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Arifin, Nurdin
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PENGARUH REINFORCMENT TERHADAP SELF-ESTEEM SISWA SEKOLAH DASAR Sabaniah, Resti; Arifin, Nurdin
SISTEMA: Jurnal Pendidikan Vol. 6 No. 1 (2025): SISTEMA: Jurnal Pendidikan
Publisher : Teacher Training and Education Faculty, of Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sjp.v6i1.2246

Abstract

This research aims to find out the effect of reinforcement on the self-esteem of elementary school students in Samarinda city in 2020. This research was conducted at SDN 002 Sungai Pinang from July to August 2020. The design of this research uses quantitative research design. The population of this study uses grade V students of SDN 002 Sungai Pinang. Sampling techniques using random sampling. This research uses data retrieval techniques with questionnaires and documentation. Data analysis techniques using IBM SPSS 23. Based on the results of research and analysis on "Reinforcement Influence on Self-esteem of Grade V Students SDN 002 Sungai Pinang School Year 2020/2021" Simple linear regression equation. As for the silmultan value of F-hitung 9.897 > F-tabel 3,981, and the partial value of t-hitung 3.146 > t-tabel 1,995, this means that there is a reinforcement effect on self-esteem. While the coefficient value of determination is 12.7% in this case means the effect of reinforcement on students' self-esteem.
EFEKTIVITAS MODEL PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA DAYAK BENTIAN DITINJAU DARI KEMAMPUAN LITERASI MATEMATIKA DAN SELF-EFFICACY MAHASISWA PGSD Arifin, Nurdin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 01 (2023): Volume 08 No. 01 Juni 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i1.7943

Abstract

The transition of learning from the Covid-19 pandemic to the current new normal phase provides many changes that occur and must be made. In the educational aspect, it is necessary to re-develop the ability of students, namely literacy. In addition, it is necessary to develop a sense of self-efficacy as future teachers as well as learning that applies the problems of everyday life, especially Bentian Dayak culture (ethnomathematics) with a problem-based learning model. So this study aims to find out 1) what is the Bentian Dayak ethnomathematics-based problem-based learning model is effective in terms of the mathematical literacy skills of PGSD students and 2) what is the Bentian Dayak ethnomathematics-based problem-based learning model is effective in terms of the self-efficacy of PGSD students. The research was conducted experimentally using 1) One-Shot Case Study; and 2) One-Group Pretest-Posttest Design. Based on the results of the hypothesis test conducted, it shows that; 1) The learning model with ethnomathematics-based problem-based learning is not effective in terms of the mathematical literacy skills of PGSD students; 2) The learning model with ethnomathematics-based problem based learning is effective in terms of the self-efficacy of PGSD students
TANTANGAN DAN PELUANG IMPLEMENTASI PENDIDIKAN INKLUSI: STUDI KASUS DI SEKOLAH DASAR NEGERI 016 SUNGAI KUNJANG Salim, Nur Agus; Arifin, Nurdin; Wulandari, Asih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41598

Abstract

This research aims to identify challenges and analyze opportunities in the implementation of inclusive education at SD Negeri 016 Sungai Kunjang. Using a qualitative approach with a case study design, the research involved 11 informants consisting of the principal, six classroom teachers, two Special Education Teachers (GPK), and two parents of Students with Special Needs (PDBK). Data were collected through in-depth interviews, observations, and documentation, then analyzed using the Miles and Huberman model. The research identified nine main findings: understanding of inclusion is not uniform, curriculum is adjusted but limited, inadequate number of GPK (2 GPK for 54 PDBK), classroom teachers experience dual burdens, minimal facilities and infrastructure, operational funds are unavailable, collaboration is beginning to form but not optimal, teacher training is rarely conducted, and the attitude of regular students is quite positive. This research concludes that inclusive education can be optimized through strengthening support systems, enhancing teacher capacity, providing special budgets, and structured collaboration between schools, parents, and government.
Co-Authors Afdal Afdal, Afdal Amaliah Dewi, Vivin Asih Wulandari, Asih Aurelin Belo, Dina Riani Tiku Dedi Rahman Nur Elvia, irna Fauziah, Putri Dian Handayani, Lisa Hani Subakti Hotimah, Hakimah Husnul Ilahi, Rahmat Indah Pertiwi, Indah Jayanti, Indriani Muhdar, Andi Muhlis Muhlis Nur Agus Salim, Nur Agus Nurul Hikmah Oktaviani, Siska PRASETYAWAN, ENGGAR Qomariah, Annisa RACHMAT HIDAYAT Ramli, Musdalifah Retno Wahyuningrum Sabaniah, Resti Sahara, Resha Tri Cahyo Nugroho Trinova, Natalia Gita Intan Tunru, Andi Alif Yulianti, Maria Agnestis Yuni sahruni, Ade