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Majid Fahri
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Penerbit Presisi Pustaka, Perumahan Gerbang Kencana, Jalan Kalimantan Blok GK 4 No. 03 RT 040 RW 012 Kec. Indramayu Kabupaten Indramayu Jawa Barat Indonesia
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Examinations: Jurnal Pendidikan Guru Sekolah Dasar
Published by Penerbit Presisi Pustaka
ISSN : -     EISSN : 31099645     DOI : https://doi.org/10.65118/exam.v1i1.4
Core Subject :
Examinations, Jurnal Pendidikan Guru Sekolah Dasar is a high quality open access peer reviewed research journal published by Penerbit Presisi Pustaka in Collaboration with Sekolah Tinggi Keguruan dan Ilmu Pendidikan Al Amin Indramayu. Examinations, Jurnal Pendidikan Guru Sekolah Dasar is a peer reviewed journal on education and teacher training in elementary education or primary education. The journal aims to provide academic forums for researchers interested in discussing current and future issues in education and teacher training, particularly in elementary education or primary education. Experts will review all articles before they are accepted for publication. Each author is solely responsible for the content of the published articles
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Articles 6 Documents
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Search results for , issue "Vol. 2 No. 1 (2026)" : 6 Documents clear
Efforts to Cultivate Empathy and Collaboration Through Project-Based Social Learning in Inclusive Elementary Schools Anisah Jayanti; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.26

Abstract

This study aims to analyze the effectiveness of Project-Based Social Learning in fostering empathy and collaboration among students in inclusive elementary schools. The research employed a library research method by reviewing a range of literature sources including scientific journals, books, and previous studies relevant to inclusive education and project-based learning strategies. The findings indicate that Project-Based Social Learning is able to encourage positive interaction among students, stimulate social awareness, and train collaborative skills in completing group tasks. Furthermore, its implementation in inclusive elementary school settings is considered effective, as it provides opportunities for students with special needs to actively participate according to their abilities and potentials, which consequently leads to an increase in empathy and the development of a collaborative culture in the school environment. Therefore, Project-Based Social Learning is deemed an appropriate instructional approach for elementary school teachers to build empathy and collaboration in a sustainable manner.
Elementary School Teachers' Experiences in Implementing Inclusive Learning Processes Rizka Khaulah Asysyaffa; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.27

Abstract

Inclusive education is an educational approach that provides opportunities for all students, including children with special needs, to learn together within the same educational setting. The implementation of inclusive education in elementary schools requires teachers not only to master instructional content but also to possess understanding, skills, and attitudes that support the diversity of students’ characteristics. This study aims to describe elementary school teachers’ experiences in implementing inclusive learning, including planning, implementation, and challenges encountered during the learning process. The study employed a qualitative approach with teachers from an inclusive elementary school, SDN Patramanggala 02, as research subjects. Data were collected through in-depth interviews, observations, and documentation to obtain a comprehensive overview of inclusive learning practices. The results indicate that teachers have diverse experiences in managing inclusive classrooms, such as adapting learning strategies and methods, managing classes with heterogeneous student characteristics, and facing limitations in facilities and the lack of specialized training related to inclusive education. Nevertheless, teachers strive to create a friendly and inclusive learning environment through individualized approaches, collaboration with the school, and the development of creativity in teaching. In conclusion, the success of inclusive learning is strongly influenced by teachers’ readiness and active roles, as well as the support of school facilities and policies in realizing inclusive and equitable education for all students.
The Collaborative Role of Parents and Teachers in Implementing Inclusive Education at MI Nurul Falahiyah Asma’ Ashila Yumna; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.28

Abstract

Inclusive education is an educational approach that ensures the fulfillment of every student’s right to learn without discrimination, including children with special needs. The successful implementation of inclusive education at the primary education level is strongly influenced by effective collaboration between teachers and parents. This study aims to describe the collaborative roles of parents and teachers in the implementation of inclusive education at MI Nurul Falahiyah. A descriptive qualitative approach was employed, with data collected through observation, interviews, and documentation. The research subjects consisted of classroom teachers and parents of students. The findings indicate that parent–teacher collaboration is manifested through continuous communication, parental involvement in school activities, and cooperation in supporting students’ academic and social development. Such collaboration contributes positively to the creation of an inclusive, conducive, and responsive learning environment that meets students’ diverse needs. Therefore, synergy between parents and teachers is a crucial factor in supporting the successful implementation of inclusive education at MI Nurul Falahiyah.
Opening Gates, Unlocking Dreams: Inclusive Education for All Abdul Harris Arman; Muhammad Fauzan Muttaqin
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.29

Abstract

Inclusive education is an educational approach that upholds the principles of justice, equality and respect for the diversity of students. This concept emphasizes that every child, regardless of social, economic, cultural, religious background, or physical and mental condition, has the same right to obtain a quality education. This article aims to examine the meaning of inclusive education as a means of opening access and hope for all students in realizing their dreams and potential. The method used is a descriptive-qualitative study through literature review and conceptual analysis. The results of the study show that inclusive education not only functions as a strategy for educational equality, but also as a foundation for character formation, empathy and mutual respect in social life. Therefore, the implementation of inclusive education needs to be supported by policies, the school environment, and the active role of all education stakeholders. By opening up fair access and learning opportunities, inclusive education plays an important role in opening the "gates" of educational participation and fostering the "dream" of every child to develop according to their best potential. Therefore, the commitment of all stakeholders is very necessary so that inclusive education can be implemented in a sustainable manner.
Library Management Strategies in Improving Student Literacy Quality Ach. Nadim Mubarok; Ach. Faziku Muhlis; Afifatur Rohmah; Rusdiana Navlia
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.37

Abstract

This study aims to analyze library management strategies for improving student literacy in schools. Literacy is an important skill that encompasses not only reading and writing but also understanding and critically processing information. School libraries play a strategic role as learning resource centers that can support student literacy improvement if managed properly. This study used a qualitative approach with a descriptive approach. Data collection techniques included observation, interviews, and documentation. Data were analyzed using data reduction techniques, data presentation, and conclusion drawing. The results indicate that effective library management strategies include developing relevant collections, improving librarian competency, utilizing information technology, implementing engaging literacy programs, and creating a comfortable library space. Furthermore, supporting factors such as school support and adequate facilities were identified, as well as inhibiting factors such as budget constraints and low student reading interest. Efforts to address these obstacles include increasing policy support for sustainable collection development, librarian training, and collaboration with various parties. With the implementation of appropriate management strategies, school libraries can function optimally in improving student literacy.
Analysis of Student Visiting Behavior to Madrasah Libraries as a Basis for Developing Literacy Services Arini Rahmania Fadilah; Atiqotul Kamalia; Anggun Anugrah Tri Kartika Sari; Rusdiana Navlia
Examinations: Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/exam.v2i1.44

Abstract

Madrasah libraries play a strategic role in fostering a culture of literacy among students, yet their utilization often falls far short of their potential. The purpose of this study is to examine how students visit madrasah libraries, identify factors influencing the frequency of their visits, and develop a plan for the creation of relevant and sustainable literacy services. The method used was a literature review. From 2020 to 2024, academic sources such as journal articles, official reports, and scientific publications were systematically reviewed. According to the findings, four main dimensions influence students’ library visit behavior. These include students’ personal motivation, the quality of the library’s collection and facilities, the competence of library staff, and teachers’ active involvement in integrating literacy into learning. It was found that several structural barriers, including a lack of relevant collections, uncomfortable layouts, and insufficient programs to promote literacy, act as major obstacles to building sustainable reading habits. This study found that transforming madrasah libraries into flexible learning resource centers is a crucial step. Library management, the curriculum, and the madrasah’s institutional commitment must work together.

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