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Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.

Inclusive education seeks to ensure equal learning opportunities for all students, including those with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Students with ADHD often struggle with concentration, self-regulation, and social interaction, which can hinder their ability to thrive in mainstream classroom settings. As a result, the role of a shadow teacher as a personal aide becomes crucial. This article explores effective strategies to support students with ADHD through the involvement of shadow teachers in an inclusive educational environment, with a specific focus on SD Muhammadiyah Manyar Gresik. Using a qualitative descriptive approach, the study highlights various forms of support—academic assistance, behavioral intervention, and socio-emotional guidance—while emphasizing the importance of collaboration among shadow teachers, classroom educators, and parents. Data were gathered through interviews, observations, and document analysis. The results suggest that skilled and well-supported shadow teachers play a significant role in helping students with ADHD adjust to and succeed in inclusive learning setting.

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.

This research presents an analysis of increasing student engagement through the use of TPACK (Technological Pedagogical Content Knowledge) in the teaching and learning process. Using a qualitative approach, this research explores the implementation of TPACK by teachers and its impact on student interaction, active participation, and academic achievement. Findings show that the implementation of TPACK facilitates the appropriate use of technology in learning contexts, enriches students' learning experiences, and encourages more active student involvement in the learning process. This analysis also reveals challenges and opportunities related to the integration of TPACK in curriculum and teacher training. In conclusion, this research highlights the importance of TPACK in supporting student-centered learning and offers practical insights for educators in planning learning that is innovative and relevant to student needs.

This study aims to analyze how the appreciation and application of Indonesian national identity at SMAN 14 Medan on symbols and signs that exist in the school ecosystem and the learning process. The type of research used is qualitative research and the methods used are case study and observation methods. The results of the analysis show that there are several signs and symbols related to the identity of the Indonesian nation both of symbols that are visible in real terms or have visualization, as well as in appreciation of values through behavior and actions, especially symbols and signs related to the Indonesian nation identity in the form of Pancasila and diversity. Symbols and signs related to values of diversity is application of Indonesian language and no discrimination, agent of change team, anti bullying posters in school environment. Symbols and signs related to Pancasila values is there are religious activities, application of 5S everymorning, flag ceremony, group assignment in class, and friday clean.    

This study aims to analyze how the appreciation and application of Indonesian national identity at SMAN 14 Medan on symbols and signs that exist in the school ecosystem and the learning process. The type of research used is qualitative research and the methods used are case study and observation methods. The results of the analysis show that there are several signs and symbols related to the identity of the Indonesian nation both of symbols that are visible in real terms or have visualization, as well as in appreciation of values through behavior and actions, especially symbols and signs related to the Indonesian nation identity in the form of Pancasila and diversity. Symbols and signs related to values of diversity is application of Indonesian language and no discrimination, agent of change team, anti bullying posters in school environment. Symbols and signs related to Pancasila values is there are religious activities, application of 5S everymorning, flag ceremony, group assignment in class, and friday clean.