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All Journal JURNAL PENDIDIKAN MIPA Cakrawala: Jurnal Pengabdian Masyarakat Global
Farah Lailal Aqilah
Universitas Islam Negeri Sultan Syarif Kasim Riau
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Systematic Literature Review: Efektivitas Media Pembelajaran Interaktif dalam Mendukung Pembelajaran IPA bagi Peserta Didik Berkebutuhan Khusus pada Kelas Inklusif Indah Rorizka Siregar; Nia Ramadhani; Farah Lailal Aqilah; Niki Dian Permana
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4384

Abstract

Penelitian ini bertujuan untuk menganalisis penggunaan media pembelajaran interaktif dalam pembelajaran IPA bagi siswa inklusi melalui pendekatan Systematic Literature Review (SLR). Kajian ini dilatarbelakangi oleh pentingnya penggunaan media pembelajaran yang mampu mendukung keberagaman kebutuhan belajar peserta didik pada kelas inklusi, khususnya dalam pembelajaran IPA yang memerlukan visualisasi dan interaksi pembelajaran yang lebih konkret. Metode penelitian dilakukan dengan mengkaji berbagai artikel dan buku ilmiah yang berkaitan dengan media pembelajaran interaktif, pendidikan inklusif, serta pembelajaran IPA inklusif yang dipublikasikan pada rentang tahun 2020–2025. Proses analisis dalam penelitian ini dijalankan melalui serangkaian tahapan, meliputi identifikasi, seleksi, evaluasi, hingga sintesis data dari berbagai sumber literatur yang relevan. Berdasarkan hasil kajian yang diperoleh, media pembelajaran interaktif terbukti memberikan pengaruh positif terhadap sejumlah aspek pembelajaran, di antaranya peningkatan motivasi belajar, penguasaan konsep IPA, kemampuan berpikir kritis, serta keterlibatan aktif siswa inklusi dalam kegiatan pembelajaran. Di samping itu, pemanfaatan teknologi interaktif juga dinilai mampu memperluas aksesibilitas pembelajaran bagi peserta didik berkebutuhan khusus, khususnya siswa tunarungu dan tunanetra. Secara keseluruhan, hasil penelitian ini menegaskan bahwa media pembelajaran interaktif memegang peranan yang krusial dalam mewujudkan pembelajaran IPA yang lebih adaptif, inklusif, dan efektif bagi seluruh peserta didik. Pengembangan media berbasis teknologi yang memperhatikan aspek aksesibilitas dan kebutuhan individual siswa perlu terus dilakukan untuk mendukung implementasi pendidikan inklusif secara optimal.
Strengthening Arabic Language Learning through the Arabic Champion Program for Students at Thamavitya Mulniti School, Thailand Marsya Putri Arafat; Zetri Rahmat; Rania Balqis; Dahnil Firdaus; Arina Manasikana; Tasya Nefiyandra; Nursita Juliana; Siti Wafiroh; Sindi Klaudia; Farah Lailal Aqilah; Desti Nirmala
Cakrawala: Jurnal Pengabdian Masyarakat Global Vol. 5 No. 3 (2026): Agustus: Cakrawala: Jurnal Pengabdian Masyarakat Global
Publisher : Universitas 45 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30640/cakrawala.v5i3.8120

Abstract

Arabic language learning at Thamavitya Mulniti School, Yala, Thailand, faces several challenges, including limited student engagement and difficulties in using Arabic in simple situations. These conditions became the basis for students participating in the International KKN-PLP program of Universitas Islam Negeri Sultan Syarif Kasim Riau to design the Arabic Champion program as a more interactive and competitive supporting activity for Arabic language learning. This article aims to describe the implementation of the Arabic Champion program as an effort to strengthen Arabic language learning among students at Thamavitya Mulniti School. This community service activity employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The program was conducted on August 19, 2026, involving 40 sixth- and seventh-grade students from the religious classes. Arabic Champion consisted of five competition stages: Arabic Quiz, Arabic Memory, Arabic Mystery, Arabic Market, and the Arabic Battle, with an elimination system that reduced the number of participants to three finalists. The observations showed that students were actively engaged in answering questions, completing challenges, interacting with facilitators, and applying their Arabic language knowledge throughout the activities. Interviews also revealed positive responses from both students and teachers, including expectations that similar activities would be conducted again. Arabic Champion provided students with additional opportunities to practice vocabulary, translation, sentence construction, and basic Arabic grammar through games and competition. Therefore, Arabic Champion can serve as an alternative supporting activity for providing a more active, varied, and participatory Arabic language learning experience.
Co-Authors Arina Manasikana Dahnil Firdaus Desti Nirmala Indah Rorizka Siregar Marsya Putri Arafat Nia Ramadhani Niki Dian Permana P Nursita Juliana Rania Balqis Sindi Klaudia Siti Wafiroh Tasya Nefiyandra Zetri Rahmat