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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Borneo Educational Journal (Borju)
Salsabila, Nala
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics

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Mitigating Student’s Stage Fright in Public Speaking at An Islamic Boarding School in Samarinda Salsabila, Nala; Rachman, Dzul
Borneo Educational Journal (Borju) Vol. 7 No. 1 (2025): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i1.1897

Abstract

Delivering a speech or presentation to an audience is known as public speaking. In general, oral interaction with a wide audience intended to transmit ideas, messages, and opinions is referred to as public speaking. This qualitative study investigates how students at an Islamic boarding school navigate stage fright in public speaking, particularly when using English as a foreign language. The study explores the methods students use to deal with stage fright, the effect that social support has on anxiety control, and the differences between stage fear in academic and non-academic environments. Through in-depth interviews with students from a high school in Samarinda, the study sheds light on students' perspectives and coping mechanisms concerning stage fright during public speaking engagements.
Inclusive Classroom Management In Non-Inclusive Preschool (Case Study At TK it Ihya Assunah Tasikmalaya) Salsabila, Nala; Huda, Nida Fajriatul; Rizal, Soni Samsu
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025): in Progress
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6339

Abstract

Inclusive education is a fundamental right of every child, including those with learning, emotional, or behavioral challenges. However, many early childhood institutions are not formally inclusive. This study aims to explore how a non-inclusive preschool, TK IT Ihya Assunah in Tasikmalaya, implements inclusive classroom management for children with mild to moderate special needs. A qualitative case study approach was employed, involving classroom observations, in-depth interviews with teachers, and documentation analysis. The findings reveal that although the school is not officially inclusive, it adopts inclusive practices through individualized support, structured environments, and responsive teaching strategies. The Beyond Centers and Circle Time (BCCT) learning model is utilized to stimulate child development and foster participation. This study highlights the importance of adaptive management and collaborative support to ensure quality early childhood education for all learners.
Inclusive Classroom Management In Non-Inclusive Preschool (Case Study At TK it Ihya Assunah Tasikmalaya) Salsabila, Nala; Huda, Nida Fajriatul; Rizal, Soni Samsu
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6339

Abstract

Inclusive education is a fundamental right of every child, including those with learning, emotional, or behavioral challenges. However, many early childhood institutions are not formally inclusive. This study aims to explore how a non-inclusive preschool, TK IT Ihya Assunah in Tasikmalaya, implements inclusive classroom management for children with mild to moderate special needs. A qualitative case study approach was employed, involving classroom observations, in-depth interviews with teachers, and documentation analysis. The findings reveal that although the school is not officially inclusive, it adopts inclusive practices through individualized support, structured environments, and responsive teaching strategies. The Beyond Centers and Circle Time (BCCT) learning model is utilized to stimulate child development and foster participation. This study highlights the importance of adaptive management and collaborative support to ensure quality early childhood education for all learners.
Co-Authors Dzul Rachman, Dzul Huda, Nida Fajriatul Soni Samsu Rizal