Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Intelek Dan Cendikiawan Nusantara
Nuryanti Sitanggang
Universitas Negeri Medan
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Strategi Implementasi Kode Etik Profesi Guru di SD HKBP Maranatha Nidia Margaret Sihaloho; Putri Tresia Sibuarian; Andini Khairiyah Marpaung; Nuryanti Sitanggang; Wantika Sari; Michael Yudha Pratama
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 03 (2026): JUNI - JULI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui strategi pengimplementasian kode etik profesi guru di SD HKBP Maranatha, kendala yang dihadapi, serta solusi dalam meningkatkan profesionalisme guru. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian adalah kepala sekolah SD HKBP Maranatha. Hasil penelitian menunjukkan bahwa implementasi kode etik profesi guru dilakukan melalui sosialisasi rutin dalam rapat, pengawasan kedisiplinan guru, pembinaan terhadap pelanggaran, keteladanan kepala sekolah, serta pemberian apresiasi kepada guru yang disiplin. Kendala yang ditemukan antara lain masih adanya guru yang kurang konsisten dalam menerapkan disiplin dan kode etik profesi. Solusi yang dilakukan sekolah yaitu pendekatan personal, pemberian teguran, surat peringatan, serta evaluasi berkala. Dengan demikian, implementasi kode etik profesi guru berkontribusi positif terhadap peningkatan profesionalisme guru dan terciptanya lingkungan belajar yang kondusif.
HAKIKAT PENDIDIKAN SEBAGAI LANDASAN DALAM PENGUATAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR Dian Flora Gultom; Akasia Silalahi; Andini Khairiyah Marpaung; Asna Istikmalatul Muktamaroh; Nadia Apulisa Sukatendel; Nuryanti Sitanggang; Tasya Marbun
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18983

Abstract

Education is fundamentally a process of human development encompassing intellectual, emotional, spiritual, and social dimensions. This principle is an important foundation for inclusive education in elementary schools, as students have diverse characteristics, abilities, and needs. However, a gap remains between the concept and implementation of inclusive education, particularly in teacher competence, infrastructure, and policy support. This study aims to analyze the nature of education as a foundation for realizing inclusive education in elementary schools, including its goals, functions, principles, processes, the gap between concept and practice, and influencing factors. This study uses a qualitative approach with a library research method. Secondary data from journal articles, books, and relevant scientific documents were analyzed thematically using an inductive approach. Eleven articles were purposively selected based on relevance, credibility, and recency. The synthesis shows that the success of inclusive education is closely related to teacher competence and attitudes, differentiated instruction, school management, principal leadership, resources, and collaboration with parents and related parties. Teacher competence has a stronger influence than attitudes on implementation. However, gaps remain in teacher competence and training, attitudes toward inclusion, instructional media and facilities, budget, administrative burden, and unequal school support. Therefore, inclusive education requires an integrated approach through strengthening teacher competence, responsive instruction, school management, resources, and sustainable collaboration according to school conditions. Education that prioritizes students’ development and needs can help bridge the gap between inclusive education concepts and practice.
Co-Authors Akasia Silalahi Andini Khairiyah Marpaung Asna Istikmalatul Muktamaroh Dian Flora Gultom Michael Yudha Pratama Nadia Apulisa Sukatendel Nidia Margaret Sihaloho Putri Tresia Sibuarian Tasya Marbun Wantika Sari