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: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…
s 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.
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.
Abstract:This study aims to develop an interactive learning medium based on fundamental basketball techniques and to evaluate its effectiveness in enhancing students' active participation in physical education at the junior high…
school level. The research employed a Research and Development (R&D) approach, modifying the Borg and Gall model into nine systematic development stages, including needs analysis, design, validation, and field testing. The research subjects consisted of 30 seventh-grade students for the limited trial and 60 students for the field trial. Validation by subject matter and media experts yielded an average score of 87%, indicating that the media is highly feasible. The limited trial results showed increased student participation across three learning domains: affective (72%), cognitive (68%), and psychomotor (70%). The subsequent field trial confirmed these findings, with an average active participation score of 81%, categorized as excellent. Additionally, quantitative data from questionnaires indicated positive responses from both students and teachers, with an average score of 85%, while qualitative data from observations and interviews revealed that the media significantly improved student motivation, engagement, and conceptual understanding. The results conclude that the developed interactive learning media is content-valid, practical for implementation, and effective in enhancing students’ active participation. These findings offer empirical contributions to the development of innovative, contextual, and applicable learning media in physical education and support the reinforcement of active participation-based pedagogy at the basic education level.
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.
Abstract:Differentiated instruction is a pedagogical approach aimed at addressing the individual needs of students by adapting teaching strategies based on differences in ability, interests, and learning styles. This approach is…
increasingly relevant in the context of junior high schools, where classroom diversity necessitates more adaptive and inclusive teaching methods. This study aims to analyze the implementation of differentiated instruction in Social Studies subjects and assess its contribution to the quality of both the learning process and its outcomes. The method employed is a systematic literature review, identifying and analyzing scholarly articles obtained through the Publish or Perish software, which utilizes Google Scholar, focusing on publications from 2016 to 2025. The findings indicate that the application of differentiated instruction has a significantly positive impact on enhancing student engagement, academic achievement, the development of critical thinking skills, and a deeper understanding of concepts in Social Studies. This approach also succeeds in fostering an inclusive, adaptive, and participatory learning environment that encourages intrinsic motivation and boosts students’ self-confidence. The study emphasizes that the success of differentiated instruction heavily depends on teachers' ability to design and implement data-driven, responsive teaching strategies tailored to each student's needs. These findings are expected to serve as practical guidance for teachers in developing more effective instruction, enrich the academic discourse in the field of differentiated pedagogy, and contribute to the formulation of education policies that support diversity and equity in junior high school learning processes.
Abstract:The shift in educational paradigms driven by advancements in digital technology has had a significant impact on Social Studies (IPS) learning at the Junior High School (SMP) level. This study aims to examine how digital…
technology can enhance student interest and engagement in IPS learning through a literature review approach. This study includes scientific articles published between 2023 and 2025 as primary references. The research findings indicate that the use of digital technology, such as flipped classroom models, interactive learning materials, and digital platforms, can encourage increased motivation and participation among students in IPS learning. However, the success of implementing this technology is highly influenced by several factors, including infrastructure readiness, teachers' competencies in integrating technology, and equitable access to technology. Adequate infrastructure readiness and teachers' ability to effectively utilize technology are key factors in creating engaging and meaningful learning experiences. Additionally, ensuring equitable access to technology for all students is crucial to ensure that every student can benefit from technology in learning. Based on these findings, this study recommends the development of continuous training programs for teachers to enhance their digital competencies and emphasizes the importance of implementing innovative teaching methods that can fully leverage the potential of technology. On the other hand, strengthening technology-based educational policies is also necessary to ensure that the implementation of technology in learning can be optimal and equitable. With the proper use of digital technology, IPS learning at the Junior High School level can become more engaging, interactive, and effective, thus supporting the overall improvement of education quality.
Abstract:This study aims to compare the effectiveness of a curriculum based on John Dewey's philosophical values with a traditional curriculum in improving student learning outcomes in higher education. Traditional curricula often…
n focus on a hierarchy of subjects and rote learning, which tend to neglect concrete experiences, social relevance, and interdisciplinary connections. In contrast, Dewey's educational philosophy emphasizes a student-centered approach, democracy in education, authentic learning experiences, and multidisciplinary problem-solving. Dewey criticized the rigidity of traditional curricula for being inflexible and unresponsive to individual needs. As an alternative, he proposed a dynamic education approach oriented toward real-life experiences, aiming to prepare students for democratic life through the development of critical thinking and social skills. Further research is needed to evaluate the effectiveness of this approach in enhancing learning outcomes and fostering personal development in students. However, implementing approaches based on Dewey's philosophical values, such as Outcome-Based Education (OBE) and Student-Centered Learning (SCL), faces significant challenges. Barriers such as content-based curricula, unsupportive teaching policies, insufficient infrastructure, limited facilities, and high faculty workloads remain major obstacles, as found in the context of education in Afghanistan. This highlights the need for educational reform that focuses not only on curriculum development but also on strengthening infrastructure, policies, and operational support.
Abstract:Character education in elementary schools plays a crucial role in shaping the morals and personalities of the younger generation, especially amidst the rapid development of technology and increasingly complex global challenges.…
lenges. This study aims to identify the challenges and opportunities in implementing character education through a qualitative descriptive approach via literature review. Based on the analysis of literature, including books, journals, and scientific articles, it was found that the main challenges in character education include the negative impact of technological advancements, social and economic inequality, lack of teacher training, and limited parental involvement. On the other hand, the modern era also presents significant opportunities, such as utilizing technology for interactive learning, integrating local, national, and global values through digital media, and fostering collaboration among schools, families, and communities. Additionally, the development of relevant and flexible curricula is also an important factor in supporting character education. Although the challenges are considerable, character education in elementary schools can be optimized by implementing innovative strategies, strengthening collaboration among various stakeholders, and wisely utilizing technology. This research offers recommendations to educators, policymakers, and the community to work together in supporting the achievement of character education goals, so that the younger generation can grow with integrity and adaptability to the changing times.
Abstract:Learning motivation is the drive that encourages individuals to remain enthusiastic about learning. Previous research has explained various forms of motivation, such as internal and external motivation. One aspect of internal…
ernal motivation is self-awareness or Mindfulness. However, research on Mindfulness as a factor influencing learning motivation, particularly in Generation Z, is still quite limited. Therefore, this study aims to examine the role of Mindfulness in enhancing learning motivation in Generation Z. This research uses purposive sampling to select samples that meet the research criteria. The participants involved are Generation Z individuals aged between 12 and 27 years, residing in Banten, and currently enrolled as active students. To measure the level of learning motivation, the Academic Motivation Scale (AMS) is used, while the Five Facet Mindfulness Scale (FMMQ-10) is used to measure the level of Mindfulness. The results of the study show a significant positive relationship between Mindfulness and learning motivation, with a regression coefficient of 0.152. This means that the higher an individual's level of Mindfulness, the higher their learning motivation will be. These findings suggest that Mindfulness can play an important role in improving learning motivation, especially when applied alongside other supporting factors such as social support, emotional regulation, and a conducive learning environment. This study provides evidence that a Mindfulness-based approach has the potential to be applied in strategies to enhance learning motivation. Therefore, the development of programs integrating Mindfulness practices into students' daily lives, particularly among Generation Z, could be an effective step in improving the quality of their learning experience.