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All Journal Jurnal Pendidikan Indo-MathEdu Intellectuals Journal TOFEDU: The Future of Education Journal INCLUSIVE EDUCATION
Ardisal
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Inclusive Education Training on Teachers’ Social and Personality Competencies Irda Murni; Nurhastuti; Johandri Taufan; Ardisal; Teguh Wijaksana Isma
INCLUSIVE EDUCATION Vol. 2 No. 1 (2023): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v2i1.32

Abstract

Inclusive education system is a new challenge for teachers in teaching and learning activity. Homogeneity in learning activity has always been there but inclusive education system brings a new setting where regular students and students with special needs learn in the same classroom. The issue emerges due to teachers’ lack of competencies in implementing inclusive education. For this reason, teachers need to be provided with training on inclusive education. This research aims to examine whether teachers’ competencies can be improved through inclusive education training, specifically for social and personality competencies. This research used associative method which aims to find the influence of training on teachers’ social and personality competencies. The samples selected for this research were 42 elementary school teachers in inclusive education. The technique of data analysis used was T-test. Findings showed that inclusive education training has improved teachers’ social competency, while it gives no influence on teachers’ personality competency.
Meningkatkan Keterampilan Membuat Sabun Cuci Piring melalui Model Project Based Learning pada Siswa Tunagrahita Ringan Erlina, Resti; Budi, Setia; Damri; Ardisal
JURNAL PENDIDIKAN Vol 33 No 3 (2024): November
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v33i3.5794

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan membuat sabun cuci piring melalui model Project Based Learning. Penelitian tindakan kelas akan berlangsung selama dua siklus yang terdiri dari tahap perencanaan, tindakan, observasi dan refleksi. Proses mengumpulkan data dilakukan dengan memakai teknik observasi, tes, dan dokumentasi. Hasil penelitian ini menunjukkan adanya peningkatan setelah pemberian tindakan pada siklus I dan siklus II. Siswa yang berinisial KA dengan nilai kemampuan awal 42,19%, kemudian meningkat pada siklus I dengan nilai 66,07% dan siklus II dengan nilai 89,28%. Sedangkan pada siswa yang berinisial NA nilai kemampuan awal 46,87%, kemudian pada siklus I meningkat dengan nilai 71,42% dan siklus II dengan nilai 94,64%. Maka, kesimpulan dari hasil penelitian ini adalah model Project Based Learning dapat meningkatkan keterampilan membuat sabun cuci piring pada siswa tunagrahita ringan.
Improving Toothbrushing Skills Through the Use of Animated Video Media for Students with Mild Mental Retardation Kurnia, Muhammad Fadlan; Efrina, Elsa; Ardisal; Budi, Setia
The Future of Education Journal Vol 5 No 1 (2026): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1550

Abstract

This study discusses the use of animated video media in tooth-brushing instruction for students with mild intellectual disabilities at the Al- Azra'iyah Koto Baru Simalanggang Special Needs School. The purpose of this study was to improve the tooth-brushing skills of students with mild intellectual disabilities. The main objective of this study is that students with mild intellectual disabilities are not yet able to understand the steps for brushing their teeth properly, correctly, and sequentially. This study used a classroom action research method because it aimed to improve outcomes and systematically refine the learning process through designed actions. This study was conducted in two cycles, including planning, implementation, observation, and reflection. After the actions were administered in cycle I, results showed a slight increase in the tooth-brushing skills of students with mild intellectual disabilities, but these actions did not produce the expected results. After reflecting on cycle I, the study continued to cycle II. Only after the actions were administered in cycle II did the expected results be achieved.
Meningkatkan Keterampilan Menjahit Celana Kulot melalui Model Pembelajaran Explicit Instruction Peserta Didik Kelas XI Hambatan Pendengaran Sepdiah, Sepdiah; Ardisal; Elsa Efrina; Setia Budi; Rila Muspita
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.4875

Abstract

This study aims to improve the skill of sewing culottes for eleventh-grade students with hearing impairments through the explicit instruction learning model. This research employs classroom action research (CAR) with a qualitative approach, conducted collaboratively between the researcher and the classroom teacher. The subject of the study was one eleventh-grade student with hearing impairment in class XI-B at SLB Muhammadiyah Pauh IX Padang. Data were collected using test instruments to assess the student's culotte sewing skills and non-test instruments, including observations, documentation, and interviews, to evaluate the student's responses to the learning process. The research was carried out in two cycles, each consisting of four stages: planning, action, observation, and reflection. Data analysis involved descriptive statistics for quantitative data presented as sewing skill percentages, and Miles and Huberman's qualitative analysis consisting of data reduction, data display, and conclusion drawing. The results showed that the student’s initial average skill was 50.69%. After Cycle I, the average increased to 63.75%, and after Cycle II, it reached 82.08%. These findings indicate that the explicit instruction model, applied in a structured and step-by-step manner, effectively enhances the sewing skills of students with hearing impairments.
Co-Authors Afriyanti, Dian Budi, Setia Damri Elsa Efrina Erlina, Resti Guswanti, Trivani Irda Murni Isma, Teguh Wijaksana Johandri Taufan Kurnia, Muhammad Fadlan Noflia Anggraini, Vebby Nurhastuti Putri, Ulva Kardina Radila, Putri Rila Muspita Sepdiah, Sepdiah Setia Budi Setia Budi Yulita, Retna