The educational inclusion of students with Down syndrome requires support systems capable of addressing diversity without replacing the student's own participation or shifting the pedagogical responsibility away from the classroom teacher. This study aimed to interpret the experiences of shadow teachers in providing inclusive educational support to students with Down syndrome in General Basic Education, within the framework of the university outreach project "El nuevo desafío de la inclusión universitaria: estrategias de refuerzo académico para jóvenes con diversidad funcional (discapacidad)". The research employed a qualitative approach, grounded in an interpretive paradigm and a hermeneutic-phenomenological design. Three shadow teachers (MSA1, MSW2, and MSB3) participated, selected through purposive, criterion-based non-probability sampling. Data were collected through individual, asynchronous semi-structured interviews via WhatsApp and analyzed using initial and analytical coding, alongside interpretive memos. Thematic sufficiency was assessed across the entire dataset. The participants' experiences were then compared and triangulated with the theoretical framework. The analysis yielded eight thematic axes: the value of the experience; the reality of educational inclusion; methodology and strategies; the role of the shadow teacher; challenges in providing support; support and collaboration networks; vocation and motivation; and proposals for improvement. The experiences analyzed suggest that this support functions as a mediating pedagogical practice that fosters student autonomy, the adaptation of strategies, and collaboration between families and teachers, though challenges persist regarding resources, teacher training, school pacing, and time constraints.
Family co-responsibility links family involvement with students' socioemotional needs and with the actions carried out by the school. This study aimed to understand, from the perspective of education professionals, family co-responsibility for the socioemotional support of basic education students in public schools. A qualitative study with a descriptive design and an interpretive orientation was conducted. Data were collected through an asynchronous, self-administered open-ended questionnaire completed by three professionals with different profiles and were examined through qualitative content analysis and source triangulation. The results show heterogeneous family involvement and support practices that combine educational monitoring with emotional support. Participants distinguished between having communication channels available and sustaining ongoing coordination with families. The barriers identified were mainly located in family and socioeconomic conditions, and no barriers were explicitly attributed to the school. Family-school collaboration was recognized as relevant to addressing socioemotional needs. Based on the professionals' perceptions, the study concludes that family support integrates educational and socioemotional dimensions and gains meaning through its connection with the school, within a co-responsibility in which both settings play distinct and complementary roles.
Struggling readers are a persistent concern in Philippine elementary education, yet research has largely examined student reading outcomes rather than the professional, emotional, and instructional experiences of the teachers who support these learners in resource-constrained, multilingual classrooms. This study investigated the lived experiences of elementary English teachers in identifying and supporting struggling readers, and how they adapt their pedagogy and negotiate contextual barriers. Transcendental phenomenological design was employed. Fifteen proficient public elementary English teachers in Baguio City, Philippines, were selected through criterion purposive sampling and interviewed using semi-structured, face-to-face interviews. Transcripts were analyzed using Braun and Clarke’s six-phase thematic analysis, and trustworthiness was supported through member checking. Four themes emerged: (a) diagnostic triage through standardized literacy assessments, (b) pedagogical flexibility and differentiated scaffolded instruction, (c) ecosystemic collaboration via remedial and peer networks, and (d) socio-contextual barriers, including parental illiteracy and resource constraints. The findings suggest that Vygotskian scaffolding must be extended to account for ecological and linguistic barriers in post-colonial multilingual classrooms, because its effectiveness is bounded by the educational and socioeconomic capital of the home. Implications for teacher professional development, curriculum localization, language-in-education policy, and parental partnership are discussed.
Holistic student development has become a fundamental indicator of educational quality in early childhood education because it encompasses children's cognitive, socio-emotional, physical, moral, and spiritual development. Despite increasing attention being given to holistic education in Malaysia, empirical evidence explaining how instructional leadership, educator commitment, and educator motivation contribute to holistic student development within KEMAS preschools remains limited. This study therefore examined the levels, relationships, and predictive influence of instructional leadership, educator commitment, and educator motivation on holistic student development among KEMAS preschool educators in the Northern Zone of Malaysia. A quantitative cross-sectional survey design was employed involving 313 educators selected from a population of approximately 1,700 educators across Kedah, Perak, and Pulau Pinang. Data were collected using structured questionnaires adapted from established instruments and analysed using descriptive statistics, Pearson's Product-Moment Correlation, and Stepwise Multiple Linear Regression using SPSS. The findings indicated that instructional leadership, educator commitment, educator motivation, and holistic student development were all perceived at high levels. Significant positive relationships were identified between all independent variables and holistic student development. Stepwise regression analysis further revealed that extrinsic motivation emerged as the strongest predictor, followed by intrinsic motivation, providing incentives to students, and defining school mission and goals. Collectively, these predictors explained 42.1% of the variance in holistic student development. The findings provide empirical evidence supporting leadership enhancement, educator motivation, and evidence-based policymaking to strengthen preschool educational quality within KEMAS.
The study examined the relationship between Educational Philosophical Orientation and the Organizational practices of Secondary Mathematics teachers. Using a descriptive-correlational quantitative design, the study involved 150 secondary mathematics teachers and investigated how educational philosophical orientations are associated with teachers’ organizational practices. Findings revealed that Pragmatism obtained the highest mean score (M = 3.852) indicating that the teacher generally valued practical, experiential and problem-solving approaches in mathematics instruction. However, regression results show that Pragmatism did not significantly predict their actual practices. Instead, Idealism emerged as a significant positive predictor of Planning and Lesson Preparation( b = 0.343, p<.001), Collaboration with Colleagues and School Personnel ( b = 0.206, p = 0.044) and Professional Responsibility ( b = 0.374, p<.001). Realism was a significant predictor of Classroom Organization and Management ( b = 0.216, p = .038), and Existentialism did not significantly predict any of the Organizational Practice Dimensions. These findings indicate that the relationship between educational philosophical orientation and teachers’ organizational practice is domain specific rather than uniform across professional activities. The higher endorsement of Pragmatism alongside its lack of significant unique predictive contribution also suggests that teachers espoused philosophical preferences do not necessarily correspond directly to their professional practices. Overall, the finding highlights the value of integrating philosophical reflection with practical and contextual consideration in teacher education and professional development, particularly in strengthening teachers’ awareness of how educational beliefs relate to their professional practice.
This study examined the classroom and instructional management practices of new and experienced teachers and their relationship with students’ learning engagement in selected public secondary schools in Cortes District, Division of Bohol, during School Year 2026–2027. Anchored in the Classroom Management Scripts Model, Instructional Clarity Framework, Multidimensional Student Engagement Framework, and Huberman’s Teacher Career Cycle, the study employed a quantitative comparative-correlational research design. Respondents comprised 15 new teachers, 46 experienced teachers, and 278 students, totaling 339 participants. Data were gathered using a researcher-modified, validated, and pilot-tested questionnaire and analyzed through descriptive statistics, Pearson product–moment correlation, and independent-samples t-tests. Results revealed consistently high classroom and instructional management practices among both teacher groups, with no statistically significant differences. Classroom management and instructional management exhibited a strong positive relationship (r = 0.724, p < 0.001), whereas neither classroom management (r = 0.040, p = 0.760) nor instructional management (r = −0.062, p = 0.635) was significantly associated with students’ overall learning engagement. Students taught by new teachers demonstrated significantly higher overall and emotional engagement (p = 0.017), while behavioral and cognitive engagement showed no significant differences. The study concluded that teaching experience alone does not determine management effectiveness and that favorable management practices do not necessarily correspond to higher student engagement. A school-based professional development program emphasizing mentoring, collaborative lesson planning, peer observation, and instructional improvement was proposed. The study supports Sustainable Development Goal 4 (Quality Education) by promoting effective teaching, inclusive learning environments, and continuous professional growth. Its educational and institutional sustainability contribution lies in providing localized evidence to guide sustained professional development and improvements in students’ learning experiences.
The teacher shortage is a global challenge. However, some countries are less prone to teacher shortages. The aim of this study was to examine three countries with little or no teacher shortage to explore what these countries do to attract and retain educated teachers. The three countries selected for this case study were Finland (Europe), Singapore, and the Republic of Korea (Southeast Asia). The data pertaining to these countries, as three specific case studies, come from policy documents, statistics, reports, and peer-reviewed articles. The themes in each case were thematically encoded and categorised by the described case context. The themes were identified deductively and strongly linked to the data. The results indicate that the teacher shortage and supply are related to teacher status and grounded in students’ performance and results, teacher training/education, systems for incoming and graduated teacher students, and support during their first years in their profession. Teacher status is seen as a loop in which higher teacher status leads to a lower likelihood of a teacher shortage. The conclusion is that attracting and retaining teachers is a multifaceted and complex process that is the result of many interacting aspects in each specific country’s context. Keywords: Finland, multiple case study, Sing
This study aims to analyze the learning problems experienced by Grade VIII students at UPTD SMPN 16 Kupang based on students’ experiences and teachers’ perspectives. The study employed a descriptive qualitative approach, using interviews with 16 informants consisting of one homeroom teacher, three subject teachers, and 12 Grade VIII students. The data were analyzed thematically by grouping responses into recurring patterns relevant to the research focus. The findings derived from the available informant accounts revealed several issues, namely students’ limited openness in communicating their difficulties, inconsistent classroom participation, procrastination in completing assignments, and family responsibilities that reduce the time and energy available for learning. Some students reported being distracted by recreational activities, while others experienced fatigue after helping their parents at home. These findings indicate that learning problems need to be understood by considering academic factors, study habits, communication, and family context. Guidance and counseling services can support the identification of students’ needs and the development of effective learning strategies and time management skills.
Social capital represents a relational resource developed through trust, professional networks, collaboration, peer support, and knowledge exchange. In the context of Social Studies Education, social capital can support teachers in accessing information, experiences, and professional resources relevant to professional development and instructional planning. This study aims to analyze the conceptualization of teachers’ social capital, identify its dimensions in relation to teacher professionalism, and examine its relevance to Social Studies teaching practices and instructional planning. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. The literature analyzed consists of scholarly publications published between 2023 and 2026 in Indonesian and English that met the established inclusion criteria. The data were analyzed through thematic synthesis based on conceptual dimensions, forms of professional relationships, and their contributions to teaching practices. The synthesis indicates that social capital facilitates teachers’ access to information, experiences, feedback, and professional support through networks and collaborative relationships. These resources can strengthen professional learning and pedagogical decision-making relevant to Social Studies instructional planning. However, empirical evidence directly linking teachers’ social capital to the quality of Social Studies instructional planning remains limited. These findings highlight the need for further research on how social capital can be translated into improvements in the quality of Social Studies instructional planning components.
This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.
The growth of short-form certifications requires a clear distinction between attendance certificates and credentials that provide evidence of specific learning outcomes. In Ecuador, a non-binding national technical instrument identifies a fragmented training supply, the absence of shared criteria, limited traceability, and weak links between higher education and the world of work. This study examined the relevance of implementing a national microcredential system and identified the academic, regulatory, and technological conditions required for its adoption. A qualitative documentary study with an analytical-propositional scope and comparative logic was conducted using a corpus of 46 sources published between 2015 and 2026. The analysis combined deductive and inductive thematic coding across seven categories and contrasted the Ecuadorian instrument with international regulations, technical standards, and specialized literature. The results were organized into nine findings concerning systemic relevance, technical-pedagogical design, verifiable assessment, conditional recognition, interoperable digital issuance, multilevel governance, and an informational registry. The evidence indicates that Ecuador has conceptual foundations for a national system, but shared standards are required before provision is expanded. The study concludes that a trustworthy micro credential should integrate six conditions: explicit learning outcomes, verifiable assessment, academic or labor-market relevance, interoperable digital issuance, standardized metadata, and conditional recognition. Without coherent interinstitutional governance, the expansion of short-form certificates may increase fragmentation and weaken their public value.
Early Childhood Care and Development (ECCD) serve as a foundational framework for the holistic growth and lifelong learning of young children. In the Philippines, its implementation is mandated by Republic Act No. 10410 and strengthened by Republic Act No. 12199, which emphasize quality early childhood education delivered by competent Child Development Workers (CDWs) and supported by strong institutional systems; however, implementation continues to face challenges related to limited resources, professional development gaps, administrative constraints, and varying levels of community and parental involvement. This study examined the level of readiness and the challenges encountered by CDWs in implementing the ECCD Curriculum in Barangay Child Development Centers in the Municipality of Mabinay, Negros Oriental. A quantitative descriptive-correlational design was employed, using a validated researcher-made Likert-scale questionnaire administered to ten (10) purposively selected CDWs during School Year 2025–2026. Data were analyzed using frequency, percentage, weighted mean, and Pearson product-moment correlation at the 0.05 level of significance. Findings revealed that the respondents were highly ready in their understanding of the ECCD curriculum (WM = 4.28) and in pedagogical skills and instructional practices (WM = 4.28), but only moderately ready in terms of resources and materials (WM = 3.80) and support, supervision, and professional development (WM = 3.84). Challenges were generally moderate, with insufficient toys and learning materials, varied learning needs of children, and heavy workload and administrative tasks emerging as the most notable concerns. ECCD-related training showed a strong, significant positive relationship with readiness (r = 0.795, p = 0.006), whereas age, educational attainment, and years of experience were not significantly related to readiness, no profile variable was significantly related to the challenges encountered, and readiness was not significantly related to challenges (r = 0.081, p = 0.824). The study concludes that while CDWs are generally prepared to implement the ECCD Curriculum, their effectiveness is constrained by largely systemic and environmental challenges. These findings imply the need for continuous professional development combined with improved resource allocation, reduced administrative workload, strengthened institutional support, and stronger collaboration among local government units, parents, and community stakeholders.
Assessment in Natural and Social Sciences (IPAS) at the elementary school level needs to document students’ knowledge, process skills, and character development continuously rather than relying solely on written test results. This study aimed to develop a flexible portfolio assessment instrument, determine its validity and practicality, and examine its perceived usefulness based on the fourth-grade teacher’s assessment at SD Negeri 075027 Silima Omo. The study employed a Research and Development (R&D) approach using the 4D model, comprising Define, Design, Develop, and Disseminate stages. The participants included three expert validators, one fourth-grade teacher, and 22 students, with 10 students participating in the small-group trial. The resulting product was a printed portfolio assessment instrument comprising seven integrated components. Validation results yielded mean scores of 3.83 for design, 3.75 for language, and 4.00 for evaluation on a four-point scale. The practicality score increased from 62.50% to 93.75%, while perceived usefulness increased from 64.29% to 85.71%. The small-group trial produced a mean portfolio score of 80.80. The instrument was considered suitable for use; however, inter-rater reliability and its effectiveness in improving learning outcomes require further empirical investigation. ABSTRAK Penilaian pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar perlu mencakup perkembangan pengetahuan, keterampilan proses, dan karakter murid secara berkelanjutan, bukan hanya berorientasi pada hasil tes tertulis. Penelitian ini bertujuan mengembangkan instrumen penilaian portofolio yang fleksibel, mengetahui kelayakan dan kepraktisannya, serta mengidentifikasi kebermanfaatannya berdasarkan persepsi guru kelas IV di SD Negeri 075027 Silima Omo. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap Define, Design, Develop, dan Disseminate. Subjek penelitian terdiri atas tiga validator ahli, satu guru kelas IV, dan 22 murid, dengan 10 murid sebagai subjek uji coba kelompok kecil. Produk yang dikembangkan berupa instrumen portofolio berbasis cetak dengan tujuh komponen terintegrasi. Hasil validasi menunjukkan skor rata-rata ahli desain 3,83, ahli bahasa 3,75, dan ahli evaluasi 4,00 pada skala empat. Persentase kepraktisan meningkat dari 62,50% menjadi 93,75%, sedangkan kebermanfaatan berdasarkan persepsi guru meningkat dari 64,29% menjadi 85,71%. Rata-rata nilai portofolio kelompok kecil mencapai 80,80. Instrumen dinyatakan layak digunakan, meskipun reliabilitas antarpenilai dan keefektifan terhadap hasil belajar masih memerlukan pengujian lebih lanjut.
Abstract: This paper develops an Implementation Framework as a response to the informal feedback from academics, educators and practitioners on the Multiplicity Theory. The claim the paper responds is that the theory is too abstract; thus, it is difficult to translate it into practice. This paper provides clarification to assist its adoption in education and other fields. We believe the illustrations provided in this paper will be helpful to those interested in applying the Theory in education and other fields. The paper compares the current Implementation Framework with other closely related frameworks. The paper concludes to be able to apply the theory an advanced consideration of sub-activities, aspects and resources among others is helpful in bridging theory-practice gap during implementation of a plan. As a result, we ensure quality of educational activities or products (outcomes). The implication of the framework is stakeholders should understand educational events/products (outcomes) are not from a single process, aspect and resources, but a function of a diversity of the same (processes, aspects and resources).
Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.
The implementation of the Merdeka Curriculum in Natural and Social Sciences (IPAS) is important for promoting flexible, contextual, and student-centered learning. However, its implementation still faces challenges in planning, conducting, and evaluating learning according to students’ needs. This study aims to describe the implementation of the Merdeka Curriculum in IPAS learning in Grade IV at SD Negeri 35 Palembang, focusing on planning, implementation, and evaluation. This study employed a descriptive qualitative approach with a case study strategy. Data were collected through observations, interviews, and documentation involving the principal, the Grade IV teacher, and six students. Data trustworthiness was established through source and technique triangulation, while data were analyzed using the Miles and Huberman model, comprising data collection, reduction, presentation, and conclusion drawing. The findings indicate that the curriculum has been implemented relatively well. Planning involved the preparation of learning outcomes, learning objectives, learning objective sequences, and teaching modules. Classroom activities incorporated inquiry, group discussions, projects, and contextual learning media. Evaluation included diagnostic, formative, and summative assessments. Nevertheless, limited facilities and differences in students’ learning abilities remained challenges. This study concludes that the Merdeka Curriculum supports active, student-oriented IPAS learning, although continued teacher development and adequate learning facilities are necessary to strengthen its implementation. ABSTRAK Implementasi Kurikulum Merdeka pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) penting untuk mewujudkan pembelajaran yang fleksibel, kontekstual, dan berpusat pada peserta didik. Namun, penerapannya masih menghadapi tantangan dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran sesuai kebutuhan siswa. Penelitian ini bertujuan mendeskripsikan implementasi Kurikulum Merdeka pada pembelajaran IPAS di kelas IV SD Negeri 35 Palembang, meliputi aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan strategi studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah, guru kelas IV, serta enam siswa. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data menggunakan model Miles dan Huberman melalui pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah berjalan cukup baik. Perencanaan dilakukan melalui penyusunan capaian pembelajaran, tujuan pembelajaran, alur tujuan pembelajaran, dan modul ajar. Pelaksanaan melibatkan pembelajaran inkuiri, diskusi, proyek, serta media kontekstual. Evaluasi dilakukan melalui asesmen diagnostik, formatif, dan sumatif. Kendala berupa keterbatasan sarana dan perbedaan kemampuan siswa masih ditemukan. Penelitian ini menyimpulkan bahwa implementasi Kurikulum Merdeka mendukung pembelajaran IPAS yang aktif dan berorientasi pada kebutuhan siswa, tetapi memerlukan penguatan kompetensi guru dan dukungan sarana.
Children's behaviour and social adjustment within the classroom are important considerations. Behaviour can refer to how a pupil engages with learning tasks, follows instructions, works with others and interacts within the classroom. Social adjustment can relate to how children feel they fit in, build friendships, communicate effectively and feel included. Although behaviour and social adjustment are two distinct areas, they will be influenced by each other. This conceptual article will discuss the relationship between behaviour and social adjustment for upper primary school students. Using theories such as ecological systems, social learning and sociocultural. School engagement, friendships and school belonging will also be discussed. It is important to consider how behaviour should be seen as more than just an individual trait. Family factors, teaching style, peer relationships, individual differences and school factors can influence how a pupil behaves. A strength based approach to children's behaviour and social adjustment will be advocated. The article will conclude with key implications for classroom settings and recommendations for future research. Future research should be culturally aware, developmentally appropriate and ethical. This article is theoretical and will not give any findings.
This study examined the perceived impact of active learning as a teaching strategy among 20 overseas Filipino teachers working in schools across the United Arab Emirates. Guided by the five Whole Child tenets and an Input-Process-Output framework, the study explored teachers’ experiences with active learning, their views on its classroom application, and its perceived contribution to student learning. A quantitative research design was employed using an adapted questionnaire with a five-point Likert scale. Responses were analyzed through frequency counts and mean scores to describe participants’ perceptions and reported practices. Findings indicated that most respondents regularly incorporated active learning strategies into their teaching and expressed favorable attitudes toward their implementation. Teachers perceived these approaches as encouraging student participation, strengthening the integration of learning, promoting classroom engagement, and supporting improvements in instructional practice. However, respondents also identified practical challenges that constrained implementation, including limited training and experience with active learning methodologies, inadequate funding for instructional materials, and classroom seating arrangements that were not conducive to interactive activities. The findings underscore the importance of institutional support in helping teachers translate favorable perceptions into effective classroom practices. The study recommends targeted professional development to strengthen teachers’ competence in active learning, revisions to departmental plans to facilitate the integration of these strategies, and improved consideration of classroom resources and learning environments. Further investigation from students’ perspectives is recommended to provide additional insight into how active learning is experienced and how it may contribute to learning outcomes in international school settings across the United Arab Emirates.
ABSTRACT Character development at the elementary school level plays an important role in shaping students’ attitudes and behaviors in accordance with educational values. This study aims to describe the role of teachers in fostering discipline, responsibility, compliance with norms, and fulfillment of obligations through Pancasila Education among fourth-grade students at UPTD SD Negeri 077272 Lolofaoso Tabaloho. This study employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and documentation, involving the school principal as the key informant, the fourth-grade teacher as the main informant, and three students selected through purposive sampling as additional informants. Data analysis consisted of data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that teachers foster character development by integrating character values into classroom instruction and daily school routines. These efforts are implemented through role modeling, guidance, appreciation, motivation, assignments, and the enforcement of school rules to cultivate discipline, responsibility, compliance with norms, and fulfillment of obligations. Thus, Pancasila Education serves as a means of character development through role modeling and habituation, encouraging students to apply these values in their daily lives. ABSTRAK Pembinaan karakter pada jenjang sekolah dasar berperan dalam membentuk sikap dan perilaku siswa sesuai nilai-nilai pendidikan. Penelitian ini bertujuan mendeskripsikan peran guru dalam membina karakter disiplin, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban melalui pembelajaran Pendidikan Pancasila pada siswa kelas IV UPTD SD Negeri 077272 Lolofaoso Tabaloho. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dengan kepala sekolah sebagai informan kunci, guru kelas IV sebagai informan utama, serta tiga siswa yang dipilih melalui purposive sampling sebagai informan tambahan. Analisis data meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru membina karakter melalui integrasi nilai-nilai karakter dalam pembelajaran dan pembiasaan di sekolah. Upaya tersebut diwujudkan melalui keteladanan, bimbingan, apresiasi, motivasi, pemberian tugas, serta penerapan tata tertib untuk melatih kedisiplinan, tanggung jawab, kepatuhan terhadap norma, dan pelaksanaan kewajiban. Dengan demikian, pembelajaran Pendidikan Pancasila menjadi sarana pembinaan karakter melalui keteladanan dan pembiasaan yang mendorong siswa menerapkan nilai-nilai tersebut dalam kehidupan sehari-hari.
Inclusive education requires instructional strategies that respond to differences in students’ abilities and learning needs, particularly those of slow learners in junior secondary schools. This study aimed to describe teachers’ inclusive strategies for accommodating the learning needs of students in Class VII A at SMP Negeri 2 Teluk Pandan, Kutai Timur Regency, Indonesia. A qualitative approach with a case study design was employed from September to December 2025. The participants comprised one homeroom teacher and two students with learning difficulties, identified as H and AR. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Data credibility was examined through source and technique triangulation. The findings revealed four forms of accommodation: repeated explanations and simplified instructions, adjustments to assignments and assessments according to students’ abilities, additional time for task completion, and seating arrangements combined with positive feedback. The teacher also provided individual assistance to help students understand learning materials and complete assignments. However, small-group and heterogeneous-group activities were not implemented consistently. These findings highlight the importance of flexible accommodations, progress monitoring, and varied instructional strategies to support student participation in inclusive learning environments. ABSTRAK Pendidikan inklusif memerlukan strategi pembelajaran yang responsif terhadap perbedaan kemampuan dan kebutuhan belajar murid, khususnya murid dengan hambatan belajar (slow learner) di sekolah menengah pertama. Penelitian ini bertujuan mendeskripsikan strategi inklusif guru dalam mengakomodasi kebutuhan belajar murid kelas VII A SMP Negeri 2 Teluk Pandan, Kabupaten Kutai Timur. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan pada September–Desember 2025. Subjek penelitian terdiri atas seorang wali kelas dan dua murid dengan hambatan belajar, yaitu H dan AR. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperiksa menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan empat bentuk akomodasi, yaitu pengulangan materi dan penyederhanaan instruksi, penyesuaian tugas dan penilaian berdasarkan kemampuan murid, pemberian waktu tambahan, serta pengaturan tempat duduk dan umpan balik positif. Guru juga memberikan pendampingan individual untuk membantu murid memahami materi dan menyelesaikan tugas. Namun, penggunaan kelompok kecil atau heterogen belum dilakukan secara konsisten. Penelitian ini menegaskan pentingnya akomodasi fleksibel, pemantauan perkembangan, dan variasi strategi untuk mendukung partisipasi murid dalam pembelajaran inklusif.
