Journal of IAIN Sultan Amai Gorontalo
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MEMBANGUN KECERDASAN EMOSIONAL SISWA MELALUI PENDEKATAN PEMBELAJARAN KOOPERATIF
Full text linkThis study aims to explore the effectiveness of a cooperative learning approach in developing students\u27 emotional intelligence. Emotional intelligence is an individual\u27s ability to recognize, understand, and manage their own emotions and establish healthy social relationships, which are crucial for supporting successful learning and character development. A cooperative learning approach provides space for students to interact, collaborate, and respect each other in the learning process, thus contributing to the strengthening of aspects of emotional intelligence such as empathy, self-control, social awareness, and communication skills. This study used a descriptive qualitative method with a case study type, with data obtained through observation, interviews, and documentation techniques in one Islamic junior high school (MTs). The results showed that the consistent implementation of cooperative learning was able to create a learning environment conducive to the development of students\u27 emotional intelligence. Strategies such as dividing students into heterogeneous groups, assigning shared responsibilities, and group reflection proved effective in fostering mutual respect, open communication, and increasing self-awareness. These findings indicate that cooperative learning not only encourages academic achievement but also plays an important role in developing students\u27 character and emotional intelligence.Penelitian ini bertujuan untuk mengeksplorasi efektivitas pendekatan pembelajaran kooperatif dalam membangun kecerdasan emosional siswa. Kecerdasan emosional merupakan kemampuan individu dalam mengenali, memahami, dan mengelola emosi diri serta menjalin hubungan sosial yang sehat, yang sangat penting dalam mendukung keberhasilan belajar dan pembentukan karakter peserta didik. Pendekatan pembelajaran kooperatif memberikan ruang bagi siswa untuk berinteraksi, bekerja sama, dan saling menghargai dalam proses pembelajaran, sehingga berkontribusi pada penguatan aspek-aspek kecerdasan emosional seperti empati, pengendalian diri, kesadaran sosial, dan kemampuan berkomunikasi. Penelitian ini menggunakan metode kualitatif deskriptif dengan jenis studi kasus, data di peroleh melalui teknik observasi, wawancara, dan dokumentasi di salah satu madrasah tingkat MTs. Hasil penelitian menunjukkan bahwa implementasi pembelajaran kooperatif secara konsisten mampu menciptakan lingkungan belajar yang kondusif untuk pengembangan kecerdasan emosional siswa. Strategi seperti pembagian kelompok heterogen, pemberian tanggung jawab bersama, dan refleksi kelompok terbukti efektif dalam menumbuhkan sikap saling menghargai, komunikasi yang terbuka, serta peningkatan kesadaran diri. Temuan ini mengindikasikan bahwa pembelajaran kooperatif bukan hanya mendorong pencapaian akademik, tetapi juga berperan penting dalam pembinaan karakter dan kecerdasan emosional peserta didik
PENGGUNAAN MEDIA CELEMEK BERCERITA DALAM MENSTIMULASI ANAK SPEECH DELAY
Full text linkThis study aims to determine the effectiveness of using storytelling aprons in stimulating the speaking abilities of 4–5-year-old children with speech delays at the Pembina Muaro Jambi State Kindergarten. The background of this study is based on the importance of early language stimulation, especially for children with speech delays, so that their language and social development can develop optimally. This study employs the Classroom Action Research (CAR) method following the Kemmis and Taggart model, conducted over three cycles. Each cycle consists of planning, implementing actions, observation, and reflection. The results indicate that the use of storytelling aprons has a positive impact on improving the speech abilities of children with speech delays. There was an increase in the average score from 48.3% in cycle I to 86% in cycle III. This medium proved to be effective in stimulating children to develop storytelling skills, letter pronunciation, and number recognition. Thus, the storytelling apron can be used as an effective learning alternative to support language development in children with speech delaysPenelitian ini bertujuan untuk mengetahui efektivitas penggunaan media celemek bercerita dalam menstimulasi kemampuan berbicara anak usia 4–5 tahun yang mengalami speech delay di Taman Kanak-kanak Negeri Pembina Muaro Jambi. Latar belakang penelitian ini didasarkan pada pentingnya stimulasi bahasa sejak dini, terutama bagi anak-anak yang mengalami keterlambatan bicara, agar perkembangan bahasa dan sosial mereka dapat berkembang secara optimal. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan Taggart yang dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa penggunaan media celemek bercerita memberikan pengaruh positif terhadap peningkatan kemampuan bicara anak speech delay. Terjadi peningkatan skor rata-rata dari 48,3% pada siklus I menjadi 86% pada siklus III. Media ini terbukti mampu menstimulasi anak dalam mengembangkan keterampilan bercerita, pengucapan huruf, dan angka. Dengan demikian, media celemek bercerita dapat dijadikan sebagai alternatif pembelajaran yang efektif dalam membantu perkembangan bahasa anak dengan speech delay
KOLABORASI PENGURUS DAN GEN Z DALAM TATA KELOLA MASJID SECARA MODERN
Full text linkThis paper is motivated by the mosque\u27s long-neglected and deserted presence, leading to its limited access to worshippers during the Maghrib and Isha prayers. This is evidenced by the mosque\u27s frequent locking after Isha prayers and reopening at Maghrib. This study aims to uncover the causes of the mosque\u27s neglect and lack of worshippers. This type of research uses the descriptive qualitative method used by researchers is to describe and present results that are in accordance with the information and data obtained in the field regarding the collaboration between administrators and Gen Z in modern mosque governance. The research location is the Nurul Firdaus Mosque, Padang Ranjau, Jorong Binjai, Tigo Nagari District, Pasaman Regency. The data collection techniques used by researchers are interviews and documentation. Research informants consist of religious leaders, community leaders, mosque administrators, mosque youth, and the community. The theory used in this study is Anthony Giddens\u27 theory. The results of this study are to show the collaboration of mosque administrators and youth in mosque governance where the mosque has long been neglected and deserted by the congregation due to the administrators\u27 indifference and neglect regarding the responsibilities that have been given to the community
INTEGRATING UNIVERSAL DESIGN FOR LEARNING AND DIGITAL TECHNOLOGY: ADVANCING INCLUSIVE EDUCATION IN THE 21ST CENTURY
Full text linkThe purpose of this article is to comprehensively examine the integration of Universal Design for Learning (UDL) principles and digital technology within the context of 21st-century inclusive education through a narrative literature review. This study employs a narrative literature review method with a qualitative and exploratory approach. The data sources consist of 15 international journal articles published between 2023 and 2025. The research instrument is a manually developed data extraction sheet used to gather information from each article. Data analysis utilizes qualitative thematic analysis with a deductive approach, referencing the UDL theoretical framework. The results of this study: (1) Teachers\u27 knowledge and attitudes towards inclusion remain limited and inconsistent; (2) Structural and policy limitations hinder the implementation of inclusive education; (3) The role of digital technology in supporting the application of UDL to create flexible and adaptive learning; and (4) Issues of access and social justice in higher education, particularly for vulnerable groups such as refugees and individuals with disabilities. This study implies that 21st-century inclusive education cannot be separated from digital transformation and flexible learning design paradigms such as UDL. Technology is positioned not just as an assistive tool but as a structural foundation for designing learning that is responsive to diversity. Approaches based on quality of life, cultural intelligence, and recognition of the socio-political context of learners are key elements in the development of a substantively inclusive educational system.Tujuan dari artikel ini adalah untuk mengkaji secara komprehensif integrasi prinsip Universal Design for Learning (UDL) dan teknologi digital dalam konteks pendidikan inklusif abad ke-21 melalui tinjauan literatur naratif. Penelitian ini menggunakan metode narrative literature review dengan pendekatan kualitatif dan eksploratif. Sumber data terdiri dari 15 artikel jurnal internasional yang dipublikasikan antara tahun 2023-2025. Instrumen penelitian berupa lembar ekstraksi data yang dikembangkan secara manual untuk mengumpulkan informasi dari setiap artikel. Analisis data menggunakan analisis tematik kualitatif dengan pendekatan deduktif yang mengacu pada kerangka teoritis UDL. Hasil Penelitian ini sebagai berikut: (1) Pengetahuan dan sikap pendidik terhadap inklusi yang masih terbatas dan tidak konsisten; (2) Keterbatasan struktural dan kebijakan yang menghambat implementasi pendidikan inklusif; (3) Peran teknologi digital dalam mendukung penerapan UDL untuk menciptakan pembelajaran yang fleksibel dan adaptif; dan (4) Isu akses dan keadilan sosial dalam pendidikan tinggi, khususnya bagi kelompok rentan seperti pengungsi dan penyandang disabilitas. Penelitian ini mengimplikasikan bahwa pendidikan inklusif abad ke-21 tidak dapat dipisahkan dari transformasi digital dan paradigma desain pembelajaran fleksibel seperti UDL. Teknologi diposisikan bukan hanya sebagai alat bantu, tetapi sebagai fondasi struktural untuk merancang pembelajaran yang responsif terhadap keragaman. Pendekatan berbasis kualitas hidup, kecerdasan budaya, dan pengakuan terhadap konteks sosio-politik peserta didik menjadi elemen kunci dalam pengembangan sistem pendidikan yang inklusif secara substantif
STRATEGI KOMUNIKASI GURU DALAM MENDUKUNG PROSES PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS DI PKBM DISABILITAS PLUS TEMANGGUNG
Full text linkThis study aims to analyze teachers’ communication strategies in supporting the learning process of children with special needs at PKBM Disabilitas Plus Temanggung. This institution serves as a non-formal educational center that provides inclusive learning opportunities for children with various conditions such as autism, ADHD, and intellectual disabilities. The research employs a qualitative case study method through interviews, observations, and documentation involving teachers, parents, the head of PKBM, and volunteers. Data analysis follows the Miles & Huberman model, which includes data reduction, data display, and conclusion drawing. The findings reveal that teachers’ communication strategies reflect Schramm’s two-way communication model, emphasizing encoding, decoding, field of experience, feedback, and shared meaning. Teachers construct adaptive learning messages using simple language, repetition, and both verbal and nonverbal channels suited to each child’s characteristics. Empathy and patience in teachers’ approaches create shared experiences that strengthen children’s understanding. Feedback from children’s expressions and behaviors serves as a basis for teachers to continuously adjust their teaching strategies. Furthermore, communication with parents reinforces the continuity of meaning between school and home. Thus, teachers’ communication strategies play a vital role in fostering inclusive learning that is adaptive, empathetic, and collaborative, ultimately supporting the independence of children with special needs in non-formal education settings.
Penelitian ini bertujuan untuk menganalisis strategi komunikasi guru dalam mendukung proses pembelajaran anak berkebutuhan khusus di PKBM Disabilitas Plus Temanggung. Lembaga ini menjadi wadah pendidikan nonformal yang berupaya memberikan layanan belajar inklusif bagi anak dengan berbagai kebutuhan seperti autisme, ADHD, dan tunagrahita. Penelitian menggunakan metode studi kasus dengan pendekatan kualitatif melalui wawancara, observasi, dan dokumentasi terhadap guru, wali siswa, kepala PKBM, serta relawan. Analisis data mengikuti model Miles & Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi komunikasi guru mencerminkan prinsip model komunikasi dua arah Schramm, yang menekankan proses encoding, decoding, field of experience, serta feedback dan shared meaning. Guru menyusun pesan pembelajaran yang adaptif melalui bahasa sederhana, pengulangan, serta penggunaan saluran verbal dan nonverbal yang sesuai dengan karakter anak. Pendekatan empatik dan kesabaran guru menciptakan kesamaan pengalaman yang memperkuat pemahaman anak. Umpan balik dari ekspresi dan perilaku anak menjadi dasar bagi guru untuk menyesuaikan strategi pembelajaran secara berkelanjutan. Selain itu, komunikasi dengan orang tua turut memperkuat kesinambungan makna antara sekolah dan rumah. Dengan demikian, strategi komunikasi guru berperan penting dalam menciptakan pembelajaran inklusif yang adaptif, empatik, dan kolaboratif, serta mendukung kemandirian anak berkebutuhan khusus di lingkungan pendidikan nonformal.
 
Manajemen Pendidikan
Full text linkThis study examines extracurricular management at SD Islam Al Azhar 34 Makassar. The focus of this study is: How is extracurricular management and the supporting and inhibiting factors that influence the success of Swimming and Dance extracurricular management at SD Islam Al Azhar 34 Makassar. The purpose of this study is to determine the management system for Swimming and Dance extracurricular activities at SD Islam Al Azhar 34 Makassar, including: planning, organizing, implementing, supervising and evaluating extracurricular activities as well as the supporting and inhibiting factors. This research approach is qualitative with a descriptive research type with research subjects including the Principal, Vice Principal for Student Affairs, and Extracurricular Supervisor. Data collection uses interviews, observation and documentation. The data obtained are analyzed through word reduction, data presentation, and conclusion drawing. The results of the study indicate that (1) Management of Extracurricular activities at SD Islam Al Azhar 34 Makassar in the Planning aspect is in accordance with Permendikbudristek No. 12 of 2024 concerning Curriculum in Early Childhood Education, Elementary Education Level, and Secondary Education Level which includes: activity planning procedures, activity curriculum, and strategies for compiling extracurricular activities. Organization is carried out through a clear structure, involving all responsible persons. The division of tasks and responsibilities is carried out periodically to facilitate coordination. Management of funds, schedules, and facilities is coordinated, and supported by competent supervisors. Implementation Includes: implementation methods, activity schedules, and activity impacts. Supervision is carried out through a monitoring team that records student attendance and discipline. Development evaluation is in the form of activity reports divided into short-term and long-term. Evaluation of success will be seen through the report card scores of students\u27 extracurricular activities given each month. (2) Supporting factors include the availability of facilities and infrastructure, competent implementing staff, and effective coordination. Inhibiting factors include ineffective time management and teacher discipline, limited substitute staff, and administrative constraints such as outstanding student payments.
Keywords: Management, Extracurricular Activities, Minister of Education, Culture, Research, and Technology Regulation No. 12 of 202
Pengaruh Skeptisme Profesional, Pengalaman Kerja dan Time Budget Pressure terhadap Kualitas Audit
Full text linkThis study aims to determine whether the influence of professional skepticism, work experience and time budget pressure on audit quality at public accounting firm in Makassar city. Data collection using primary data obtained from a questionnaire using saturated sample technique. The population is all auditors who work at the Public Accounting Firm in Makassar, totaling 32 auditors and all of them are used as samples. The analytical method used is multiple linear analysis. Based on the results of this study, it shows that professional skepticism and work experience have no effect on audit quality at public accounting firms in Makassar, while time budget pressure has a significant positive effect on audit quality at public accounting firms in Makassa
Pengaruh DPK, BOPO, Modal dan Net Imbalan terhadap Gross Profit Margin dan Pembayaran Bagi Hasil pada Bank Syariah di Indonesia
Full text linkThis research is based on indications that indicators can influence each other. For example, Third Party Funds can cause a decrease in Cost-to-Income Ratio, which can affect the bank\u27s net profit. Likewise, increasing capital can cause an increase in bank net profit. The data analysis method used in this research is the path analysis method to see the relationship or influence of independent variables. On direct and indirect influences through intervening variables. The results of this research show that Third Party Funds does not have a significant influence on gross profit margin but does have a significant influence on profit-sharing payments. Cost-to-Income Ratio does not significantly impact gross profit margin but significantly impacts Profit Sharing Payments. Capital does not have a significant impact on gross profit margin but has a significant impact on Profit Sharing Payments. Net Rewards do not have a significant impact on gross profit margin but have a significant impact on Profit Sharing Payments. The findings of this research show that Third Party Funds, Cost-to-Income Ratio, Capital, and Net Returns do not influence Gross Profit Margin, but do influence Profit Sharing Payments in Sharia Banks in Indonesi
Pengembangan dan Renovasi Sarana Prasarana Dalam Mendukung Pendidikan Bermutu Pada Anak Usia Dini
Full text linkEarly childhood education at the kindergarten (TK) level is an important foundation for children\u27s cognitive, social, and emotional development. The availability of adequate facilities and infrastructure and educational learning media greatly influence the quality of early childhood learning. This community service activity aims to support the improvement of the quality of education at TK Cempaka II through three main focuses, namely the provision of batik dip learning media as a means of artistic expression and cultural introduction; the provision of educational play tools such as puzzles and letter blocks for children\u27s cognitive stimulation; and renovation of damaged school floorboards to create a safe and comfortable learning environment. The results of the activity showed an increase in children\u27s participation and enthusiasm in learning activities, an increase in community understanding of the importance of educational facilities (from 47% to 53%), and the creation of a more appropriate learning space. This activity proves that simple but targeted interventions/focuses can have a real impact on supporting the quality education process for early childhood
Anti-Bullying Goes to School: Program Edukasi, Intervensi Dini, dan Literasi Bahasa Inggris di SDN 03 Popayato Barat
Full text linkThis community service program aimed to provide early education and intervention for students at SDN 03 Desa Persatuan Poyato Barat regarding the dangers of bullying and the importance of building a safe and inclusive school environment. In addition, the program introduced basic English literacy through thematic vocabulary related to emotions, social interaction, and positive values. The three-day activity involved educational socialization, group discussions, role-playing simulations, and contextual English language learning. More than 60 students from grades IV, V, and VI actively participated in all sessions. The results indicated an increased understanding of different forms of bullying, improved empathy, and the use of simple English expressions in social contexts. This program demonstrates that a participatory approach combining character education and English literacy is effective in fostering social awareness and basic language skills simultaneously.