Creating Accessible Chemistry Content for Students with Disabilities: Findings from Schools Providing Inclusive Education in Indonesia
DOI:
10.29303/jppipa.v10i5.6755Published:
2024-05-25Issue:
Vol. 10 No. 5 (2024): MayKeywords:
Chemistry learning, Inclusive education, Multiple means of representation, Student with disabilitiesResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The trend of students with disabilities attending secondary schools providing inclusive education in Indonesia is rising. This trend requires teachers as a key person to offer learning that suits the needs and abilities of each student, including those with disabilities. This research portrays how chemistry teachers provided alternative modes of representation as one of the principles of Universal Design for Learning (UDL). Three teacher participants from three schools providing inclusive education (SPIE) in the Special Province of Yogyakarta were recruited purposively and agreed to be interviewed on how they varied the chemistry content format. A descriptive method was used and directed content analysis was applied to analyze the data. The findings demonstrated that chemistry learning content were created more accessible for students with disabilities. Three chemistry teacher participants demonstrated that they implemented the principle of Multiple Means of Representation of UDL in a simple manner. The participants created learning objectives without modifying them to suit the student’s abilities. Learning content was offered in various ways and delivered with some strategies. Chemistry teacher participants demonstrated how they provided various assessments to gain students with disabilities opportunities to show their understanding.
References
Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). The Effect of Universal Design for Learning (UDL) Application on E-Learning Acceptance: a Structural Equation Model. The International Review of Research in Open and Distributed Learning, 18. https://doi.org/10.19173/irrodl.v18i6.2880
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. Retrieved from https://eric.ed.gov/?id=EJ1104867
Alfian, A. (2019). Contextual Teaching and Learning Approach (CTL) in English Teaching: Its Advantages and Disadvantages. Eduscience: Jurnal Ilmu Pendidikan, 4(2). https://doi.org/10.47007/
edu.v4i2.2732
Almumen, H. (2020). Universal Design for Learning (UDL) Across Cultures: the Application of UDL in Kuwaiti Inclusive Classrooms. SAGE Open, 10. https://doi.org/10.1177/215824
Alokozay, W., Atifnigar, H., Ur, Z., & Zaheer, Z. U. R. (2020). Students’ Perception of Alternative Assessment: a Qualitative Meta-Analysis. Internatioal Journal of Curriculum and Instruction. Retrieved from https://eric.ed.gov/?id=EJ1340921
Amatullah, A. (2022). Analisis Implementasi Pendidikan Berbasis Inklusif sebagai Upaya Mencegah Diskriminasi Anak Berkebutuhan Khusus. Jurnal Pendidikan Tambusai, 6(2), 2. https://doi.org/10.31004/jptam.v6i2.4916
Ameliana, I. (2017). Teacher-Centered or Student-Centered Learning Approach to Promote Learning? Jurnal Sosial Humaniora, 10, 59. https://doi.org/10.12962/j24433527.v10i2.2161
Arapah, E. (2017). ABCD Requirements of Lesson Objectives Made by the English Department Students of Unlam for Praktek Pengenalan Lapangan (PPL) I COURSE. Vidya Karya, 31. https://doi.org/10.20527/jvk.v31i2.3985
Ardi, Y. M., Vauzia, V., Razak, A., & Syamsurizal, S. (2021). The Effect of Using the Student Academic Ability-Problem Solving and 5E Cycle Learning Models on the Student Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 7(4), Article 4. https://doi.org/10.29303/jppipa.v7i4.777
Asikin, N., & Yulita, I. (2019). Scientific Literacy-Based Chemical Teaching Materials Design of Chemical Solution Materials on Sea Pollution Context. Jurnal Penelitian Pendidikan IPA, 5(2). https://doi.org/10.29303/jppipa.v5i2.249
Barteaux, S. (2014). Universal Design for Learning. BU Journal of Graduate Studies in Education, 6(1), 50–54. Retrieved from https://files.eric.ed.gov/fulltext/E
J1230738.pdf
Bengtsson, M. (2016). How to Plan and Perform a Qualitative Study Using Content Analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016
/j.npls.2016.01.001
Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the Principles of Universal Design for Learning (UDL) in the College Classroom. Journal of Special Education Apprenticeship, 7(3). Retrieved from https://eric.ed.
gov/?id=EJ1201588
Budiastuti, P., Soenarto, S., Muchlas, M., & Ramndani, H. W. (2021). Analisis Tujuan Pembelajaran dengan Kompetensi Dasar pada Rencana Pelaksanaan Pembelajaran Dasar Listrik dan Elektronika di Sekolah Menengah Kejuruan. Jurnal Edukasi Elektro, 5(1). https://doi.org/10.
/jee.v5i1.37776
Chatterjee, D., & Corral, J. (2017). How to Write Well-Defined Learning Objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4), E610. Retrieved from https://www.ncbi.nlm.nih.
gov/pmc/articles/PMC5944406/
Chowdhury, F. (2019). Application of Rubrics in the Classroom: a Vital Tool for Improvement in Assessment, Feedback and Learning. International Education Studies, 12(1), 61–68. Retrieved from https://eric.ed.gov/?id=EJ1201525
Ciobanu, N. R. (2018). Active and Participatory Teaching Methods. European Journal of Education, 1(2), 69–72. https://doi.org/10.26417/ejed.v1i2.p6
-72
Collins, F. (2023). Accessibility by Design Campus Efforts. Accessibility by Design. Retrieved from https://www.chhs.colostate.edu/accessibility/
Darma, I. P., & Rusyidi, B. (2015). Pelaksanaan Sekolah Inklusi di Indonesia. Prosiding Penelitian dan Pengabdian kepada Masyarakat, 2(2),. https://doi.org/10.24198/jppm.v2i2.13530
Dong, A., Jong, M. S.-Y., & King, R. B. (2020). How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking. Frontiers in Psychology, 11. Retrieved from https://www.frontiersin.org/
articles/10.3389/fpsyg.2020.591203
Dong, Y., Wu, S. X., Wang, W., & Peng, S. (2019). Is the Student-Centered Learning Style More Effective than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance? Frontiers in Psychology, 10. Retrieved from https://www.frontiersin.org/articles/10.338
/fpsyg.2019.02630
Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An Overview of the Qualitative Descriptive Design within Nursing Research. Journal of Research in Nursing: JRN, 25(5), 443–455. https://doi.org/10.1177/1744987119880234
el Kemma, A. (2019). Giving Effective Instructions in EFL Classrooms. International Journal for Innovation Education and Research, 7, 74–92. https://doi.org/
31686/ijier.Vol7.Iss1.1286
Evenddy, S. S. (2017). Pendidikan Karakter dalam Penilaian Alternatif. Jurnal Pendidikan Karakter JAWARA (Jujur, Adil, Wibawa, Amanah, Religius, Akuntabel), 3(1), Article 1. Retrieved from https://jurnal.untirta.ac.id/index.php/JAWARA/article/view/8312
Evmenova, A. S. (2021). Walking the UDL Walk. The Journal of Applied Instructional Design, 10(1). Retrieved from https://edtechbooks.org/jaid_10_1
/walking_the_udl_walk
Faiz, A., Parhan, M., & Ananda, R. (2022). Paradigma Baru dalam Kurikulum Prototipe. Edukatif: Jurnal Ilmu Pendidikan, 4(1). https://doi.org/10.
/edukatif.v4i1.2410
Fatimah, H., Sumberartha, I. W., & Setiawan, A. M. (2023). Literatur Review Pengembangan Bahan Ajar UKBM pada Materi Sistem Peredaran Darah Manusia. Jurnal Penelitian Pendidikan IPA, 9(1), Article 1. https://doi.org/10.29303/jppipa.v9i1.14
Frasnyaigu, R., Mulyahati, B., & Aprilia, R. (2023). Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom. Jurnal Penelitian Pendidikan IPA, 9(10), Article 10. https://doi.org/10.29303/
jppipa.v9i10.5298
Gauvreau, A., Lohmann, M., & Hovey, K. (2019). Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom. The Journal of Special Education Apprenticeship, 8(1). Retrieved from https://scholarworks.lib.csusb.edu/josea/vol8/iss1/3
Gessiou, G. (2022). A Follow-Up Review on the Impact of a Participatory Action Research Regarding Outdoor Play and Learning. Education Sciences, 12(10). https://doi.org/10.3390/educsci
Gürler, S. A., & Baykara, O. (2015). The Impact of Rubrics on the Evaluation of Students’ Success on the “Subject of Force and Motion”. International Journal of Education and Research, 3(3). 297–308. Retrieved from https://www.ijern.com/journal/
/March-2015/25.pdf
Gusti, N. S. (2021). Implementasi Pendidikan Inklusi dalam Setting Sekolah Menengah Atas di Kota Mataram Provinsi Nusa Tenggara Barat. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 7(3), 532–544. https://doi.org/10.
/jk.v7i3.3469
Hrin, T. N., Milenković, D. D., Segedinac, M. D., & Horvat, S. (2017). Systems Thinking in Chemistry Classroom: The Influence of Systemic Synthesis Questions on Its Development and Assessment. Thinking Skills and Creativity, 23, 175–187. https://doi.org/10.1016/j.tsc.2017.01.003
Irwandani, I. (2014). Multi Representasi sebagai Alternatif Pembelajaran dalam Fisika. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 3(1). https://doi.org/10.24042/jipfalbiruni.v3i1.64
Istiyati, S., Marmoah, S., Poerwanti, J. I. S., Supianto, S., Sukarno, S., & Mahfud, H. (2023). Comparative Study of Education for Children with Special Needs in Malaysia and Indonesian Primary School. Jurnal Penelitian Pendidikan IPA, 9(10). https://doi.org/10.29303/jppipa.v9i10.5210
Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting Social Inclusion in Educational Settings: Challenges and Opportunities. Educational Psychologist, 54(4), 250–270. https://doi.org/10.1080/00461520.2019.16556
Kamil, N. K. M., Amin, A. S., Akhir, N. M., Rahman, A., Zambri, M., Sutan, R., Khairuddin, K. F., & Abdullah, W. A. W. (2023). Independent Living Skills Needed by Students with Special Educational Needs (SEN) towards Inclusive Education: A Systematic Literature Review. Specialusis Ugdymas, 1(44), 610-623. Retrieved from https://www.researchgate.net/publication/374841089
Kamolovna, R. F. (2022). Importance of Chemistry Education and Methods That Are Used in Teaching. Eurasian Journal of Physics, Chemistry and Mathematics, 7, 29–31. Retrieved from https://www.geniusjournals.org/index.php/ejpcm/article/view/1628
Kelly, O., Buckley, K., Lieberman, L. J., & Arndt, K. (2022). Universal Design for Learning—a Framework for Inclusion in Outdoor Learning. Journal of Outdoor and Environmental Education, 25(1), 75–89. https://doi.org/10.1007/s42322-022-00096-z
Kennette, L., & Wilson, N. (2019). Universal Design for Learning (UDL): What is It and How Do I Implement It? Transformative Dialogues: Teaching & Learning Journal, 12(1). Retrieved from https://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.12.1_Kennette&Wilson_UDL_Implementation.pdf
Khairuddin, K. (2020). Pendidikan Inklusif di Lembaga Pendidikan. Tazkiya: Jurnal Pendidikan Islam, 9(1), Article 1. https://doi.org/10.30829/taz.v9i1.751
Khasawneh, M. A. S. (2023). The Use of Video as Media in Distance Learning for Deaf Students. Contemporary Educational Technology, 15(2), ep418. https://doi.org/10.30935/cedtech/13012
Krishnan, S. (2015). Student-Centered Learning in a First Year Undergraduate Course. International Journal of Learning, Teaching and Educational Research, 11(2). Retrieved from https://www.ijlter.org/index.php/ijlter/article/view/353
Kurnia, R. A. M., Hakim, D. L., & Ana, A. (2019). The Development of Digital Video Applications for Deaf Students. Journal of Physics: Conference Series, 1318(1), 012149. https://doi.org/10.1088/1742-6596/1318/1/012149
Latif, N., Dollah, S., & Weda, S. (2020). Exploring the Implementation of Student-Centered Approach: A Case Study of EFL Teachers’ Classroom Management on Junior High School (Master Thesis). Universitas Negeri Makassar. Retrieved from http://eprints.
unm.ac.id/16457/
Mafarja, N., Mohamad, M. M., Zulnaidi, H., & Fadzil, H. M. (2023). Using of Reciprocal Teaching to Enhance Academic Achievement: A Systematic Literature Review. Heliyon, 9(7), e18269. https://doi.org/10.1016/j.heliyon.2023.e18269
Magdalena, I., Islam, N. F., Eva, E. A., & Nadia, T. D. (2020). Tiga Ranah Taksonomi Bloom dalam Pendidikan. Edisi: Jurnal Edukasi dan Sains, 2(1), 132–139. Retrieved from https://ejournal.stitpn.
ac.id/index.php/edisi/article/view/822?articlesBySameAuthorPage=8
Matthews, S., Cavanaugh, C., & Wilson, P. (2022). Multiple Means of Representation? A Critical Analysis of Universal Design for Learning Checkpoint 1.2. Policy Futures in Education, 21. https://doi.org/10.1177/147821
Mayya, M., Sa’ud, U. S., & Meirawan, D. (2019). Analisis Implementasi Kebijakan Pendidikan Inklusi pada Sekolah Dasar. Jurnal Administrasi Pendidikan, 16(1). https://doi.org/10.
/jap.v26i1.19853
Musengimana, J., Kampire, E., & Ntawiha, P. (2021). Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: a Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(1). https://
doi.org/10.29333/ejmste/9379
Mwita, K. (2022). Factors to Consider When Using Qualitative Interviews in Data Collection. Social Sciences Humanities and Education Journal (SHE Journal), 313–323. https://doi.org/10.25273/she.
v3i3.13919
Obilor, E. I. (2019). Feedback and Students’ Learning. International Journal of Innovative Research in Education, 7, 40–47. Retrieved from https://www.
researchgate.net/publication/343609551_Feedback_and_Students'_Learning
Oktavianti, R., Sudarto, Z., & Budiyanto, B. (2020). The Class Management in the Setting of Students with Special Needs in Inclusive School. The International Joint Conference on Arts and Humanities. https://doi.org/10.2991/assehr.k.201201.039
Pawlak, F., & Groß, K. (2021). Using Classroom-Management to Support Inclusive Chemistry Learning. The Beauty and Pleasure of Understanding: Engaging with Contemporary Challenges Through Science Education. Retrieved from https://www.
researchgate.net/publication/348389229_Using_Cl
assroom-Management_to_Support_Inclusive_Che
mistry_Learning
Pino, M., & Mortari, L. (2014). The Inclusion of Students with Dyslexia in Higher Education: a Systematic Review Using Narrative Synthesis. Dyslexia (Chichester, England), 20(4), 346–369. https://doi.
org/10.1002/dys.1484
Polirstok, S. (2015). Classroom Management Strategies for Inclusive Classrooms. Creative Education, 6(10). https://doi.org/10.4236/ce.2015.610094
Priliyanti, A., Muderawan, I. W., & Maryam, S. (2021). Analisis Kesulitan Belajar Siswa dalam Mempelajari Kimia Kelas XI. Jurnal Pendidikan Kimia Undiksha, 5(1). https://doi.org/10.
/jjpk.v5i1.32402
Priyambodo, E., & Wulaningrum, S. (2017). Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning. International Journal of Evaluation and Research in Education (IJERE), 6(4). https://doi.org/10.11591/ijere.v6i4.10772
Purnama, N. (2018). An Investigation of Teachers’s Role as Facilitators in Teaching Writing in the Classroom. Academic Journal Perspective: Education, Language, and Literature, 3, 361. https://doi.org/10.
/perspective.v3i2.1676
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. SAGE Open, 6(4). https://doi.
org/10.1177/2158244016680688
Rearick, B., England, E., Lange, J. S., & Johnson, C. (2021). Implementing Universal Design for Learning Elements in the Online Learning Materials of a First-Year Required Course. Weave: Journal of Library User Experience, 4(1). https://doi.org/10.3998/weaveux.217
Rini, R., & Purnawarman, P. (2019). Teachers’ Perception toward Planning and Implementing Teacher-Made Rubrics of EFL Students’ Writing Assessment. The Eleventh Conference on Applied Linguistics. https://doi.org/10.2991/conaplin-18.2
69
Ristiyanti, S. (2020). Aksesibilitas Pembelajaran Kimia di Sekolah Menengah Atas. Inklusi, 7(2). https://doi.org/10.14421/ijds.070207
Rusyandi, D., & Rachmawati, R. (2017). Evaluasi Penilaian Kinerja dengan Menggunakan Metode SMART dan Dampaknya terhadap Kepuasan Kerja. ISEI Business and Management Review, 1(2). https://doi.org/10.36217/ibmr.v1i2.19
Rutumalessy, M., Sudyana, I. N., Azis, A. A., Suharyatun, S., & Suroso, A. (2023). The Implementation of Contextual Learning and Teaching Method in Improving Students Learning Achievement. Journal on Education, 5(4). Retrieved from https://jonedu.org/index.php/joe
/article/view/2771
Sabiq, A. H. A., & Sukirno, M. A. (2020). Visual Media Utilization in Mastering English Vocabulary of Hearing-Impaired Students. Insania: Jurnal Pemikiran Alternatif Kependidikan, 25(2), 162–173. https://doi.org/10.24090/insania.v25i2.3911
Sahib, E., Santos, M. D., Tubo, M., Pil, A. I., Sarona, J., Abequibel, B., Rillo, R., Devanadera, A., Emmanuel, M., Rayman, M. E., & Jr, G. Q. (2022). Taking the Road Less Traveled: Prospective Special Education Teachers’ Career Motivations. Specialusis Ugdymas, 1(43). Retrieved from http://sumc.lt/index.php/se/article/view/1305
Santoso, D., Syukur, A., Zulkifli, L., & Zulhalifah, Z. (2022). Development of Science Teaching Materials Based on Ecological Value of Mangrove Ecosystems as a Strategy to Improve Science Literacy of Junior High School Students on the South Coast of East Lombok. Jurnal Penelitian Pendidikan IPA, 8(1). https://doi.org/10.
/jppipa.v8i1.1325
Saputra, A. (2016). Kebijakan Pemerintah terhadap Pendidikan Inklusif. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(3). https://doi.org/10.14421/jga.2016.13-01
Saputro, S. D. (2018). The Application of Student Centered Learning through Lesson Study on Quality and Learning Results. ISLLAC: Journal of Intensive Studies on Language, Literature, Art, and Culture, 2(2). https://doi.org/10.17977/
um006v2i22018p084
Sausan, I., Saputro, S., & Indriyanti, N. Y. (2020). A New Chemistry Multimedia: How Can It Help Junior High School Students Create a Good Impression? International Journal of Instruction, 13(4), 457–476. Retrieved from https://eric.ed.gov
/?id=EJ1270654#:~:text=The%20chemistry%20multimedia%20made%20it,attracted%20and%20curious%20about%20chemistry.
Sowell, J. (2017). Good Instruction-Giving in the Second-Language Classroom. English Teaching Forum, 55(3), 10–19. Retrieved from https://eric.ed.gov/?id=EJ1156495
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.
/s40594-019-0192-1
Sudirtha, I. G., Widiana, I. W., & Adijaya, M. A. (2022). The Effectiveness of Using Revised Bloom’s Taxonomy-Oriented Learning Activities to Improve Students’ Metacognitive Abilities. Journal of Education and E-Learning Research, 9(2), 55–61. https://doi.org/10.20448/jeelr.v9i2.3804
Sukarso, A. A., Artayasa, I. P., Bahri, S., & Azizah, A. (2022). Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students. Jurnal Penelitian Pendidikan IPA, 8(6). https://doi.org/10.29303/jppipa.v8i6.2514
Surya, W. P., & Arty, I. S. (2021). Students’ Attitudes toward Chemistry Based on Their Learning Experiences. Journal of Physics: Conference Series, 1806(1), 012178. https://doi.org/10.1088/1742-6596/1806/1/012178
Syahputra, A. (2022). Meningkatkan Kemampuan Guru Pertama dalam Merumuskan Tujuan Pembelajaran dan Materi Pembelajaran pada RPP Melalui Bimbingan. Ability: Journal of Education and Social Analysis, 123–139. https://doi.org/10.51178/jesa.v
i2.536
Syam, R. S. E., Fuadi, S. I., & Adawiyah, R. (2023). Urgensi Penyesuaian Sekolah terhadap Kurikulum Merdeka Belajar. Simpati, 1(2). https://doi.org/10.59024/simpati.v1i2.154
van Kesteren, M. T. R., Krabbendam, L., & Meeter, M. (2018). Integrating Educational Knowledge: Reactivation of Prior Knowledge During Educational Learning Enhances Memory Integration. Npj Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0027-8
Wahyuni, S., Rahayu, Y. S., & Indana, S. (2020). Development of Problem-Based Learning Student Worksheets to Facilitate Students’ Problem Solving Skills. Jurnal Penelitian Pendidikan IPA, 6(2). https://doi.org/10.29303/jppipa.v6i2.427
Wahyuningsari, D., Mujiwati, Y., Hilmiyah, L., Kusumawardani, F., & Sari, I. P. (2022). Pembelajaran Berdiferensiasi dalam Rangka Mewujudkan Merdeka Belajar. Jurnal Jendela Pendidikan, 2(4). Retrieved from https://www.
ejournal.jendelaedukasi.id/index.php/JJP/article/view/301
West, J. (2023). Utilizing Bloom’s Taxonomy and Authentic Learning Principles to Promote Preservice Teachers’ Pedagogical Content Knowledge. Social Sciences & Humanities Open, 8(1), 100620. https://doi.org/10.1016/j.ssaho.2023.1006
Wiguna, I. K. W., & Tristaningrat, M. A. N. (2022). Langkah Mempercepat Perkembangan Kurikulum Merdeka Belajar. Edukasi: Jurnal Pendidikan Dasar, 3(1). https://doi.org/10.55115/edukasi.
v3i1.2296
Wulandari, A. D., & Setiawan, D. (2023). The Complexity of Implementing Inclusive Education in Elementary Schools in Era 5.0: A Case Study. Jurnal Penelitian Pendidikan IPA, 9(2). https://doi.org/10.29303/jppipa.v9i2.3033
Yamanaka, A., & Wu, L. (2014). Rethinking Trends in Instructional Objectives: Exploring the Alignment of Objectives with Activities and Assessment in Higher Education–A Case Study. International Journal of Instruction, 7, 75–88. Retrieved from https://eric.ed.gov/?id=EJ1085262
Author Biographies
Khafifah Aulia Wulayalin, UIN Sunan Kalijaga Yogyakarta
Jamil Suprihatiningrum, UIN Sunan Kalijaga Yogyakarta
License
Copyright (c) 2024 Khafifah Aulia Wulayalin, Jamil Suprihatiningrum
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
