Nurul Hidayati Rofiah

@uad.ac.id

Department of Elementary Teacher Education/ Faculty Education and Teacher Training
Universitas Ahmad Dahlan

Nurul Hidayati Rofiah


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https://researchid.co/nurulhr3

RESEARCH INTERESTS

inclusive education, special education needs, disaster risk reduction, primary education, local content curriculum
8

Scopus Publications

1010

Scholar Citations

16

Scholar h-index

25

Scholar i10-index

Scopus Publications

  • Integrating disability-inclusive disaster education in primary schools: A CASE from Yogyakarta, Indonesia
    Nurul Hidayati Rofiah, Norimune Kawai
    Progress in Disaster Science, 2025
    Students with disabilities are among the most vulnerable during disasters, yet they are often excluded from disaster risk reduction (DRR) initiatives. Early disaster education offers significant benefits for inclusive preparedness. This study examined DRR education practices in inclusive primary schools, identified effective strategies, and evaluated the impact on students with and without disabilities. A quasi-experimental design was applied in nine inclusive schools in Yogyakarta, with students assigned to control and experimental groups. Questionnaires adapted from validated instruments measured knowledge, risk perception, awareness, and readiness. Statistical analysis showed significant differences between students who received the program and those who did not. The findings indicate that disaster education enhances preparedness among students with disabilities and adds to limited evidence on inclusive DRR in low- and middle-income countries. The study demonstrates the feasibility of disaster education in inclusive settings and the importance of adapting content and methods to diverse learners. Several limitations should be noted. The study involved a relatively small sample from one province, limiting generalizability. It included only students with mild intellectual disabilities, leaving out those with sensory, motor, or more complex disabilities. In addition, it assessed short-term outcomes only, without examining medium- or long-term effects. These limitations should be considered when interpreting the results. Future research should include larger and more diverse samples, incorporate multiple disability groups, and explore alternative teaching methods such as peer tutoring, songs, and games. Ultimately, inclusive DRR will not only strengthen resilience but also ensure the personal safety of students with disabilities.
  • Wellbeing ambassadors: A peer-led initiative to support students in higher education
    Nurul Hidayati Rofiah, Goji Toshiro, Norimune Kawai
    Asian Journal of Psychiatry, 2025
  • Pesantren and inclusion: Bridging religion and disability in Islamic education in Indonesia
    Nurul H. Rofiah, Norimune Kawai, Dara Sudiraharja
    African Journal of Disability, 2025
    No abstract available.
  • Disability-inclusive disaster risk reduction in schools: A confirmatory factor analysis
    Nurul H. Rofiah, Norimune Kawai, Elli N. Hayati
    Jamba Journal of Disaster Risk Studies, 2023
    This research examines the validity and reliability of the construct variables and indicators of the disability-inclusive disaster risk reduction (DiDRR) model in the school environment. It also aims to determine the contribution of aspects and indicators in measuring variables and confirm the hypothesised model’s suitability with empirical data. The explanatory research uses the purposive sampling method to collect questionnaire data from principals and teachers (n = 147) of primary schools in Yogyakarta Province, Indonesia. The results showed that the factors responsible for the formation of DiDRR in school include identifying and supporting children with special needs, accessibility, meaningful participation, non-discrimination, strategy and method, collaboration and networking. Although each factor has a significant causative relationship with the DiDRR variable, accessibility is the strongest forming factor. The modified model meets the goodness of fit criteria, thereby leading to a DiDRR model for elementary schools in inclusive settings. The research only considered principals and teachers in Yogyakarta province. Therefore, further research needs to be carried out in other provinces and widen its potential generalisation of findings. Contribution The research identified and examined the shaping factors of DiDRR in schools from the perspective of teachers and principals. Testing of the construct in the DiDRR model is intended to give more valid information about the concepts. It also acts as a guide when implementing it in schools to reduce risk and achieve broader targets for children with special needs and disabilities.
  • The Effect of Islamic Maternal Parenting Style on Adolescent Aggressiveness by Modulating Peer Social Interaction
    Alif Muarifah, Nurul Hidayati Rofiah, Fitriana Oktaviani, Mujidin Mujidin
    Islamic Guidance and Counseling Journal, 2023
    The verbal and non-verbal aggressiveness of adolescents has been increasing. It is a form of aggression that involves hostile and coercive actions towards others that may result in emotional or physical harm. This study aims to examine the Islamic parenting style of mothers, the primary caregivers in Javanese culture in Indonesia, as well as the social interactions with peers in relation to aggressive behavior. The participants of this study were 410 high school students aged between 15 and 19 years old (M = 16.52, SD = 0.793), consisting of 210 male students and 200 female students. Participants were selected from eight schools in Sleman City (4 senior high schools and four vocational high schools). The data was collected using the aggression scale, maternal parenting style, and social interactions with peers. Data were analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM) with Smart-PLS 4. The study results show a good fit model, indicating that aggression is influenced by Islamic maternal parenting style with social interactions with peers as a mediator. Social interactions have a mediating effect on the relationship between Islamic maternal parenting style and adolescent aggression. Another finding reveals that each Islamic maternal parenting style negatively affects aggression. Adolescent aggression can be controlled through Islamic maternal parenting style (i.e., authoritarian, authoritative, and permissive) and peer social interaction as a mediator.
  • Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?
    Alif Muarifah, Nurul Hidayati Rofiah, Mujidin Mujidin, Zhooriyati Sehu Mohamad, Fitriana Oktaviani
    Frontiers in Education, 2022
    The COVID-19 has had a widespread impact on all aspects of life. The government has undertaken numerous restrictive attempts to sever the virus transmission chain. In the education sector, one of the attempts is to apply certain learning models. For instance, the online model has been used in place of the face-to-face one across all academic and non-academic services. Educators have faced several obstacles, including academic procrastination. Academic procrastination refers to intentionally putting off working on an assignment, which negatively influences academic achievement. This study aimed to examine the role of parental social support in academic procrastination with the mediation of the adversity quotient. The subjects consisted of 256 state Madrasah Aliyah students in Magelang aged 15–18 years (M= 16.53, SD = 1.009). Data collection employed the academic procrastination scale, parental social support scale, and adversity quotient scale. Data analysis used descriptive statistics and structural equation modeling (SEM) with the aid of the IBM SPSS 23 and AMOS Graphics 26. The research results showed that all variables fell into the medium category. Parental social support had a negative role on academic procrastination and a positive one on adversity quotient. Meanwhile, the adversity quotient had a negative role in academic procrastination and a significant role as a mediator in the relationship between parental social support and academic procrastination. Therefore, parental social support is required to increase students’ adversity quotient in suppressing academic procrastination. Special attention from parents to students is thus critical during the COVID-19 pandemic, with the mediation of adversity quotient.
  • Key elements of disaster mitigation education in inclusive school setting in the Indonesian context
    Nurul H. Rofiah, Norimune Kawai, Elli Nur Hayati
    Jamba Journal of Disaster Risk Studies, 2021
    Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.
  • The challenges of Indonesian science teachers in teaching students with special educational needs in inclusive school
    Ediyanto, Suhendri, Nurul Hidayati Rofiah
    Aip Conference Proceedings, 2020
    Inclusive education is one kind of equality and form of education without discrimination where children with special needs and children, in general, can get the same education. Since 2000, the Indonesian government has started to commit itself to provide inclusive education. This commitment is realized by the circular of Dirjen Dikdasmen Depdiknas No.380/C.C6/MN/2003 dated January 20, 2003, about the implementation and development of inclusive schools in each district/city consisting of elementary, junior high school and vocational school. In its implementation, inclusive education has some challenges, especially for science teachers. These challenges are frequently changed curriculum, heterogeneity of students with special needs, and learning in the classroom. The curriculum changes will have an impact on teacher adjustment to the new curriculum. The heterogeneity of students with special needs will have an impact on the difficulty of teachers to adjust to the character of students with special needs. The heterogeneity of students also has an impact on the learning method in accordance with students with special needs. But this challenge will not be a problem if all interested parties with inclusive education are committed to implementing inclusive education seriously. The teacher as the spearhead, also must be a figure who always learns to be able to adjust to all forms of change in the education system.

RECENT SCHOLAR PUBLICATIONS

  • Penerapan Metode Edutainment dalam Pembelajaran Keterampilan Berbicara Arab di Madrasah Tsanawiyah
    N Rofiah, KN Salma
    Collège: Journal of Contemporary Issues in Education 1 (1), 1-16 , 2026
    2026
  • Group Counseling Deactivation Mode to Improve Psychological Well-Being of Students
    M Barida, DA Widyastuti, YD Krisphianti, A Ahmad, NH Rofiah, ...
    Jurnal Kajian Bimbingan dan Konseling 10 (3), 161-170 , 2026
    2026
  • Unpacking Pedagogical Knowledge of Inclusive Learning Design Among Indonesian Pre-Service Science Teachers
    J Suprihatiningrum, IN Atika, S Putranto, NH Rofiah
    Center for Educational Policy Studies Journal , 2026
    2026
  • Empathy Dysfunction and Risk Factors for Brawl and Klithih Behavior among Muslim High School Students in Yogyakarta City
    T Sutanti, U Suherman, I Ilfiandra, NH Rofiah
    Pamomong: Journal of Islamic Educational Counseling 6 (2), 124-154 , 2025
    2025
  • Penerapan Metode Tahsin Al-Muyassar Untuk Memperbaiki Qira’ah Al-Qur’an Santri Tpaal-Hidayah
    N Rofiah, KN Salma, WH Putra
    Social Science Academic, 769-786 , 2025
    2025
    Citations: 3
  • Integrating disability-inclusive disaster education in primary schools: A CASE from Yogyakarta, Indonesia
    NH Rofiah, N Kawai
    Progress in Disaster Science, 100482 , 2025
    2025
    Citations: 3
  • Wellbeing ambassadors: A peer-led initiative to support students in higher education
    NH Rofiah, G Toshiro, N Kawai
    Asian journal of psychiatry 113, 104708 , 2025
    2025
    Citations: 1
  • Pesantren and inclusion: Bridging religion and disability in Islamic education in Indonesia
    NH Rofiah, N Kawai, D Sudiraharja
    African Journal of Disability 14, 1741 , 2025
    2025
    Citations: 20
  • An introduction to disability inclusive disaster risk reduction: Intersecting terrains: Edited by Shaun Grech and Jörg Weber, New York: Routledge, 2025. 410 pp.,£ 116.00/£ 34 …
    NH Rofiah, D Sudiraharja
    Disability & Society, 1-3 , 2025
    2025
    Citations: 1
  • Empowering Teachers through the Development of Articulate Storyline-Based Digital Learning Media on Climate Change Education
    E Putri, NH Rofiah
    Kontribusia: Research Dissemination for Community Development 8 (2), 137-143 , 2025
    2025
    Citations: 1
  • GROUP GUIDANCE WITH COMPUTATIONAL RIGOROUS MATHEMATICAL THINKING (CRMT) MODEL TO IMPROVE STUDENTS’ S ASSERTIVE COMMUNICATION
    M Barida, UDP Sari, D Hartanto, DA Widyastuti, NH Rofiah, A Andriyani
    Counsenesia Indonesian Journal Of Guidance and Counseling 6 (1), 165-171 , 2025
    2025
  • Pengembangan keterampilan digital guru melalui pelatihan lkpd online berbasis sistem terintegrasi
    DA Nugroho, NH Rofiah, IP Pujiono
    Jurnal Pengabdian Teknologi Tepat Guna 5 (3), 157-166 , 2024
    2024
    Citations: 3
  • Pelatihan Guru Dalam Pendidikan Kesiapsiagaan Bencana Yang Inklusif Di Sekolah Luar Biasa
    NH Rofiah, EN Hayati, S Satrianawati, D Ayunda, AF Shalihah
    DedikasiMU: Journal of Community Service 6 (3), 375-384 , 2024
    2024
    Citations: 3
  • Development of articulate storyline media for enhancing learning outcomes in natural and social sciences among elementary school students
    NH Rofiah, TNA Sinta, R Dewi
    Al-Bidayah: Jurnal Pendidikan Dasar Islam 16 (1), 19-40 , 2024
    2024
    Citations: 13
  • Pelatihan guru memodifikasi dan memberikan akomodasi yang layak untuk peserta didik berkebutuhan khusus
    N Rofiah, S Satrianawati, EN Hayati
    Kumawula Jurnal Pengabdian Kepada Masyarakat 7 (1), 223 , 2024
    2024
    Citations: 7
  • Promoting digital literacy: Assessing teachers readiness in utilizing information and communication technology for learning in rural area
    NH Rofiah, R Restiana, R Dewi
    Jurnal Prima Edukasia 12 (1), 41-51 , 2024
    2024
    Citations: 37
  • Disability-inclusive disaster risk reduction in schools: A confirmatory factor analysis. Jàmbá: Journal of Disaster Risk Studies, 16 (1), a1559
    NH Rofiah, N Kawai, EN Hayati
    2024
    Citations: 5
  • Learning media using Pop-up Book “Variety of traditional houses in Indonesia” as alternative media in Pancasila Education for primary school
    NH Rofiah, B Budiyono, R Dewi
    Jurnal Civics: Media Kajian Kewarganegaraan 21 (1), 116-126 , 2024
    2024
    Citations: 3
  • Professional Development Pembelajaran Berdiferensiasi Bagi Guru Di Sekolah Indonesia Jeddah, Arab Saudi
    NH Rofiah, N Setyawati, NRNK Peni, MK Biddinika, F Fitriah, DA Subekti, ...
    Sawala: Jurnal Pengabdian Masyarakat Pembangunan Sosial, Desa Dan Masyarakat … , 2024
    2024
    Citations: 9
  • Disability-inclusive disaster risk reduction in schools: A confirmatory factor analysis
    NH Rofiah, N Kawai, EN Hayati
    Jàmbá: Journal of Disaster Risk Studies 16 (1), 1-11 , 2024
    2024
    Citations: 18

MOST CITED SCHOLAR PUBLICATIONS

  • Menerapkan multiple intelligences dalam pembelajaran di sekolah dasar
    NH Rofiah
    DINAMIKA Jurnal Ilmiah Pendidikan Dasar , 2016
    2016
    Citations: 128
  • Aggression in adolescents: the role of mother-child attachment and self-esteem
    A Muarifah, R Mashar, IHM Hashim, NH Rofiah, F Oktaviani
    Behavioral Sciences 12 (5), 147 , 2022
    2022
    Citations: 82
  • Penerapan metode pembelajaran peserta didik slow learner
    NH Rofiah, I Rofiana
    Naturalistic: Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran 2 (1 … , 2017
    2017
    Citations: 77
  • Key elements of disaster mitigation education in inclusive school setting in the Indonesian context
    NH Rofiah, N Kawai, EN Hayati
    Jàmbá: Journal of Disaster Risk Studies 13 (1), 1-8 , 2021
    2021
    Citations: 71
  • Desain pengembangan pembelajaran akidah akhlak di perguruan tinggi
    N Hidayati
    Fenomena , 2016
    2016
    Citations: 63
  • Proses identifikasi: Mengenal anak kesulitan belajar tipe disleksia bagi guru sekolah dasar inklusi
    NH Rofiah
    Inklusi 2 (1), 109-124 , 2015
    2015
    Citations: 58
  • Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis KIT Untuk Meningkatkan Keterampilan Proses Dasar IPA Di MISD
    NH Rofiah
    Al Bidayah 6 (2), 253-271 , 2014
    2014
    Citations: 43
  • Akseptabilitas Orang Tua Terhadap Anak Berkebutuhan Khusus di Kota Yogyakarta (studi kasus pada lembaga federasi komunikasi keluarga penyandang disabilitas)
    E Normasari, M Fitrianawati, NH Rofiah
    WASIS: Jurnal ilmiah pendidikan 2 (2), 133-139 , 2021
    2021
    Citations: 38
  • Promoting digital literacy: Assessing teachers readiness in utilizing information and communication technology for learning in rural area
    NH Rofiah, R Restiana, R Dewi
    Jurnal Prima Edukasia 12 (1), 41-51 , 2024
    2024
    Citations: 37
  • Pola penggunaan internet di lingkungan sekolah dasar se-kota Yogyakarta
    MR Kurniawan, NH Rofiah
    Southeast Asian Journal of Islamic Education 2 (2), 93-105 , 2020
    2020
    Citations: 35
  • Perilaku Attention Deficit Hyperactivity Disorder (ADHD) dalam proses pembelajaran (Studi kasus peserta didik) di kelas IV SD Negeri Gejayan
    NIU Wakhaj, NH Rofiah
    Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1 (1), 64-73 , 2018
    2018
    Citations: 31
  • Students’ academic procrastination during the COVID-19 pandemic: How does adversity quotient mediate parental social support?
    A Muarifah, NH Rofiah, M Mujidin, ZS Mohamad, F Oktaviani
    Frontiers in education 7, 961820 , 2022
    2022
    Citations: 22
  • Key elements of disaster mitigation education in inclusive school setting in the Indonesian context. Jamba: Journal of Disaster Risk Studies, 13 (1), 1–8
    NH Rofiah, N Kawai, EN Hayati
    2021
    Citations: 21
  • Pesantren and inclusion: Bridging religion and disability in Islamic education in Indonesia
    NH Rofiah, N Kawai, D Sudiraharja
    African Journal of Disability 14, 1741 , 2025
    2025
    Citations: 20
  • Disability-inclusive disaster risk reduction in schools: A confirmatory factor analysis
    NH Rofiah, N Kawai, EN Hayati
    Jàmbá: Journal of Disaster Risk Studies 16 (1), 1-11 , 2024
    2024
    Citations: 18
  • Implementation of inclusive education in learning process at senior high school Malang City, Indonesia
    E Ediyanto, A Setiawan, IB Handaka, NH Rofiah, S Suhendri
    Indonesian Journal of Disability Studies 8 (1), 179-189 , 2021
    2021
    Citations: 17
  • Peran Orangtua Dalam Penanaman Tanggungjawab Pada Siswa Sd Muhammadiyah Ambarketawang 2 Gamping
    N Nurmasita, NH Rofiah
    Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1 (1), 74-84 , 2018
    2018
    Citations: 16
  • The progress of inclusive education toward agenda 2030 in Indonesia
    NH Rofiah
    2023
    Citations: 14
  • Acceptability of students with disabilities in higher education: Towards inclusive education at Universitas Ahmad Dahlan, Indonesia
    M Barida, NH Rofiah, M Fitrianawati
    International Journal of Educational Research Review 5 (2), 151-158 , 2020
    2020
    Citations: 14
  • Kisah-Kisah dalam Al-Qur’an dan Relevansinya dalam Pendidikan Anak Usia SD/MI
    NH Rofiah
    dalam Prosiding Seminar Nasional Jurusan Tarbiyah STAIN Zawiyah Cot Kala Langsa , 2014
    2014
    Citations: 14