Abstract:The relationship between philosophy and educational theory has always been an intriguing subject, especially for those who delve deeply into educational studies. To explore the vast field of educational theory, philosophy…
y plays a key role in helping educators and thinkers develop and understand educational theories. This paper, through a literature review, aims to explore the connection between philosophy and educational theory, drawing on various theoretical approaches and findings from prAevious authors. Philosophy influences the development of other fields of knowledge, and this forms the horizontal relationship between philosophy, including philosophy of education, and other branches of knowledge. In a vertical sense, philosophy of education is connected to other fields, such as educational science and the history of education. The results of this study conclude that philosophy's role in educational theory provides a profound contribution to discovering the truth in educational theories, thus making education not only a scientific discipline but also offering practical benefits in its implementation.
Abstract:The Independent Curriculum in elementary to high schools (SD to SMA) is a challenge for schools to improve their ability in managing both learning and administration, so that what is aspired to in the mandate of the Constitution…
titution which reads "to educate the life of the nation" is something that is essential. Something that is quite urgent is the learning objectives, one of which is to improve cognition for students, which is the basis for this community service program, namely improving musical skills with a drumband training and performance program at SMPN 30 Muaro Jmabi. The skills program in the independent learning curriculum is strongly encouraged by being a leading government program (Ministry of Education and Culture) so that students can create something that fosters independence in determining and choosing the direction of life (future). The purpose of this community service program is that in addition to increasing interest and talent, it also provides space for creativity for students in carrying out music learning activities through extracurricular activities as intended by the independent curriculum. The community service program is a government program that is assigned to educators (Lecturers) in carrying out the Tri Dharma of Higher Education. For that, of course there are scientific measurements called activity outputs, in this case the team will target outputs in the form of (1) National Seminar Proceedings. (2) Scientific Journals. (3) Publications on Electronic Media. (4) Activity Documentation Videos.
Abstract:The quality of education of a nation is largely determined by the quality of human resources especially educators. Therefore, it is a necessity for every educational institution to improve the quality of teaching staff.…
The purpose of study are to find out how the development of human resources process from teacher staff to improve the quality education and how the supporting and inhibiting factors to impove the quality education at SD Islam Permata Mojosari. This study used a qualitative approach to the type of case study, which research is carried out at SD Islam Permata Mojosari. Data collection is done using techniques: interviews, observation, and documentation. While the data obtained were analyzed through several stages namely: Condensation, data display, and verification of conclusions as well as checking the validity of the data. The process of developing human resources educators has been going well, but there are still shortages here and there both in terms of implementation and evaluation of the results of the development.
Abstract:The independent curriculum provides opportunities for educators and students at SMP Muhammadiyah 51 Sidikalang to obtain information. Non-formal education can be obtained by participating in various activities, one of which…
ich is socialization outside of school. This socialization provides additional knowledge, it turns out that mathematics and biology can be connected, for example regarding learning Biomathematics which can help model populations from the spread of disease, in this case the model for the spread of Covid-19. The aim of this event is so that educators and students can apply and model the spread of disease and read real phenomena through data. The method used in this event is assistance which helps in explaining the modeling of the Covid-19 disease and analyzing the data so that conclusions can be drawn on the spread of the population so that the spread can be stopped. The results of this event were that 85% of educators and students were able to take part in this socialization by being able to form and model in a simple way the formation of disease models both by analyzing data.
Abstract:Kasus HIV/AIDS pada remaja menunjukkan tren peningkatan setiap tahun, sementara tingkat pengetahuan dan kesadaran mengenai perilaku berisiko masih tergolong rendah. Lingkungan sekolah memiliki peran strategis dalam membentuk…
ntuk perilaku kesehatan remaja, termasuk melalui peran Komunitas Penangulangan AIDS Sekolah (KOMPAS).sebagai agen sebaya (peer educator). Penelitian ini bertujuan untuk menganalisis peran komunitas Penangulangan AIDS Sekolah (KOMPAS) di lingkungan sekolah, faktor pendukung dan penghambat pelaksanaannya, serta dampaknya terhadap peningkatan kesadaran siswa. Pendekatan kualitatif deskriptif digunakan melalui wawancara, observasi, dan dokumentasi terhadap anggota komunitas P3, guru pembina, dan siswa. Hasil penelitian menunjukkan bahwa KOMPAS berperan sebagai edukator, fasilitator, konselor teman sebaya, dan penggerak kegiatan kampanye kesehatan. Faktor pendukung meliputi dukungan sekolah dan mitra kesehatan, sedangkan hambatannya adalah keterbatasan sumber daya, kurangnya pelatihan lanjutan, dan stigma terkait HIV/AIDS. Secara keseluruhan, keberadaan KOMPAS mampu meningkatkan pengetahuan, kesadaran, dan sikap positif siswa terhadap pencegahan HIV/AIDS.
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…
ducation 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.
Abstract:Differentiated Instruction (DI) has become a pedagogical approach promoted in the Independent Curriculum (Curriculum Merdeka) as a strategy to address the diverse learning needs of students. However, implementation in the…
e field shows a gap between the expected ideals and the realities faced by teachers. This gap between ideals and realities in the field is one of the issues that needs to be researched and assessed so that teachers' readiness as differentiated learning instructors receives attention and can be improved. This study aims to analyze literature related to teacher readiness in implementing differentiated learning in Indonesia. This study uses a literature review approach by reviewing 10 relevant national journals. The 10 national journals represent the results of research conducted in various schools in Indonesia, where these schools have implemented differentiated learning. The results of this descriptive research indicate that most teachers are still in the early stages of understanding differentiated learning and face implementation challenges that include limited training, homogenous learning needs, and suboptimal system support. Thus, the need for teacher readiness in implementing differentiated learning is still far from optimal. In this case, not only teachers are required to be able to carry out their duties in implementing differentiated learning optimally, but related parties in the education sector should also contribute significantly to promoting teacher readiness. The definition of readiness is not only focused on teachers, but as teachers carry out their primary duties as educators, primary readiness is the foundation that teachers must possess. Therefore, a redefinition of the meaning of teacher readiness is needed, which is not only seen from the aspect of individual abilities, but also as part of an educational system that supports structurally, culturally, and professionally.
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…
riculum 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.
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.
Abstract:This study aims to examine the effectiveness of the Project Based Learning (PjBL) model in enhancing the communication skills of junior high school students through a literature review approach. The study critically analyzes…
yzes a range of scholarly literature and recent research findings concerning the implementation of PjBL, particularly in the context of developing oral, written, and interpersonal communication skills within primary education settings. The findings indicate that PjBL fosters an active, collaborative, and contextual learning environment that significantly contributes to the improvement of students’ communication abilities. Through project completion that involves exploration, presentation, and group interaction, learners are encouraged to articulate ideas effectively, engage in active listening, and produce writing with logical and argumentative structure. Moreover, the model has been shown to enhance students' self-confidence, independence, and sense of responsibility toward their own learning process. Nonetheless, the implementation of PjBL continues to face several challenges, including limited instructional time, insufficient teacher understanding of meaningful project design, and inadequate supporting resources. Without systemic support and continuous professional development for educators, the application of this model risks becoming a mere formality with little substantive impact. Therefore, this study recommends further empirical research using a mixed-methods approach to investigate the effectiveness of PjBL across various subjects and educational levels. Such studies are expected to strengthen the theoretical foundation and promote the adoption of PjBL as a transformative learning strategy in shaping learners.