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Proceedings Series of Educational Studies
Published by Universitas Negeri Malang
ISSN : -     EISSN : 29872448     DOI : 10.17977
Core Subject : Education,
Education
The proceedings series Proceedings of Educational Study Seriesaims to publish proceedings from conferences on the theories and methods in fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 893 Documents
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SPECIAL FOUNDATIONS AND EDUCATIONAL SERVICES FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN LEARNING Billyandro Wensislaus Katukdoan; Fransiska Yustina Rahyaan; Maria Brenda Kamim; Muya Barida; Mohammad Efendi
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Education is a fundamental right for all citizens, including children with special needs (ABK), as mandated by Article 31 of the 1945 Constitution. However, the implementation of education for students with intellectual disabilities (tunagrahita) requires specific approaches and strategies due to intellectual and adaptive behavioral barriers. This study aims to describe the role of special education teachers in building conceptual and practical foundations, as well as implementing educational services tailored to the characteristics of students with intellectual disabilities. This study highlights the importance of teachers' understanding of special learning principles-including principles of affection, individual services, readiness, demonstration, motivation, group work, skills, and attitude cultivation-as a foundation for designing effective learning programs. The main problem identified is that many teachers and schools have not yet provided appropriate educational services due to a lack of knowledge in recognizing the characteristics and classification of intellectual disabilities (mild, moderate, severe, and profound). Through an analysis of special service needs, this article emphasizes that teachers play a crucial role in designing modified learning strategies, media, and evaluations. The findings indicate that teachers' mastery of competencies in understanding special foundations and the varied needs of students with intellectual disabilities is crucial for the success of students' social and academic adaptation, enabling them to achieve optimal and independent development.
Implementation of the CERIA (Cegah Risiko Remaja Nikah Muda) Model to Enhance Synergy in Preventing Risky Adolescent Behaviors in Malang City Staqillona Delima Zerlina Azzaria; Rezka Arina Rahma
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Pernikahan usia muda merupakan persoalan sosial yang memerlukan strategi prevention berbasis edukasi, pemberdayaan, dan kolaborasi. Penelitian ini bertujuan mendeskripsikan implementasi Cegah Risiko Remaja Nikah Muda (CERIA) Model di Kedungkandang District Malang City serta menganalisis supporting factors dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan jenis case study. Pengumpulan data dilakukan melalui observation, interviews mendalam, dan documentation, sedangkan data analysis menggunakan tahapan reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa implementasi CERIA dilakukan melalui sosialisasi dan counseling and education interaktif, edukasi reproductive health, pengembangan life skills, pembinaan kelompok adolescents, counseling, serta assistance families dan pasangan muda. Pelaksanaan program melibatkan government kecamatan dan urban villages, Dinsos P3AP2KB, penyuluh KB, health workers, schools, community cadres PKK, GenRe, organisasi kepemudaan, families, dan community. Faktor pendukung meliputi komitmen kelembagaan, koordinasi cross-sectoral, ketersediaan pelaksana, serta dukungan families dan community. Faktor penghambat mencakup keterbatasan sumber daya dan waktu, penyesuaian jadwal antarinstansi, serta ketimpangan akses informasi. Model CERIA menunjukkan relevansi sebagai pendekatan nonformal education yang memperkuat kapasitas adolescents dan lingkungan sosial dalam mencegah early marriage.
The Influence of Pojok Membaca Digital (Pocadi) on The Literacy Ability of Students in Public Elementary Schools in Magetan Nandita Putri Bintari; Hanun Nabilah Mahdiyyah; Desi Eri Kusumaningrum; Teguh Triwiyanto; Wildan Zulkarnain
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study aims to describe the implementation of the Digital Reading Corner (Pojok Membaca Digital/PoCaDi) program, describe students' literacy ability, and examine its effect on the literacy ability of elementary school students in Magetan Regency. A quantitative causal-correlational approach was used, involving the entire population of 89 students from six public elementary schools as respondents (saturation sampling). Data were collected through a 4-point Likert-scale questionnaire and analyzed using simple linear regression with SPSS 20. The results show that the implementation of PoCaDi is in the good category (mean score 60.34; 75.43%), while students' literacy ability is in the high category (mean score 62.13; 77.66%). Simple linear regression analysis produced the equation Ŷ = 19.511 + 0.706X, with a t-value of 9.320 (Sig. 0.000 < 0.05) and a coefficient of determination (R²) of 0.500, indicating that PoCaDi contributes 50.0% to the variance in students' literacy ability. These findings confirm that PoCaDi is an effective special library service strategy for strengthening literacy in elementary schools.
The ADDIE Model in Secondary English Language Education in Suriname: A PRISMA 2020 Systematic Literature Review Silsyano Soerianto Modiwirijo; Antony Mzuma Josia; Muhibuddin Fadhli; Deka Dyah Utami; Ence Surahman
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This study is a systematic literature review (SLR), conducted following the PRISMA 2020 reporting guideline, of the intersection between the ADDIE instructional design model and secondary-level English language education in Suriname. A structured search of scholarly search engines, Google Scholar and Suriname-specific institutional and multilateral-agency repositories identified 32 records, which were reduced to 27 after duplicate removal and screened for relevance, yielding 16 sources assessed at full-text/full-content level. None of the 16 sources met all three criteria, revealing a critical evidence gap regarding ADDIE, secondary education, and English teaching in Suriname. The 16 eligible sources were instead synthesized narratively along two strands: eleven sources on ADDIE-based instructional design in EFL/ESL contexts internationally and five sources on the structure, challenges and ongoing reform of Suriname's secondary English education system. The synthesis shows that ADDIE is a well-validated framework for developing English-language materials, courses and teacher training elsewhere, and that Suriname is simultaneously undertaking a Ministry of Education-led, IDB-supported reform of secondary English education, yet the two bodies of knowledge have not yet been connected in the literature. The review concludes with a research agenda for applying ADDIE within Suriname's ongoing reform effort and for closing this gap through original, context-sensitive empirical research.
Challenges Faced By Teachers And Limitations Of The Support System In The Implementation Of Inclusive Learning In Year 5 At SDN 2 Sananwetan Dhiya Nasywa; Surayanah Surayanah; Elen Kustiawardani; Anggun Adinda Azizah
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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The implementation of inclusive education in primary schools requires teachers to be well-prepared and a support system capable of accommodating the diverse needs of pupils. This study aims to analyse the challenges faced by teachers and the limitations of the support system in the implementation of inclusive education in Year 5 at SDN 2 Sananwetan. The study employed a descriptive qualitative approach. The main informants for the study were the Year 5 teachers, whilst the circumstances of pupils with special educational needs and their interactions with mainstream pupils were observed during the learning process. Data were collected through observation, in-depth interviews and documentation. Data validity was checked through triangulation of methods, whilst the data were analysed thematically through a process of data organisation, coding, theme grouping, interpretation and drawing of conclusions. The research findings indicate that the implementation of inclusive education faces challenges in two main dimensions: the pedagogical dimension and the support system dimension. In the pedagogical dimension, teachers experienced difficulties in identifying the academic abilities of pupils with special educational needs who demonstrated limited participation in academic activities, and were not yet optimally implementing differentiated instruction tailored to pupils’ individual needs. In terms of the support system, schools face limitations in teacher training, a lack of Special Needs Support Teachers (GPK), limited continuity of professional support services, and families’ financial constraints in providing additional support. Nevertheless, the classroom social environment is positive, as mainstream pupils are supportive and no evidence of bullying was found based on observations and informant accounts. These findings suggest that positive social acceptance needs to be reinforced through improved teacher competence, adaptive teaching, and a sustainable system of professional support services so that inclusive education can better accommodate the needs of all pupils
Implementation of the “SI JAKA” Interactive Video Series to Stimulate Javanese Language Skills in Children Aged 5–6 Years at Kindergarten Bendogerit, Blitar Fithria Zahrani Fatin Kamila; Fingkan Arysta Moca; Nanda Nur Azizah; Wuri Astuti; Tomas Iriyanto
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Language skills represent a crucial aspect of development for children aged 5–6 years. Interactive learning media are needed to capture children's attention. This study aims to describe the implementation of the "SI JAKA" interactive video series in stimulating Javanese language skills among children aged 5–6 years. The study employed a descriptive qualitative approach, with children aged 5–6 years at TKN Bendogerit serving as the subjects. Data collection instruments included observation sheets, interview guidelines, and documentation. Data analysis utilized the Miles, Huberman, and Saldana model, comprising data reduction, data presentation, and conclusion drawing. The results indicate that the "SI JAKA" series stimulates children's language skills across several areas: in listening, children understand the storyline and answer questions about the content; in reading, they recognize simple words; and in speaking, they confidently mimic the characters' voices. Thus, the "SI JAKA" interactive video series is effective as a medium for teaching the Javanese language to children aged 5–6 years.
Scrapbooks as an Innovative Medium for Creative Expression for Children with Disabilities Putri Evi Rahayu; Rafli Dimas Saputra; Regina Diva Meilinda; Hardika Hardika
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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This article aims to build an understanding of the effectiveness of scrapbook training as an integrative learning model for children with disabilities at the Rumah Inklusi Kota Batu. The research method employed is a descriptive qualitative approach with a narrative review type to describe the program implementation thoroughly. The data analysis technique was conducted through narrative synthesis by identifying, comparing, and integrating the findings of several selected literatures with field practices. The results indicate that the training activities carried out by internship students from the Department of Nonformal Education, Universitas Negeri Malang, ran smoothly and enthusiastically. The scrapbook medium is effective as a visual expression tool for children with verbal communication barriers. Fine motor activities through cutting and pasting are proven to improve focus, serve as a relaxation medium that makes children calmer, and increase pride. Furthermore, group-based project work successfully increases participants' active involvement in socializing and sharing with one another. This article confirms that motor and visual-based creative media are effective as integrative inclusive learning models to achieve the social functioning of children with disabilities.
AI-Assisted Digital Marketing Training for MSME Owners at Rumah BUMN Kota Malang: Participant Satisfaction Afdul Noval Fauzah Ghufron; Kartikaningrum Kartikaningrum; Nunung Nindigraha
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Low digital literacy and the suboptimal use of social media for business purposes are the main obstacles for Micro, Small, and Medium Enterprises (MSMEs) at Rumah BUMN Kota Malang in producing promotional content independently. This study aims to describe and analyze participants’ satisfaction levels at the reaction level regarding the implementation of smartphone-based digital marketing training assisted by Generative Artificial Intelligence (AI). This descriptive study involved 19 MSME entrepreneurs under the program’s guidance who attended and actively participated in the training activities. The training intervention was designed using an andragogical approach based on hands-on training, combined with structured handouts on how to operate Google Gemini and CapCut. Data collection was conducted using a 1–5 Likert-scale satisfaction questionnaire and open-ended questions, which were analyzed using descriptive statistics and qualitative data reduction. The results showed that the participants’ overall satisfaction level fell into the “Very Satisfied” category, with an average score of 4.67 (93.4%). The aspect of the material’s applicability in real-world business activities received the highest rating of 4.84 (96.8%). This training proved successful in meeting the expectations and practical needs of MSME operators, with a very positive level of acceptance across all dimensions, including the instructors’ competence, the clarity of the material, and the training facilities.
Development of the Aca-Resilience Tracker Android Application to Determine Strategies for Improving Academic Resilience Among Students at the State Univeristy of Malang Dian Yuta Krisna; Zamroni Zamroni
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Low academic resilience among university students can contribute to psychological well-being problems, necessitating data- and technology-based support services. This study aims to develop the “Aca-Resilience Tracker” Android application as a data-driven assessment medium for determining strategies to improve the academic resilience of students at the State University of Malang. The study employed a research & development (R&D) method using the Borg & Gall model, modified into seven stages. The research subjects consisted of 2 material experts, 2 media experts, 2 prospective administrator users (counselors), and 10 students. Academic resilience levels were measured using the Indonesian version of the ARS instrument, which has been tested for validity & reliability. Data collection for product testing considered product acceptability indicators and generated quantitative & qualitative data. Quantitative data were analyzed using inter-rater agreement and mean analysis, while qualitative data were analyzed using the Miles and Huberman model. The results showed that the “Aca-Resilience Tracker” application and administrator guidebook obtained a highly valid category in terms of accuracy, usefulness, ease of use, and attractiveness. Thus, the “Aca-Resilience Tracker” application is suitable for use as a data-driven assessment medium in the implementation of guidance and counseling services in higher education.
ROBOSA (Robot Box Smart Adventure): As a Medium for Social and Emotional Stimulation for Children Aged 4-5 Years Lolaizzatunnisa Alfirdausy; Marcelina Eka Nurfadila; Maulidia Safira Arifianti; Nada Mushayla; Nur Kholifatus Sholikhah; Wuri Astuti
Proceedings Series of Educational Studies 2026: International Conference on Educational Management and Technology (5th ICEMT 2026)
Publisher : Universitas Negeri Malang

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Abstract

Based on the results of observations and interviews in several kindergartens, there are still quite a lot of children aged 4-5 years who experience problems, namely difficulties in recognizing emotions, expressing them appropriately, cooperating with friends, waiting their turn, and resolving simple conflicts during play. Children also tend to become easily angered when their desires are not met and are not yet able to control their emotions independently. Meanwhile, social-emotional skills are an important aspect that needs to be stimulated from an early age because they play a role in helping children recognize, understand, express, and manage emotions and build positive social relationships. To optimize the social-emotional development of children aged 4-5 years, interesting and innovative media are needed. One of them is ROBOSA (Robot Box Smart Adventure), an educational game media designed to stimulate the social-emotional skills of children aged 4-5 years. ROBOSA was developed in the form of an interactive robot that combines four types of games, namely GeoBox, MoodBox, WordBox, and SolveBox, so that children have the opportunity to recognize various emotions, express feelings, communicate, cooperate, and determine appropriate responses to various simple situations. This study used the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research instruments used were social-emotional skills observation sheets and material and media validation questionnaires. The validation results by media experts, material experts, and PAUD teachers showed that ROBOSA is in the very suitable category for use as a learning medium. Implementation of the media in small and large group trials demonstrated that ROBOSA was able to attract children's interest in actively participating in play activities while simultaneously stimulating their social-emotional skills. These findings indicate that ROBOSA has the potential to be an innovative play medium to support the stimulation of social-emotional development in children aged 4-5 years through interactive and enjoyable learning experiences.

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