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All Journal International Journal of Community Service Learning Indonesian Journal of Instruction
Ni Putu Sinta Dewi
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Economics, Econometrics & Finance Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Assistance Model for Slow Learners in Inclusive Early Childhood Education: A Case Study Based on Field Practice in Buleleng, Bali Ni Putu Sinta Dewi
Indonesian Journal of Instruction Vol. 7 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v7i1.113429

Abstract

The inclusion of slow learners in early childhood education requires a specific assistance model that aligns with local characteristics, especially in regions with strong cultural values like Buleleng. This study aimed to explore and analyze the assistance model for slow learners in inclusive Early Childhood Education (ECE) in Buleleng Regency. This qualitative study employed a case study design, involving classroom teachers and Special Assistant Teachers (GPK) as research subjects. Data were gathered through field observations, in-depth interviews, and documentation at several inclusive ECE centers, using observation guidelines, interview protocols, and documentation sheets as research instruments. Data were analyzed using an interactive analysis model, including data reduction, data display, and conclusion drawing.The results indicated that an effective assistance model integrates the Individualized Education Program (IEP), curriculum modification based on local wisdom (Tri Hita Karana), and intensive collaboration between classroom teachers and Special Assistant Teachers (GPK). While challenges such as limited experts and low parental literacy persist, the strength of local community support (Pawongan) serves as a vital pillar for the sustainability of inclusive programs. Overall, a collaborative and culturally responsive assistance model can enhance the effectiveness of inclusive learning for slow learners. The implications of this study emphasize the importance of strengthening professional collaboration, optimizing curriculum adaptation, and increasing community involvement to support sustainable inclusive education practices.
Pelatihan Model Pembelajaran Problem Based Learning pada Mata Pelajaran IPAS untuk Guru Sekolah Dasar Komang Widiani; Ni Putu Sinta Dewi
International Journal of Community Service Learning Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i1.85061

Abstract

Rendahnya keterampilan mengajar guru yang saat ini sebagian besar masih bersifat konfensional hanya menggunakan metode ceramah, terkadang diselengi dengan diskusi, namun belum adanya penerapan model pembelajara inovatif yang dapat meningkatkan motivasi belajar siswa terutama pada mata Pelajaran Ips yang saat ini sudah bernamaa IPAS. Berdasarkan permasalahan tersbeut dosen melakukan kegiatan pengabdian masyarakat dengan pelatihan model pembelajaran PBL pada mata pelajaran IPAS. Tujuan dari pengabdian ini yaitu untuk meningkatkan pengetahuan dan pemahaman guru tentang model pembelajaran PBL. Pelatihan ini melibatkan Guru SDN. Jumlah peserta kegiatan berjumlah 20 orang Metode pengabdian yang dilakukan adalah Workshop dan pendampingan. Hasil menunjukkan terlihat adanya peningkatan signifikan dalam pengetahuan dan keterampilan guru dalam mengajar mata pelajaran IPAS.  Peningkatan keterampilan guru di SDN menjadi dasar direkomendasikan agar kegiatan pelatihan dan pendampingan ini dilanjutkan dan dijadikan sebagai kegiatan rutin. Implikasi penelitian ini yaitu Model pembelajaran PBL pada mata pelajaran IPAS dapat diterapkan oleh guru dalam pembelajaran IPAS sehingga dapat membantu siswa dalam belajar.
Co-Authors Komang Widiani