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All Journal Aulad : Journal on Early Childhood Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) PENSOS: Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi
Ulfah Maulidhya
Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Chemistry Education Physics Public Health Social Sciences

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Tantangan Guru dalam Mengelola Perilaku dan Konsentrasi pada Anak dengan Diagnosa Autis-ADHD Atiq Kartika; Chindy Aprisilia Saputri; Alya' Azzah Salsabila; Adinda Thalia Megantara; Salsabilla Rizqi Aulia; Wilda Isna Kartika; Ulfah Maulidhya; Fahma Mamlu'atul Mukarromah
Aulad: Journal on Early Childhood Vol. 9 No. 2 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i2.1593

Abstract

Pembelajaran bagi anak Autis–ADHD di Sekolah Luar Biasa menghadirkan tantangan tersendiri bagi guru, terutama dalam mengelola perilaku, menjaga konsentrasi, serta mengatasi keterbatasan komunikasi dan interaksi sosial. Penelitian ini bertujuan untuk mendeskripsikan tantangan guru dalam merencanakan dan melaksanakan pembelajaran bagi anak Autis–ADHD. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui wawancara semi-terstruktur, observasi, dan dokumentasi, kemudian diuji keabsahannya melalui triangulasi sumber. Subjek penelitian adalah dua orang guru kelas. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menghadapi kendala dalam pengelolaan perilaku, mempertahankan fokus belajar siswa, keterbatasan guru pembimbing khusus, serta perbedaan pandangan dengan orang tua. Temuan ini menunjukkan pentingnya peningkatan kemampuan guru, penerapan pembelajaran yang fleksibel, serta kerja sama yang lebih baik antara sekolah dan orang tua.
Peningkatan Hasil Belajar Pendidikan Pancasila Tema Jati Diri dan Lingkungan dengan Menggunakan Model Problem Based Learning Siswa Kelas V di SD Negeri 004 Samarinda Ilir Laura Kristin; Iksam; Ulfah Maulidhya; Mustamiroh
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1725

Abstract

Pancasila Education is a subject that plays a crucial role in shaping students’ character and attitudes in accordance with the values of Pancasila. However, the learning outcomes of fifth-grade students on the topic My Identity and My Environment at SD Negeri 004 Samarinda Ilir were still relatively low. This condition was caused by a teacher-centered learning process in which students were less active, less motivated, and not accustomed to relating the learning material to real-life problems. This study aimed to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model. The research employed a Classroom Action Research design conducted in two cycles, consisting of planning, action, observation, and reflection stages. The research subjects were 22 fifth-grade students. Data collection techniques included observation of teacher and student activities, learning achievement tests, interviews, and documentation. The results showed that the implementation of the Problem Based Learning model increased both student activity and learning outcomes. The average score improved from 69.6% in Cycle I to 86.3% in Cycle II, with classical mastery reaching more than 85% of students achieving scores above the Minimum Learning Achievement Criteria (75). Based on these findings, it can be concluded that the Problem Based Learning model is effective in improving fifth-grade students’ learning outcomes in Pancasila Education at the elementary school level.
Pemanfaatan AI untuk Membuat Media Pembelajaran Interaktif yang Menarik Bagi Siswa SD Ulfah Maulidhya; Khusnul Khotimah; Mustamiroh Mustamiroh; Sotinsia Desi Lastari; Auliya Sofy
PENSOS : Jurnal Penelitian dan Pengabdian Pendidikan Sosiologi Vol. 4 No. 2 (2026): Penelitian dan Pengabdian Pendidikan Sosiologi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/pensos.v4i2.3756

Abstract

The integration of Artificial Intelligence (AI) in education provides opportunities for teachers to develop more interactive and innovative digital learning media. However, the results of observations and pre-tests conducted at SD Negeri 021 Sungai Kunjang, Samarinda, indicated that most teachers used AI merely as an information-searching tool and lacked adequate skills to develop AI-assisted learning media. This community service program aimed to enhance teachers’ competencies in utilizing AI as a professional partner for developing interactive digital learning media to strengthen students’ literacy and numeracy skills. The program employed a participatory mentoring approach consisting of needs assessment, training sessions, hands-on practice, discussions, evaluation, and the establishment of a teacher learning community. A total of 22 elementary school teachers participated in the program. The results demonstrated significant improvements in teachers’ understanding and skills in designing effective prompts, selecting appropriate AI platforms, and developing digital learning media using ChatGPT, Canva AI, and Zep Quiz. In addition to producing classroom-ready learning materials, the program increased teachers’ confidence in integrating AI into pedagogical practices in an ethical and responsible manner. Program sustainability was supported through the establishment of a Professional Learning Community to facilitate the sharing of best practices and continuous professional development in digital competencies. These findings indicate that practice-based mentoring is an effective strategy for strengthening teachers’ competencies in utilizing AI to foster innovation in elementary school learning.
Co-Authors Adinda Thalia Megantara Alya' Azzah Salsabila Atiq Kartika Auliya Sofy Chindy Aprisilia Saputri Fahma Mamlu'atul Mukarromah Iksam Laura Kristin Mustamiroh Mustamiroh Mustamiroh Salsabilla Rizqi Aulia Sotinsia Desi Lastari Wilda Isna Kartika