comprehensible Social Studies learning process. The novelty of this research lies in its comprehensive synthesis of previous findings, demonstrating that CTL is not only relevant as an innovative teaching method but also holds potential as a systematic approach to pedagogical transformation in Social Studies education at the elementary and secondary levels.
Implementasi Strategi Pembelajaran Individual Terstruktur bagi Anak Tuna Grahita Ringan di Sekolah Dasar Inklusi Muh. Syahrul Hadi; Ahmad Zanawi; Zulkarnain
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 3 (2025): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i3.419

Abstract

Inclusive education is a global mandate that emphasizes the importance of providing education that ensures access, participation, and learning success for all students, including children with special needs (CSN). In this context, children with mild intellectual disabilities present unique challenges, particularly related to limitations in cognitive aspects, social adaptation, and self-regulation. The main issue addressed in this study is how structured individual learning strategies can be effectively implemented to support the achievement of competencies for students with mild intellectual disabilities in inclusive elementary school settings. The aim of this research is to conduct a theoretical review of the effectiveness of the Individualized Education Program (IEP) as a pedagogical approach based on individual needs, responsive to the unique characteristics of learners. The method used is a systematic literature review with a qualitative-descriptive approach through the examination of scientific publications, academic books, and national policies related to inclusive education and differentiated learning services. The analysis results show that the IEP plays a strategic role in optimally accommodating the learning needs of students with mild intellectual disabilities, emphasizing flexible planning, realistic goals, and progress-oriented evaluation. The effectiveness of the IEP increases significantly when it is designed through cross-professional collaboration among general education teachers, special education teachers, and parents. The conclusion of this study affirms that the implementation of IEP not only strengthens the pedagogical dimension of inclusive education but also promotes a paradigm shift towards more adaptive and humanistic education. The novelty of this study lies in the conceptual integration and practical implementation of the IEP for students with mild intellectual disabilities in elementary schools, which remains limited within the scope of national research.
Pendekatan TEACCH dalam Meningkatkan Kemandirian Belajar Anak dengan ASD: Tinjauan Literatur Sistematis Lukmanul Hakim; Muh. Hasani; Muh. Rusli Umaini
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 3 (2025): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i3.420

Abstract

Individuals with Autism Spectrum Disorder (ASD) commonly face challenges in independent learning and mastery of functional skills due to deficits in communication, social interaction, as well as repetitive and restricted behaviors. The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) approach was developed to address the specific educational needs of this population through structured, visually based, and strengths-based learning. Although the effectiveness of TEACCH has been widely reported globally, studies systematically examining its application within the Indonesian educational context remain limited. This study aims to critically evaluate the effectiveness of the TEACCH approach in enhancing independent learning among children with ASD in Indonesia. Using a systematic review method based on the PRISMA protocol, 15 scholarly articles published between 2017 and 2024 were thematically analyzed to identify TEACCH’s contribution to increasing independence in academic contexts and activities of daily living (ADL). The analysis revealed that TEACCH implementation consistently enhances children’s independence, as indicated by significant improvements in academic task completion (with an average score increase of 34–50 points), as well as improvements in ADL skills such as dressing, eating, and maintaining personal hygiene. The success of this approach is determined by the integration of structural elements, such as environmental organization, the use of visual aids, consistent routines, and collaboration between teachers and parents. This study concludes that TEACCH is an adaptive, effective, and relevant approach for implementation within the Indonesian education system. The novelty of this research lies in its contextual focus on TEACCH application in Indonesia, as well as strategic recommendations for its integration into special education (SLB) and inclusive school curricula through systemic educator capacity-building.
Differensiasi Kurikulum sebagai Strategi Pembelajaran Efektif bagi Anak Cerdas dan Berbakat Istimewa di Kelas Inklusi Intan Shajida Raehanun; Eka Zulbaeni; Mesatun Hasanah
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 3 (2025): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i3.425

Abstract

An inclusive education structure that prioritizes equitable access and participation without discrimination, gifted and talented children (GTC) are often overlooked by the system due to the dominance of a homogenized curriculum not designed to address their unique needs. GTC possess complex learning profiles, characterized by high intellectual capacity, rapid knowledge acquisition, and intense interests and creativity that exceed the average. The mismatch between conventional teaching approaches and the distinctive needs of GTC in inclusive environments creates serious pedagogical challenges, notably the hindered realization of their full potential. This article aims to critically examine the effectiveness of differentiated instruction as an adaptive curriculum strategy in addressing the diverse needs of GTC within inclusive classrooms. Through a systematic literature review, the differentiation approach is analyzed within the framework of modifying content, process, and product of learning based on students' readiness, interests, and cognitive profiles. The findings indicate that the implementation of differentiation significantly enhances intrinsic motivation, active engagement, and academic achievement of GTC, while maintaining social cohesion in the classroom. Differentiated instruction also contributes to the creation of an inclusive, dynamic, and pedagogically equitable learning environment. The novelty of this study lies in the conceptual integration of differentiation principles with inclusive practices as a foundation for curriculum design that emphasizes individual excellence and appreciation of diversity. These findings offer substantive contributions to the development of a more transformative and responsive pedagogical paradigm, while also providing both theoretical and practical foundations for educators in designing curriculum interventions that empower all learners, including those with exceptional capacities.
Perencanaan Strategis Sarana dan Prasarana Penunjang Proses Pendidikan Beni Chandra Purba
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 2 No. 3 (2024): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v2i3.101

Abstract

Strategic planning of educational support facilities and infrastructure constitutes an essential aspect in enhancing the overall quality and efficacy of educational systems. The availability and suitability of educational facilities serve as critical determinants influencing the smooth execution of teaching and learning activities, as well as the attainment of long-term institutional objectives. A frequent challenge encountered by educational institutions is the discrepancy between actual needs and the allocation of facilities and infrastructure, potentially leading to resource inefficiencies and degradation of educational service quality. Hence, an in-depth investigation into comprehensive strategic planning mechanisms is imperative to support precise, data-driven decision-making processes. This study employs a literature review methodology, integrating diverse scholarly sources, including indexed international journals, academic textbooks, national education policies, and other pertinent documents, to delineate an adaptive and sustainable conceptual framework for strategic planning. The findings affirm that the strategic planning process for educational facilities and infrastructure encompasses three principal stages: (1) empirical and prospective needs analysis, taking into account learner dynamics and curricular changes; (2) budget planning prioritizing fiscal efficiency and optimal resource utilization; and (3) procurement prioritization based on urgency, relevance, and impact on educational quality enhancement. The scope of facilities and infrastructure planned includes various categories ranging from physical infrastructure, consumables, immovable assets, to modern educational technology devices. The novelty of this research lies in the development of a holistic and participatory strategic planning model that accommodates the needs of all stakeholders and adapts to the evolving global educational landscape. Practical implications of this study are anticipated to reinforce governance in the procurement of educational facilities and infrastructure, ensuring effectiveness, transparency, and sustainability, while simultaneously supporting national educational transformation toward superior quality and heightened competitiveness.
Komitmen Kepala Sekolah dalam Peningkatan Layanan Pendidikan Beni Chandra Purba
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 1 No. 2 (2023): JIMAD - NOVEMBER
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v1i2.139

Abstract

This study aims to describe the implementation of educational services by school principals and to analyze the level of their leadership commitment in supporting the continuous improvement of education quality. As central figures in the governance of educational institutions, school principals play a multidimensional role, encompassing strategic, managerial, pedagogical, and symbolic functions that simultaneously influence the effectiveness of the school organization. The findings indicate that the principal’s level of commitment is positively correlated with the quality of strategic planning, resource management, and the development of a collaborative work culture oriented toward achieving institutional goals. Principals who demonstrate a high level of dedication to enhancing education quality tend to be more effective in building constructive supervision systems, establishing transformative visions and missions, and mobilizing stakeholder participation in data-driven decision-making processes. This study also affirms that the successful implementation of educational service programs is highly dependent on the principal’s capacity to navigate policy dynamics, resource limitations, and the socio-cultural complexities of the school environment. From a theoretical standpoint, this study reflects the relevance of transformational leadership and evidence-based management approaches as foundational to building adaptive and accountable educational institutions. The implications of this research emphasize that enhancing the professional capacity of school principals (in terms of integrity, managerial competence, and strategic vision) is a key determinant in realizing holistic, relevant, and sustainable educational service quality.
Tinjauan Literatur: Efektivitas Penggunaan Metode Multisensori dalam Pembelajaran Membaca untuk Anak Disleksia di Sekolah Inklusi Raudatul Jannah; Radiyatus Shalihah
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 3 (2025): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i3.429

Abstract

Dyslexia is a neurodevelopmental disorder that specifically affects an individual's ability to process phonological and orthographic information, thereby hindering the development of basic literacy skills. In inclusive education systems at the elementary level, these limitations are often not addressed through pedagogical approaches that align with the neurocognitive needs of learners. The problem addressed in this study is the effectiveness of the multisensory learning approach in improving the reading skills of children with dyslexia in inclusive elementary education settings. This research was conducted through a systematic literature review using a descriptive qualitative approach, drawing upon scholarly sources published in nationally and internationally accredited journals over the past decade. Thematic analysis was employed to identify consistent empirical findings related to multisensory interventions. The results show that the multisensory approach (which simultaneously engages visual, auditory, kinesthetic, and tactile modalities) has been proven to enhance phonological decoding, word recognition accuracy, reading fluency, and learning affectivity in children with dyslexia. Its effectiveness is highly influenced by the duration and intensity of the intervention, educators' competence in designing multisensory activities, and the suitability of materials to individual sensory profiles. The conclusion of this review asserts that the multisensory approach is not merely a remedial strategy, but a neuroeducation-based pedagogical framework that is inclusive and transformative. The novelty of this research lies in its integrative emphasis on the multisensory approach and principles of educational neuropsychology as the foundation for developing learning models that are responsive to the needs of neurodivergent learners in the context of inclusive elementary education in Indonesia.
Penggunaan Media Audio-Taktil dalam Pembelajaran IPA bagi Siswa Tunanetra di Kelas Inklusi Sherly Sofiana; Suaibatul Aslamiah; Sri Rodiatul Amini
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 3 (2025): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i3.430

Abstract

The development of adaptive and multisensorial learning media is a critical aspect in supporting the success of inclusive education, particularly for visually impaired students who face challenges in comprehending abstract concepts in science subjects. These limitations necessitate innovative learning media capable of optimizing information processing through alternative sensory modalities, namely auditory and tactile. Audio-tactile media represents an innovation that simultaneously integrates sound and touch stimulation to facilitate multisensorial conceptual understanding and enhance the cognitive construction of visually impaired students. This study employs a qualitative descriptive approach utilizing observation, in-depth interviews, and documentation techniques to evaluate the effectiveness of audio-tactile media in the context of science learning within inclusive classrooms. The results indicate that audio-tactile media significantly improves conceptual understanding, learning motivation, and active participation among visually impaired students. Additionally, this media strengthens social interaction among students and supports teachers in delivering material inclusively and responsively to individual learner needs. The novelty of this research lies in the application of learning media that combines two sensory modalities as an innovative pedagogical strategy to overcome cognitive barriers caused by visual impairment, while simultaneously enriching the multisensorial learning experience. These findings contribute significantly to the development of an adaptive, inclusive, and equitable science learning model for students with special needs. Accordingly, audio-tactile media is recommended as an effective alternative to create an inclusive and high-quality learning environment.
Resiliensi Guru yang Mengajar di Panti Asuhan Al-Mizan Muhammadiyah Lamongan Yusnia Rahayu; Prianggi Amelasasih
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 3 No. 4 (2025): JIMAD - NOVEMBER
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v3i4.322

Abstract

An orphanage is a social institution that functions to provide protection, care, and guidance for children who have lost the support of their nuclear families. Its role is not limited to fulfilling basic needs but also contributes significantly to education and character development. Teachers working in orphanages face dual roles as educators and caregivers, requiring psychological resilience to manage emotional pressures, limited resources, and the complexity of social relationships in the workplace. In this context, resilience becomes a key factor that enables teachers to adapt, overcome obstacles, and develop effective strategies to maintain both personal and professional stability. This study aims to describe teacher resilience at Muhammadiyah Orphanage Lamongan using a qualitative approach with a case study design. The research subjects consisted of two teachers, with data collected through in-depth interviews and participatory observation, supported by triangulated information from significant others. The findings indicate that both subjects experienced resilience dynamics due to dual roles and adaptation difficulties, particularly in time management and task distribution. Nevertheless, strategies such as effective time management, utilization of social support, and reflective ability in interpreting experiences proved to be essential factors in strengthening their resilience. The study concludes that teacher resilience in orphanages is an adaptive process shaped by the interaction of personal, social, and contextual factors. Therefore, institutional interventions in the form of self-management training and enhanced environmental support are necessary to ensure the sustainability of teachers’ roles in orphanages.

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