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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Jurnal Intelek Insan Cendikia
Yuyun Yuyun
STKIP Syekh Manshur
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Implementasi Pendampingan Belajar untuk Mendukung Literasi dan Numerasi Siswa Inklusi di SDN Sinarjaya 1 Yuyun Yuyun; Anah Setiawati; Nining Khoirun Nisa; Yeni Sulaeman
Jurnal Intelek Insan Cendikia Vol. 3 No. 06 (2026): JUNI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Kemampuan literasi dan numerasi merupakan keterampilan dasar yang penting bagi siswa sekolah dasar, termasuk siswa inklusi yang memiliki karakteristik dan kebutuhan belajar yang beragam. Berdasarkan hasil observasi di SDN Sinarjaya 1 Kecamatan Mandalawangi, ditemukan bahwa beberapa siswa masih mengalami kesulitan dalam mengenal huruf, membaca, menulis, serta memahami operasi hitung dasar. Kegiatan pendampingan belajar ini dilaksanakan sebagai upaya untuk mendukung kemampuan literasi dan numerasi siswa inklusi melalui pendekatan pembelajaran yang disesuaikan dengan kebutuhan masing-masing siswa. Kegiatan berlangsung selama delapan pertemuan dengan melibatkan 17 siswa inklusi. Pendampingan dilakukan menggunakan kualitatif deskriptif dengan metode observasi parsitipatif yang dilakukan melalui pembelajaran individual, penggunaan LKPD, permainan edukatif, media pembelajaran sederhana, serta pemberian latihan yang disesuaikan dengan kemampuan siswa. Hasil kegiatan menunjukkan bahwa siswa memberikan respons positif terhadap kegiatan pendampingan. Sebagian siswa mulai mampu mengenal dan membedakan huruf dengan lebih baik, menggabungkan huruf menjadi suku kata dan kata sederhana, meningkatkan kelancaran membaca, serta memahami konsep penjumlahan, pengurangan, dan perkalian dasar. Selain itu, siswa terlihat lebih aktif, percaya diri, dan antusias dalam mengikuti kegiatan pembelajaran. Kegiatan ini memberikan pengalaman belajar yang lebih bermakna bagi siswa sekaligus mendukung pelaksanaan layanan pendidikan inklusi di sekolah
PROJECT-BASED LEARNING IN ELEMENTARY EDUCATION: ENHANCING STUDENTS’ COMPETENCIES IN INTEGRATED SCIENCE AND SOCIAL STUDIES Aan Andarwati; Yuyun Yuyun; Lia Aulia; Anah Setiawati; Nining Khoirun Nisa; Yeni Sulaeman
JPsd (Jurnal Pendidikan Sekolah Dasar) Vol 12, No 2 (2026): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v12i2.42928

Abstract

This study analyses the implementation of the Project-Based Learning (PjBL) method to develop pupils’ skills in Natural and Social Sciences (IPAS) in Class IV B at SDN 2 Selaraja. Conventional, teacher-centred teaching often leaves pupils passive, indicating the need for a more interactive approach. PjBL engages pupils in exploring Indonesia’s cultural diversity through real-world projects, using a Map of Indonesia’s Cultural Diversity as a contextual learning resource. This study used a descriptive qualitative approach, with data collected through observation, interviews and documentation, and analysed through the stages of data reduction, data display and conclusion drawing, supported by methodological triangulation. The findings indicate a positive change in pupils’ skills, with observed increases of 10 percentage points in critical thinking (from 55% to 65%), 10 percentage points in collaboration (from 60% to 70%), 10 percentage points in communication (from 50% to 60%), and 9 percentage points in creativity (from 58% to 67%). As this study is descriptive rather than experimental, these figures should be read as indicative rather than statistically confirmed change. The implementation of PjBL made learning more meaningful, increased pupils’ motivation, and encouraged their active engagement. These findings suggest that PjBL supported by contextual visual media, such as a cultural diversity map, can support the development of pupils’ skills in IPAS learning, particularly in understanding Indonesia’s cultural diversity, within this specific classroom context.
Co-Authors Aan Andarwati Anah Setiawati Lia Aulia Nining Khoirun Nisa Sulaeman, Yeni