Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework

Abstract: Parental Involvement of Children with Special Needs: Insights from Epstein’s Six Domains Framework. Objectives: This study investigated the role of parents of children with disabilities in inclusive school settings. Methods: Employing a qualitative approach, data were collected through focus group discussions (FGD) to 17 parents for children with special needs and analyzed using ATLAS.ti software, following an interactive analysis model comprising data condensation, data presentation, and conclusion drawing/verification.  Findings: Findings highlight the critical role parents play across six domains of involvement, as defined by Epstein's framework: creating supportive home environments (Parenting), engaging in clear communication with the school (Communicating), volunteering at the school (Volunteering), supporting learning at home (Learning at Home), participating in school-related decision-making (Decision-Making), and collaborating with the community to coordinate resources (Collaborating with the Community). These areas of involvement enable parents to actively contribute to inclusion in educational settings.  Conclusion: This study underscores the importance of comprehensive parental engagement of children with disabilities within inclusive schools. Keywords: role of parents, disabilities, inclusive schools.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20250

Effectiveness of Artificial Intelligence-Based Learning Analytics Tool in Supporting Personalized Learning in Higher Education

Abstract: Effectiveness of Artificial Intelligence-Based Learning Analytics Tool in Supporting Personalized Learning in Higher Education. Objective: The use of Artificial Intelligence (AI) in higher education has become one of the significant innovations to improve the quality of learning, especially through personalization. However, the effectiveness of AI-based learning analytics tools in supporting learning personalization in Indonesian higher education is still not widely explored. This research aims to evaluate the effectiveness of AI-based analytics tools in supporting learning personalization and identify challenges in its implementation. Method: This research uses descriptive qualitative method with in-depth interviews, observation, and document analysis. The respondents included 10 lecturers and 15 students from three universities in Indonesia who have implemented AI-based tools in the learning process. Data were analyzed using thematic analysis techniques to identify key patterns and trends. Finding: The results show that AI-based analytics tools are effective in improving learning personalization. Students using the tool recorded an average academic grade improvement of 15.03%, while lecturers found it helpful in understanding students' learning needs. The main challenges identified were low digital competency (50% of respondents) and concerns regarding data privacy (30% of respondents). Conclusion: AI tools have great potential to support personalized learning, but their success depends on digital literacy training and more transparent data management. This research has implications for the importance of investing in technology-based education infrastructure and policies to ensure sustainable adoption. Keywords: artificial intelligence, personalized learning, higher education, technology effectiveness.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20250

A Comparative Analysis of Learner Profiling and Role-Playing Approaches for Personalized English Sessions in Multi-Linguistic Milieus

Abstract: A Comparative Analysis of Learner Profiling and Role-Playing Approaches for Personalized English Sessions in Multi-Linguistic Milieus. Objective: Despite meeting formal English reading and writing standards, Indonesian students face significant challenges in developing practical speaking skills due to limited daily English exposure and multiple linguistic barriers from prior ethnic and national language mastery. This study investigated how learner profiling and role-playing activities could enhance English-speaking performance and engagement among Indonesian multilingual students. Methods: The research employed a mixed-method approach, studying 197 students from two culturally diverse high schools in East Java and South Sumatra. Data collection included quantitative language proficiency assessments and qualitative student engagement and learning preferences analysis. Findings: The learner profile showed improvements across three dimensions: 21st-century Skills (literacy effectiveness 82.1%), Psychological (learning motivation increase 88.8%), and Linguistic Competence (vocabulary mastery improvement 91.7%). The data shows that 85.4% of students indicated a preference for personalized learning methods over traditional approaches. Conclusion: The findings demonstrate that integrating learner profiling as a diagnostic tool with role-playing as the primary instructional method creates an optimal strategy for English language instruction in classrooms with multilingual students, effectively addressing both foundational skills and practical communication abilities while maintaining high student engagement and reducing learning anxiety. Keywords: multilingual education, foreign language exposure, second language acquisition, teaching English as a Second Language, differentiated learning, personalized learning, learner's profiling, role-playing.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.202414

Analysis on Teacher’s Social Action in Implementing Character Education to Digital Native Student in Surakarta City

Abstract: Analysis on Teachers' Social Actions in Implementing Character Education to Digital Native Student in Surakarta City. Teacher’s Social Action in Implementing Character Education to Digital Native Student in Surakarta City. Objective of Research: This research aims (1) to identify the teacher’s attempt of inculcating character values to the Digital Native students having been exposed to information flow and technology, and (2) to analyze various attempts taken by teachers to inculcate the character values through Max Weber’s rational action perspective. Method: Through research method using qualitative study, the author dug data through in-depth interview and observation on the teachers’ attempt of particularly implementing character education at school. In addition, through learning process, the Project of Strengthening the Pancasila Student Profile can be chosen as a medium to inculcate the characters of Pancasila Student Profile inside the Digital Native students. Finding: The result of research mentions that the attempt taken by the teachers in inculcating character education is through learning process and beyond learning process. Beyond the learning process, the inculcation of character values is carried out through utilizing the Project of Strengthening Pancasila Student Profile. Conclusion: Every teacher’s action in inculcating the character values contains rationality, goal, and consideration in choosing the method. The most prominent consideration is based on the educator’s rationality to accommodate the rapid development of Digital Native students.  Keywords: digital native, character education, rational action, max weber.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20250

Development of a Literacy Leadership Model Based on Ki Hadjar Dewantara's Leadership Trilogy at Tamansiswa College

Abstract: Development of a Literacy Leadership Model Based on Ki Hadjar Dewantara's Leadership Trilogy at Taman Siswa College. Objectives: This study aimed to construct a structural model of literacy leadership grounded in Ki Hadjar Dewantara's leadership trilogy at Sekolah Taman Siswa. The research employed a quantitative methodology via a survey technique. Methods: The research was carried out from April to September 2024. The study was conducted at Sekolah Tamansiswa institutions in the Special Region of Yogyakarta. The participants in this study included the principal, vice principal, and teachers of Tamansiswa school in the Special Region of Yogyakarta. The sampling method employed was purposive sampling, with 116 respondents. The data gathering method employed a questionnaire, succeeded by quantitative descriptive analysis and model analysis utilizing the Structural Equation Model (SEM). Findings: The analysis results demonstrated that the Ki Hajar Dewantara leadership variable significantly and positively influences Literacy Leadership. Ki Hajar Dewantara's leadership elucidated literacy leadership by 64.7%. Ing ngarsa sung tuladha, as articulated by Ki Hajar Dewantara, underscores the significance of educators as exemplars, aligning with the notion of literacy leaders who are required to inspire and motivate others through tangible deeds. Ing madya mangun karsa constitutes a significant component of the Ki Hajar Dewantara Leadership Trilogy. Ing madya mangun karsa contributes to fostering an environment that promotes and sustains literacy growth. Literacy leaders must cultivate a literacy culture that empowers and fosters active engagement. Tut wuri handayani underscores the function of leaders as facilitators and motivators who offer assistance and guidance from a supportive position. Conclusion: The Ki Hajar Dewantara's leadership is proven to have a significant and positive influence on Literacy Leadership. The leadership approach based on Ki Hajar Dewantara's values directly contributes to improving the quality of literacy leadership. A literacy leader must be attuned to individual needs and offer suitable support to maximally enhance reading abilities. Keywords: literacy model, educational leadership, leadership trilogy, ki hadjar dewantara, taman siswa school.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20250

Exploring the Meaning of a Field Trip: Recreational Activity or Learning Activity?

Abstract: Exploring the Meaning of a Field Trip: Recreational Activity or Learning Activity?. Objective: The main objective of the research is to identify and understand the psychological meanings embedded in the field trip experience and how students interpret this activity in both educational and recreational contexts. Methods: This study employs a qualitative phenomenological analysis method to explore students' perceptions of field trips as a learning activity in a Senior High School in Yogyakarta City. Findings: Out of 24 respondents, only 4 students perceived the field trip as a formal learning activity. Fifty percent of respondents viewed it as a combination of learning and recreation, while the remaining third interpreted it solely as a recreational activity. The findings reveal that students' perceptions of field trips are influenced by personal experiences, the organization of the trip, and its integration into the curriculum. This research underscores the importance of carefully designing field trips to achieve educational goals while providing a recreational element. Conclusion: As such, the multifaceted interpretation of field trips can be utilized by educators to create holistic and enjoyable learning experiences that not only meet curriculum objectives but also enhance student engagement and motivation. Keywords: fieldtrip, field visit, education, recreation.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20251

Development and Validation of a Teacher Competency Assessment Instrument Using Confirmatory Factor Analysis

Abstract: Development and Testing of Teacher Competency Assessment Instruments with CFA (Confirmatory Factor Analysis) and Profiles of State Madrasah Teachers. Objective: The study was conducted with the aim of producing a teacher competency measurement instrument in accordance with valid and reliable standards. This needs to be done because the instruments currently used do not have empirical evidence, the instruments are very long, and are not yet practical. This study also aims to provide an overview of the competency of teachers involved as research objects. Methods: The study was conducted on 124 state madrasah teachers at MAN 1 Malang, MAN 2 Malang, MAN Kota Batu, MTs N 2 Malang, MTs N 3 Malang, and madrasahs in Batu City, namely MTs N Kota Batu and MAN Kota Batu. The study was conducted by developing an instrument that was tested with CFA to obtain empirical evidence in the form of instrument validity and reliability. Finding: The results showed that the developed instrument met the goodness of fit criteria with an RMSEA index of 0.110; CI 0.0937 - 0.126; and CFI 0.926. The results of the study showed a very good instrument quality with a reliability of 0.950. The tested instrument was then used to measure teacher competency in madrasahs. The results show that teachers have 51.75% professional ability, 44.88% pedagogical ability, 44.46% social ability, and 66.56% personality. The majority of teachers' work experience is more than 10 years as much as 62.99% with the same percentage for teachers with educator certification. Conclusion: From this study it can be concluded that teacher competence needs to be measured periodically as a form of performance evaluation. The results of teacher competency evaluation are the basis for mapping and planning teacher competency improvement programs that will be visible to institutions and individual teachers so that they are able to present quality learning for students. Keywords: assessment instrument, teacher competence, CFA, reliability.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20251

Evaluating Kindergarten Teachers' Readiness for Technology-Integrated Pedagogy: An Analysis Based on the TPACK Framework

Abstract: Objective: This study evaluates kindergarten (TK) teachers' readiness to implement technology-integrated pedagogy using the TPACK (Technological Pedagogical Content Knowledge) framework. The TPACK framework combines three key dimensions: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). These dimensions are essential for teachers to design and implement practical learning experiences that leverage technology. Methodology: This study uses a descriptive quantitative approach involving 50 respondents, including 40 teachers and 10 principals from kindergarten/PAUD schools in three regencies/cities in West Java: Bekasi City, Bogor Regency, and Depok City. Data were collected through a questionnaire based on TPACK aspects, namely technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the integration of all three dimensions (TPACK). The data were analyzed using statistical techniques to assess teachers' readiness for integrating technology into the learning process. Findings: The findings reveal that many teachers demonstrate strong readiness in content and pedagogical knowledge. However, there is a notable gap in their mastery of technology and its application in teaching. Age, teaching experience, and access to technology training significantly influence teachers' readiness to implement the TPACK framework. Conclusion: The study concludes that while teachers possess an adequate understanding of pedagogy and content, there is a pressing need to enhance their technological skills through ongoing training and support. The implications of this study emphasize the importance of developing training programs to improve technology-related competencies for kindergarten/PAUD teachers. Such initiatives are crucial to fostering innovative teaching practices that align with the demands of modern education. Keywords: teacher readiness, pedagogy integrated technology, TPACK, education early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.202414

Gender Differences in Students' Spatial Abilities: A Systematic Literature Review Analysis in Educational Contexts

Abstract: In the midst of increasingly sophisticated technological developments today, spatial ability is one of the important abilities that must be mastered by students. The research is included in the SLR (Systematic Literature Review) research method. Through a literature review of 30 studies, the research sought to identify common patterns, influencing factors, as well as the implications of such gender differences. The analysis showed a tendency for males and females to differ in certain aspects of spatial ability, particularly in tasks involving mental rotation and spatial visualization, with males outperforming females. However, these findings are not always consistent across studies, and various factors such as biological factors such as age, cognitive factors such as learning style, social environmental factors, and individual emotional factors also play an important role that can affect spatial ability. This research also identified a diversity of research methods used in previous studies, ranging from quantitative to qualitative approaches. This demonstrates the complexity of researching this phenomenon. In addition, most of the studies focused on upper secondary students, so further research is needed to understand gender differences in spatial ability at lower levels of education. The findings of this study have significant implications for educational practice. Teachers need to create learning environments that are inclusive and stimulate the development of spatial abilities of all students, regardless of their gender. The use of various learning strategies involving object manipulation, visualization and problem solving can help improve students' spatial abilities. Further research is needed to develop effective interventions to improve spatial ability in all students, study the factors of spatial ability development, conduct cross-cultural studies to study the influence of cultural factors on gender differences in spatial ability. In addition, cross-cultural research is also important to understand how social and cultural factors affect the development of spatial ability. Keywords: spatial ability, spatial ability factors, gender differences.DOI: http://dx.doi.org/10.23960/jpp.v15.i1.20251

Islamic-Based Leadership in Education: A Literature Review of Urgency, Concept, and Implementation

Abstract: Islamic-Based Leadership in Education: A Literature Review. From an Islamic perspective, leadership issues receive considerable attention, because in Islam leadership is considered the most important instrument for the realization of an ideal society. Objectives: This article aims to examine the urgency of leadership in Islam, the concept of Islamic-based leadership in education and the implementation of Islamic-based leadership in education from various literature. Methods: This article uses a literature review method to find answers to scientific questions posed to help achieve the article's objectives by searching databases from Google Scholar and ScienceDirect with literature for the last 10 years regarding Islamic-based leadership, resulting in 27 international and national articles. Findings: The research results show that leadership is an important element in the core of Islam. Islam has provided special guidelines for selecting leaders and guiding leaders so that they can carry out their mandate to achieve the blessing of Allah Subhanahu wa Ta’ala. Islamic leadership is leadership based on the Al-Qur’an and hadith. In its implementation in education, Islamic leadership emulates the characteristics of the Prophet Shallallahu ‘alaihi wa Sallam with the main characteristics, namely: shiddiq, amanah, tabligh and fathanah. Islamic leadership in education integrates moral, spiritual, and professional growth, aligning worldly goals with worship to achieve holistic development. Conclusion: Islamic leadership is a concept rooted in the principles of the Qur'an and Sunnah, emulating the character of Prophet Shallallahu ‘alaihi wa Sallam. This leadership approach focuses not only on achieving organizational goals but also on seeking the pleasure of Allah Almighty. Islamic leadership in education includes three key dimensions: as a parent (care, commitment, responsibility), an educator (teaching with knowledge and understanding), and a leader (guiding with values and wisdom). Keywords: islamic leadership, islamic-based leadership in education, islamic perspective of leadership, prophetic leadership.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.202414