Nusantara: Jurnal Pendidikan Indonesia

Correlation between Lecturer Support and Student Satisfaction: Insights from Blended English for Tourism Course

Addinda Maulidita Antari — 2025-07-30

Purpose – This study investigates the relationship between hospitality students’ perceptions of lecturer support and their satisfaction with the English for Tourism course delivered in a blended learning format in response to the changing learning environments following the COVID-19 pandemic. Amid increasing demands for technology-integrated instruction in English for Specific Purposes (ESP), this research highlights the role of pedagogical support in shaping student satisfaction.
Method – Employing a quantitative correlational approach, this study collected data using validated instruments: the Scale of Perceived Instructor Support (SPIS) and the ESP Student Satisfaction Scale. Out of 92 students enrolled in the course, 47 (51.1%) participated voluntarily. Pearson’s correlation coefficient was applied to examine the relationship between perceived lecturer support and student satisfaction.
Findings – Results indicated that students perceived moderate to high levels of support from their lecturers and reported a generally positive experience with the course, as reflected in a strong positive correlation (r=0.732, p < 0.01) between lecturer support and student satisfaction, emphasizing the importance of lecturer presence, interpersonal connection, and responsive feedback in blended ESP instruction.
Research Implications – The study contributes to the growing literature of ESP pedagogy and blended learning by affirming the crucial role of lecturer support in shaping positive student experiences. The research is limited by its single-institution scope, modest sample size, and insufficient examination of factors affecting students’ willingness to continue learning in blended format. Future research is recommended to investigate lecturer support’s impact on student motivation, psychological challenges, and learning outcomes, using longitudinal or mixed methods approaches.

Where is Vocational Education Heading? Unpacking Two Decades of Global Knowledge Dynamics and Policy Relevance

Tri Wulaningrum — 2025-07-30

Purpose – As digital disruption and global inequalities reshape the future of work, vocational education is increasingly recognized as essential for skills development and social mobility. However, the field remains marked by thematic fragmentation—between traditional foci such as curriculum and pedagogy and emerging priorities like digitalization, equity, and learner well-being—and significant geographical imbalance, with research output dominated by a few high-income countries. This study maps the intellectual and policy landscape of vocational education research (2000–2024) to clarify its alignment with urgent global challenges.
Method – A total of 11,781 Scopus-indexed articles was analyzed using bibliometric tools in R, including keyword co-occurrence, thematic mapping, and international collaboration network analysis to reveal dominant clusters and neglected themes.
Findings – Research in vocational education is anchored in curriculum and employability, yet digital skills, gender inclusion, and mental health remain underexplored. Publication is concentrated in Australia, the US, Germany, and China, reinforcing North–South disparities and limiting global integration. While interest in innovation is rising, persistent conceptual fragmentation still hinders policy impact.
Research Implications – Policymakers should move beyond rhetoric to embed digital skills, equity, and well-being in policy and curricula. Future research needs to address underrepresented issues and regions, foster cross-country collaboration, and better translate evidence into practice. The focus on English-language, Scopus-indexed articles may exclude some regional scholarship.

The Effectiveness of Claymation Movie on Students’ Vocabulary Mastery for Indonesian Vocational High School Students

Annisa Hanifah — 2025-07-30

Purpose – Vocabulary is an important aspect of learning English, especially in Indonesia, where English is a foreign language. However, monotonous methods often make students bored and have difficulty communicating. Claymation can be an interesting solution and make understanding easier. This study is important to find out whether Claymation media can really help students master vocabulary better.
Method – This study uses quantitative methods with the research design used is a pre-experimental one-group pre-test and post-test design that focuses on one class without a control class and changes in learning outcomes cannot be fully attributed to Claymation, so researchers design valid and reliable instruments and conduct trials before being applied to the treatment class. The sample consisted of 36 tenth-grade Animation 1 students in the treatment class.
Findings – The results of this study show significant differences. The mean pre-test of 76.22 to the post-test with a mean of 86.33, showing an increase of 10.11 it’s means that many students got a positive rank, which means that the post-test score is higher than the pre-test score, and students have improved. The results of the Wilcoxon test showed sig. value (2 tailed) 0.001 < 0.05. Thus, Ha is accepted, and Ho is rejected. So, the use of Claymation is proven effective in improving students' vocabulary mastery.
Research Implications – This study highlights the effectiveness of using Claymation movie which helps in overcoming students' difficulties in vocabulary mastery. The use of Claymation proves that it can increase students' vocabulary, make the classroom atmosphere feel fun, and increase students' learning motivation. In the future, Claymation can be one of the alternative media and solutions for teachers in teaching English to students.

The Influence between Self-Efficacy and Resilience on Mathematics Learning Outcomes among Fifth Grade Students

Intan Nugraheni — 2025-07-30

Purpose – Student learning outcomes are influenced by self-efficacy and resilience. This research aimed to examine how fifth graders at SDN Gugus Sedap Malam in East Semarang District performed in mathematics class based on their resilience and self-efficacy.
Method – This quantitative study used a correlational approach. It involved 178 fifth-grade students, with a sample of 65 students selected using proportional sampling. A closed questionnaire with a Likert Scale (four alternative answers) was used via Google Forms, with 30 questions for each variable.
Findings – Pearson correlation results showed a significant relationship between self-efficacy and mathematics learning outcomes (r = 0.629, p < 0.001), and resilience and mathematics learning outcomes (r = 0.696, p < 0.001). The r_count value (0.748) being higher than r_table (0.244) indicates a strong relationship between self-efficacy and resilience and mathematics learning outcomes. An R² value of 0.559 (55.9%) was obtained, indicating that self-efficacy and resilience contributed 55.9% to mathematics learning outcomes. This means higher self-efficacy and resilience lead to higher mathematics learning outcomes. Conversely, lower self-efficacy and resilience result in lower mathematics learning outcomes.
Research Implications – A practical implication is that teachers and schools should develop programs to improve student self-efficacy and resilience. The curriculum can be adjusted to emphasize mental strengthening and student motivation, focusing on cognitive, attitudinal, and psychomotor aspects.

The Effectiveness of Using Educational Board Games on Students’ Vocabulary Mastery at Junior High School

Sinta Kurnia Sari — 2025-07-30

Purpose – This study investigates the effectiveness of educational board games in enhancing the vocabulary mastery of seventh-grade students at SMPN 24 Bandar Lampung. It aims to determine whether there is a significant difference in vocabulary achievement between students taught using board games and those taught through conventional instructional methods.
Method – The study was conducted during the second semester of the 2024/2025 academic year using a quasi-experimental design with a pre-test–post-test control group. A total of 60 students were selected through purposive sampling, with 30 students in the experimental group and 30 in the control group. The experimental group received vocabulary instruction through educational board games, while the control group was taught using conventional methods. Data were collected using a 50-item multiple-choice vocabulary test and analyzed using an independent samples t-test.
Findings – The analysis showed a statistically significant difference in post-test scores between the experimental and control groups, t (58) = 8.575, p < 0.001. The students in the experimental group demonstrated significantly higher vocabulary mastery, with a mean score difference of 15.867 points compared to those in the control group.
Research Implications – The results provide empirical support for the use of educational board games as an effective and engaging teaching strategy in English language learning. These games offer a structured yet enjoyable approach to vocabulary acquisition, which can enhance students' comprehension and retention of English vocabulary.

The Influence of TPACK Mastery and Emotional Intelligence on Teachers’ Technology Awareness

Iffah Budiningsif — 2025-07-30

Purpose – Technology plays an essential role in the learning process; therefore, technological awareness is a necessary competence for teachers. This study aims to examine the influence of mastery of Technological Pedagogical and Content Knowledge (TPACK) and emotional intelligence on teachers' technological awareness.
Method – This study employed a survey method involving teachers from the East Jakarta area who graduated from the Master of Educational Technology program at As-Syafi'iyah Islamic University Jakarta in 2024 (within UIA’s East Jakarta working area). A total of 84 participants were included in the sample. Data were collected using a questionnaire and analyzed through descriptive statistics, correlation analysis, and simple regression.
Findings – The results show that teachers' levels of technological awareness, TPACK mastery, and emotional intelligence are within the moderate range, with mean scores between 3.60 and 3.90. There is a positive and moderately strong correlation (R = 0.489) between TPACK mastery and emotional intelligence with technological awareness. Together, TPACK and emotional intelligence explain 23.90% of the variance in technological awareness, indicating that these factors contribute meaningfully to teachers’ awareness of technology use. Among the two variables, emotional intelligence demonstrates a stronger predictive influence on technological awareness compared to TPACK mastery. The regression model Y = 1.587 + 0.215X? + 0.389X? is statistically significant and can be used to predict the level of technological awareness among teachers.
Research Implications – Teachers are encouraged to enhance their technological awareness by integrating TPACK more actively in the learning process, supported by emotional resilience such as perseverance and patience when guiding students.

The Effectiveness of the Problem-Based Learning Model on the Critical Thinking Skills of Buddhist Education Students

Panya Dama Setiawan — 2025-07-30

Purpose – This study examines the impact of Problem-Based Learning (PBL) on students' critical thinking skills in Buddhist religious education at SMA Bhakti Karya Kaloran, addressing the significance of critical thinking as a core 21st-century competency and the scarcity of research applying PBL in spiritually and contemplatively oriented religious contexts like Buddhism.
Method – This study employed a quantitative approach with a correlational design. The research sample consisted of 25 Buddhist students, selected using a saturated sampling technique. Data was collected through a Likert-scale questionnaire that had been tested for validity and reliability and were analyzed using simple linear regression with the assistance of SPSS version 21.
Findings – The research findings indicate that the Problem-Based Learning (PBL) model has a significant influence on students' critical thinking skills, with a coefficient of determination (R²) of 0,535. This suggests that 53,5% of the variation in critical thinking ability can be explained by the implementation of the PBL model. The most prominent aspects of the PBL model were social engagement and psychomotor involvement, while the highest dimension of critical thinking was in the interpretative aspect. The significance value (0.000 < 0.05) and the t-value (5.141 > t-table) confirm a significant relationship between the two variables.
Research Implications – This study makes an important contribution to enriching the literature on Buddhist education through a participatory and contextual learning approach. However, its limitations lie in the small sample size and the restricted scope to a single school, which prevents the results from being widely generalized. Further research is recommended to employ a larger sample and a more robust experimental design to explore causal relationships and other mediating factors such as learning motivation and the internalization of religious values.

Inclusive Quality Education in Rural Areas: A Case Study of Ledug Pintar

Fatur Fahrezi Fatur — 2025-07-30

Purpose – This study explores how inclusive quality education can be realized in rural areas through a grassroots edupreneurship model. It addresses a gap in current literature by examining how community-led educational initiatives can offer equitable and sustainable learning alternatives outside formal systems in underserved regions.
Method – A qualitative case study was conducted in Ledug Village, Banyumas Regency, utilizing participatory observation, in-depth interviews, and document analysis. Data were analyzed using the Miles and Huberman framework, involving data condensation, display, and conclusion drawing.
Findings – The Ledug Pintar initiative presents a model of inclusive and flexible learning that accommodates children, youth, and elderly learners in a rural context. By merging educational goals with community-based social entrepreneurship, it provides affordable and accessible services that promote inclusive education at the village level. Key strengths include youth leadership, local relevance, and intergenerational access to learning.
Research Implications – This study highlights the potential of community-driven approaches to achieving inclusive quality education in rural areas. It suggests practical implications for local governments and NGOs to support similar models in other underserved contexts. However, findings remain context-bound, and further research is required to evaluate transferability and long-term outcomes.

The Role of Humanistic Academic Supervision in Improving the Quality of Teaching and Learning in SLB At-Turmudzi 1 Malangbong

Ade Tuti Rosa — 2025-07-30

Purpose – This study examines the role of humanistic academic supervision in improving the quality of learning at SLB At-Turmudzi 1 Malangbong, Garut. Although inclusive education is widely discussed, most supervision models are still procedural and evaluative in nature, ignoring the reflective and emotional needs of teachers. This study aims to fill this gap by exploring how humanistic supervision supports professional growth and inclusive practices.
Method – Using a descriptive qualitative approach, data were collected through in-depth observations, semi-structured interviews with the principal and ten special education teachers, and document analysis. Data were analyzed using the Miles and Huberman interactive model with triangulation to ensure validity.
Findings – The study found that humanistic supervision transformed teachers' attitudes from passive and anxious to open and reflective. Teachers designed differentiated lesson plans responsive to students’ cognitive and sensory needs, utilized multisensory media (such as braille cards, tactile props, and interactive audio), and conducted functional assessments. A collaborative professional culture emerged, shown through regular reflective forums and peer learning. Student engagement also improved, marked by greater participation and communication confidence, especially among students with disabilities.
Research Implications – The study highlights the importance of adopting humanistic, reflective supervision models that position teachers as learning partners. Such approaches can strengthen inclusive practices and improve learning quality in special education contexts, offering a transformative alternative to conventional evaluative models.

Pengembangan Komik Digital Interaktif Berbasis Canva untuk Peningkatan Hasil Belajar Siswa Sekolah Dasar

Yuliana Safitri — 2025-07-30

Purpose – Student learning outcomes are still low in the material of Indonesian Cultural Diversity. Therefore, interactive learning media is needed, namely digital comics. The purpose of this research is to develop learning media in the form of digital comics and test their feasibility and effectiveness to improve learning outcomes.
Method – This research used a development approach (Research and Development), based on the Borg & Gall model. Data collection techniques used test techniques (one group pretest-post test) and non-test techniques (observation, interviews, documentation, and questionnaires).
Findings – Digital comics were developed into interactive media with hyperlink innovation. This media is very feasible and obtained a percentage of 95.31% from material experts and media expert validators. Positive responses from teachers and students obtained a percentage of 90.38% and 80.95%. The effectiveness of the media was carried out with one group pretest posttest with an N-Gain value of 0.6663 which means moderate with a percentage of 66% quite effective. Canva-based digital comic media is very feasible to be tested and can improve student learning outcomes about Indonesian Cultural Diversity material.
Research Implications – These findings reinforce the constructivist approach, which emphasizes that students actively construct knowledge through meaningful learning experiences. The use of hyperlinked digital comics creates a context-rich learning environment aligned with the principles of multimedia learning and problem-based learning, suggesting their potential as effective tools to enhance engagement and critical thinking in educational settings.

Pengaruh Motivasi Intrinsik dan Ekstrinsik terhadap Perencanaan Karir Calon Pendidik: Analisis SEM-PLS pada Mahasiswa FKIP

Handoko Handoko — 2025-07-30

Purpose – This study aims to examine the influence of motivation on the career planning of prospective educators, specifically students of the faculty of teacher training and education, from the perspectives of intrinsic and extrinsic motivation.
Method – This research employs a quantitative approach using SEM-PLS to analyze the relationships between independent and dependent variables. Data were collected using questionnaires with a Likert scale to measure each indicator. The study sample consisted of 100 pre-service teacher students from various education programs, including Elementary Teacher Education, Chemistry Education, Physics Education, Biology Education, Guidance and Counselling, Early Childhood Education, Mathematics Education, and Physical Education. Respondents were drawn from different semesters, specifically the first and third semesters. Statistical tests were conducted using outer loading, composite reliability, Average Variance Extracted, P-value, Adjusted R-Square, and F-Square.
Findings – The influence of motivation on career planning has a p-value (0,000) < 0.05, indicating a statistically significant relationship. The Adjusted R-Square value of 0.349 demonstrates that 34.9% of the dependent variable (career planning) can be explained by the independent variable (motivation, which includes intrinsic and extrinsic motivation).
Research Implications – Practically, the results highlight the importance for educational institutions to design programs that strengthen both intrinsic and extrinsic motivation among prospective educators. Providing career guidance, mentorship programs, and opportunities for professional development can foster better career planning. Theoretically, this research contributes to the body of knowledge in career development studies by confirming the significant role of motivational factors in shaping career planning among future educators.

Pengembangan Media Scratch Game Edukasi Berbasis Gaya Belajar untuk Meningkatkan Hasil Belajar IPAS Siswa Sekolah Dasar

Putri Fajri Ma'wa — 2025-07-30

Purpose – This study aims to develop educational Scratch game media based on learning styles and determine its feasibility and effectiveness to improve student learning outcomes.
Method – This research design is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages.
Findings – This research was conducted with the development of educational Scratch game media based on learning styles that contain IPAS class V material about changes in the earth due to human activities. The novelty in this study is in the form of media development tailored to learning styles, media access without downloading applications, and selection of materials that are different from previous studies. The feasibility of educational Scratch game media was rated very feasible by media experts with a score of 92% and by material experts at 84%. The results of student responses on small-scale and large-scale trials amounted to 86.58% and from teacher responses of 95% which were in the very feasible category. The level of effectiveness of educational Scratch game media based on learning styles is considered quite effective with the results of the N-Gain percent test of 63% and the N-Gain value of 0.63 which shows the difference in learning outcomes at a moderate level.
Research Implications – The results of the research conducted have implications for the development of educational Scratch game media based on learning styles that can be used as a reference for developing media according to student characteristics.

Pengembangan Media Pembelajaran Augmented Reality Berbasis Assemblr Edu untuk Meningkatkan Hasil Belajar IPAS Siswa Sekolah Dasar

Asrilia Putri Sholicha — 2025-07-30

Purpose – The aim of this research is to develop innovative learning media based on Augmented Reality (AR) using smartphones through the Assemblr Edu application for science instruction.
Method – This study is categorized as research and development (R&D), with the goal of producing a product and testing its effectiveness. The development model employed is ADDIE, which includes five stages: analysis, design, development, implementation, and evaluation.
Findings – The results indicate that validation by material experts yielded a score of 90.27%, while validation by media experts scored 87.5%. The combined average score from both expert assessments is 89.1%, suggesting that the Assemblr Edu-based learning media is highly feasible for classroom use. In terms of effectiveness, the average pre-test score was 55.65 and the post-test score was 81.74, with an N-gain value of 0.59, which falls within the medium effectiveness category.
Research Implications – The findings of this study suggest that Assemblr Edu-based learning media is a valid and effective tool for enhancing elementary students’ understanding of science concepts, particularly in the topic of food chains. Its integration of Augmented Reality provides an interactive and engaging learning experience, making abstract content more accessible. The positive results from expert validations and learning outcomes indicate that this media can be confidently implemented in classroom settings as a supplementary instructional resource. Moreover, its use supports the development of digital literacy among students by leveraging mobile technology in education. Future applications may extend its use to other science topics or interdisciplinary learning contexts.

Standarisasi Kemampuan Membaca dan Menghafal Al-Qur’an Siswa dalam Penilain Munaqosah: Studi Multi-Situs Pada Sekolah Berbasis Agama

Rifkal Syihabu Rosikhin — 2025-07-30

Purpose – This research aims to explore how SMA Khodijah Surabaya and SMK Baitul Izza Tulungagung design, implement, and evaluate their munaqosah (Qur'anic assessment) programs.
Method – Using a qualitative descriptive multi-site study design, data were collected through participant observation, in-depth semi-structured interviews, and document analysis at both institutions. A total of 12 key informants participated in the study. Data analysis followed the Miles, Huberman, and Saldaña framework, employing a two-stage process involving within-site and cross-site analysis. Data validity was ensured through triangulation of sources and methods.
Findings – Both schools implement a systematic standardization of Qur'anic assessment based on three core indicators: fluency, tajwid, and fashohah, representing cognitive, psychomotor, and affective learning domains. SMA Khodijah integrates its program with PIQ Singosari Malang through a memorandum of understanding (MoU), with the P3AQ unit responsible for implementation, training, and certification. In contrast, SMK Baitul Izza adopts an autonomous model rooted in its boarding school system, managed by the Tim PPG, with evaluation culminating in a one-month munaqosah at Pondok Wali Barokah Kertosono.
Research Implications – The study highlights the practical value of establishing dedicated units for Al-Qur'an assessment development and quality assurance. These models offer adaptable frameworks for broader religious education assessment efforts and provide insights into effective standardization practices. However, a methodological limitation lies in the qualitative approach, which does not allow for statistical examination of variable relationships. Future research is recommended to delve deeper into character and affective dimensions and to map comprehensive quality assurance mechanisms in Qur'anic education.

Pengaruh Dukungan Keluarga dan Dukungan Sosial terhadap Kreativitas Siswa: Peran Mediasi Motivasi Intrinsik

Nabila Nida Nur Aini — 2025-07-30

Purpose – This study aims to analyze the effect of family support and social support on students’ creativity with intrinsic motivation as a mediating variable.
Method – This study uses a quantitative approach by distributing questionnaires containing research instruments developed based on each variable. The participants in this study consisted of 215 grade X students at MAN 02 Semarang City. The data analysis used is path analysis and sobel test. Data analysis was conducted to determine the direct and indirect effects between variables in the research model, and to test the significance of the role of the mediating variables involved.
Findings – The results showed that family support has no effect on student's creativity (Asymp. Sig. value 0.126 > 0.05), which states that the higher or lower the family support felt by students does not affect the creativity of these students. There is a significant influence between social support and intrinsic motivation on student creativity with an Asymp. Sig. < 0.05. In addition, this study shows that the intrinsic motivation variable can fully mediate the effect of family support on student creativity and partially mediate the effect of social support on student creativity with the value of sig. < 0.05.
Research Implications – The findings from this study indicate the importance of social support to enhance students' creativity, as well as the need for an environment that builds self-confidence. Intrinsic motivation is the link between family support and creativity, so families still play an important role in fostering student motivation, although it does not have a direct effect on creativity.

Pengaruh Media Pembelajaran Digital Unity Berbasis Augmented Reality Terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar

Emilia Kusuma Wardani — 2025-07-30

Purpose – The development of digital technology has encouraged innovation in the world of education, especially in the use of more interactive and engaging learning media. Interactive Unity media is considered adequate for improving student learning outcomes on the volume of cubes and beams. This study aims to (1) to analyze the completeness of student learning outcomes on the volume of cubes and beams, (2) to determine the difference in participant learning outcomes using Unity learning media and without using Unity learning media, (3) to determine the effectiveness of using Unity learning media on student learning outcomes.
Method – This study uses quantitative research. The research method is quasi-experimental, and the research design is a non-equivalent control group design. The subjects of this study included 2 schools with a total of 52 fifth-grade students. Data collection techniques used observation, interviews, and tests. The instruments used were observation sheets, teaching modules, and pre-test and post-test questions.
Findings – The study showed that the learning outcomes of students using unity media on the volume material of cubes and beams were declared complete exceeding the KKTP determined as evidenced by the results of the t test> t table (3.598> 1.0931). There is a significant difference in the learning outcomes of the experimental group and the control group with a two-sided significance value of p (<0.000) <? (0.05). In addition, the N-gain analysis showed that the increase in learning outcomes of experimental class students was higher at 67.17% compared to the control class of only 22.43%.
Research Implications – These findings indicate the need for utilizing interactive digital media in mathematics learning to help students understand concepts more visually. With this research, it is expected to be a recommendation for educators in the teaching and learning process that is innovative and effective in learning mathematics.

Efektivitas Model Pembelajaran Project Based Learning terhadap Keterampilan Menulis Kreatif Siswa Sekolah Dasar

Novia Putri Nurul Khabibah — 2025-07-30

Purpose – This study examines how Project Based Learning (PjBL) affects the creative writing ability of grade V students at SDN 1 Krasak Bangsri Jepara. Creating a more engaging learning environment can encourage creativity and improve students' writing skills.
Method – Experimental quantitative research was used in this study. The research design was pre-experimental with one group, namely pretest-posttest. This study involved 29 5th grade students of SDN 1 Krasak Bangsri. Tests, observations, interviews, and documentation were used to collect data, with assessment of creative writing skills at the beginning and end of the project.
Findings – This study shows that the application of the Project Based Learning (PjBL) model significantly improves the creative writing ability of grade V students of SDN I Krasak Bangsri Jepara, with the pretest average score increasing from 62.1 to 84.5 on the posttest, resulting in an average difference of 22.4. The analysis showed a significant difference between pretest and posttest scores, indicating the effectiveness of PjBL. Effect Size analysis using Cohen's d confirmed the high effectiveness of this model, which opens up opportunities for learning innovation in elementary schools. PjBL can be adapted by teachers to create an interactive learning environment and stimulate students' creativity.
Research Implications – These findings suggest that PjBL encourages active participation, creativity, and the development of structured writing. However, the generalizability of this study is limited due to the absence of a control group and the relatively short intervention period. In addition, individual characteristics such as students' motivation and previous writing experience may have influenced the results of the study. Therefore, further research with a larger sample size and diverse measurement techniques is needed to gain a more comprehensive understanding of the effectiveness of PjBL in different educational contexts.

Optimalisasi Intervensi pada Peran Guru dalam Pendidikan Inklusi: Sebuah Systematic Literature Review Berbasis Index for Inclusion

Alifa Fauziah Hardiani — 2025-07-30

Purpose – This study aims to explore interventions implemented to optimize the role of teachers in inclusive education through a systematic literature review.
Method – This study adopts a Systematic Literature Review (SLR) guided by PRISMA and structured using the PICO framework. From an initial pool of 63 articles, 13 were selected through a multistage screening process. Data were analyzed using a narrative synthesis approach, based on the Index for Inclusion framework (Booth & Ainscow, 2002), encompassing the dimensions of culture, policy, and practice in inclusive education.
Findings – The review reveals that most interventions focused on teacher training—both theoretical and practical—to enhance pedagogical competence and responsiveness to student diversity. Several studies also emphasized the importance of inclusive values, attitudes, and stakeholder collaboration. The practice dimension appeared in 85% of articles, culture in 92%, and policy in 54%. These findings underscore the need for a systemic approach to inclusive education that integrates instructional strategies, supportive policies, and an inclusive school culture.
Research Implications – This study highlights the need for teacher development programs that integrate policy frameworks, technical training which includes psychosocial approaches, and inclusive school culture in a cohesive manner. It also underscores the importance of long-term evaluation and structural reforms to sustain inclusive practices, especially in developing countries.

Pengaruh Model Project Based Learning Terhadap Hasil Belajar Pendidikan Pancasila Siswa Kelas IV Sekolah Dasar

FR. Christiananda — 2025-07-30

Purpose – This study aims to examine the influence of the Project-Based Learning (PjBL) model on the learning outcomes of fourth-grade students at SDN Karang Wedi in the subject of Pancasila Education, particularly on the topic of socio-cultural differences.
Method – The research method used a quasi-experimental design with a quantitative approach was employed. The sample in this study was class fourth-grade students. Data were collected through observation, pre-tests and post-tests, as well as documentation. The data were analyzed using normality tests, homogeneity tests, and t-tests.
Findings – The results showed a significant improvement in students’ learning outcomes after the implementation of the PjBL model. The t-test shows a significance value of 0.0001 < 0.05. As indicated by a t-value of 3.967, which exceeds the t-table value of 2.010. In the pretest and posttest activities, there was a significant improvement.
Research Implications – The practical implication of this research shows that the PjBL model is effective in enhancing students’ understanding of Pancasila Education and is recommended for broader application in the learning process.

Peran Kepercayaan Guru-Siswa dalam Optimalisasi Strategi Pendampingan Anak dengan Gangguan Spektrum Autisme di PAUD Inklusi

Nindya Alifia Tittandi — 2025-07-30

Purpose – Although inclusive education is increasingly implemented, practical insights into effective teaching strategies for supporting children with autism spectrum disorder (ASD) remain limited. This study explores the lived experience of a shadow teacher in applying concrete strategies to support a child with ASD in an inclusive early childhood education setting.
Method – A qualitative research design with a phenomenological approach was employed. Data were collected through a semi-structured, in-depth interview with a teacher who had over one year of experience assisting a child with ASD. The data were analyzed using descriptive phenomenological methods to capture essential themes of the teacher’s experience.
Findings – The study identified key strategies such as individualized instruction, modified learning objectives, use of reward systems, and ongoing communication with parents, therapists, and school personnel. Consistency across home and school environments, supported by collaborative systems, was found to be essential. Importantly, the development of interpersonal trust between the teacher and the child emerged as a critical factor in the success of individualized strategies—a dimension often underrepresented in current literature.
Research Implications – This study provides practical implications for inclusive early childhood education by highlighting the importance of relational, trust-based teaching strategies. While the focus on a single participant limits generalizability, the findings contribute valuable perspectives to teacher training and educational policy development, particularly in relation to supporting children with ASD in inclusive settings.