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Analisis Kesalahan Penggunaan Huruf Kapital dan Tanda Baca Siswa Kelas 2 SDN Karawaci 1 Kota Tangerang Aqwal, Syifa Masyhuril; Nurfadhillah, Septy; Nuraeni, Yeni
TSAQOFAH Vol 2 No 3 (2022): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.209 KB) | DOI: 10.58578/tsaqofah.v2i3.376

Abstract

This study aims to describe and describe errors in the use of capital letters and punctuation for grade 2 students at SDN Karawaci 1 Tangerang City. This study uses descriptive qualitative methods, namely methods that involve researchers directly to observe the object being studied. The results of this study were found in 26 students in the answers to the simple sentence writing questions that had been analyzed, there was the highest capital letter writing error in the month name indicator as many as 16 students or 61.5%. Meanwhile, the highest indicator punctuation error is at the dot at the end of the sentence as many as 7 students or 26.9%. This shows that the majority of grade 2 students at SDN Karawaci 1 understand punctuation, but there are still many who do not understand the use of capital letters.
Analisis Anak Berkebutuhan Khusus Tunagrahita dengan Kesulitan Menulis pada Siswa Kelas 3 di Sekolah Dasar Negeri Pasar Baru 1 Nurfadhillah, Septy; Octaviana, Putri; Utami, Dini
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.345 KB) | DOI: 10.58578/tsaqofah.v2i6.629

Abstract

This study aims to describe the difficulties in learning to write for children with special needs with mental retardation and identify the causes of difficulties in learning to write in grade 3 students at SD Negeri Pasar Baru 1. This study uses descriptive qualitative research methods, with observation, interview, observation and documentation techniques. Based on the results of the study, some of the writing difficulties experienced by students with special needs did not recognize the letters of the alphabet as a whole, their writing skills had not yet developed, and students were still rigid in using stationery. this condition is influenced by the students' visual motor coordination which is not yet adequate. For this reason, researchers are interested in examining writing difficulties in children with special needs for mental retardation.
Analisis Pembelajaran Inklusi bagi Anak Berkebutuhan Khusus di SDN 3 Balaraja Nurfadhillah, Septy; Purwanti, Karunia Nurullita; Puspitasari, Puspitasari; Silfia, Silfia
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.154 KB) | DOI: 10.58578/tsaqofah.v2i6.631

Abstract

Inclusive education is an education or school that accepts all children regardless of their potential, physical, mental, emotional, social, religious, gender and economic background, but is a system that adapts to the needs of children, both normal and with special needs. The purpose of inclusive education is to encourage the realization of the participation of persons with disabilities or children with special needs in the life of society, nation and state. To achieve the goal, the method used is a descriptive method with a qualitative approach. The sample of this research is the inclusion school of SDN 3 Balaraja. The instruments used are observation, interview guidelines and documentation. Based on the data analysis carried out, the following research results showed that the learning process that was applied did not differentiate between ABK students and regular students, only that the teacher was always focused on ABK students. because every ABK student needs special attention. The material and learning system are relatively the same as regular students, so there is no difference between ABK students and regular students. It's just that before carrying out the learning process in the classroom, schools have certain indicators such as identifying students with special needs. In the implementation of learning, a lesson plan is needed that distinguishes the RPP for regular children from children with special needs, namely the indicator of achievement. For example, students are able to read, while children with special needs are changed to children who are able to say letters.
Analisis Penyelenggaraan Sekolah Inklusi di SDN Sukasari 5 Nurfadhillah, Septy; Sulistiyani, Putri Salsabilla; Adawiyah, Robiatul
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.641 KB) | DOI: 10.58578/tsaqofah.v2i6.632

Abstract

This study aims to analyze the implementation of inclusive schools at the elementary school level, observe the learning process in the classroom, the handling carried out by special teachers for children with special needs (ABK) and the availability of facilities to support the learning process of children with special needs (ABK) at SDN Sukasari 5 Kota. Tangerang. In this research, the type of research used is descriptive qualitative research. Sources of data obtained from classroom teachers and teachers who specifically handle children with special needs (ABK). Data collection techniques used in this study are through interviews, observation, and documentation. The results of this study are that the implementation of inclusive education at SDN Sukasari 5 Tangerang City has been running quite well, but not optimally. The curriculum used in inclusive learning follows the same as other general students, except for inclusive education teachers using the PPI (Individual Learning Program) curriculum and for classroom teachers using a modified curriculum. For the types of students with special needs at SDN Sukasari 5, Tangerang City, there are four students, namely there are two ADHD students, one student with mild mental retardation and one has not been diagnosed with the ABK category. The schedule for inclusive learning at this school is on Mondays and Thursdays. The school provides supporting facilities and infrastructure for the inclusive learning process, it's just that it is not as complete as in the hospital but is sufficient to support the learning process. And schools already have special teachers to handle/teach children with special needs (ABK) where the handling of children with special needs (ABK) tends to be different from other students. But the special room facilities for inclusive learning are still not optimal because the room is still joined to another room.
Pendidikan Inklusi: Gangguan Keterlambatan Bicara (Speech Delay) pada Siswa SDN Sukasari 5 Nurfadhillah, Septy; Riswanti, Cyintia; Mufliha, Dede; Solatun, Saomi
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (586.946 KB) | DOI: 10.58578/tsaqofah.v2i6.635

Abstract

Children's language gradually develops according to the stimulation given by parents, teachers and society. The language development of children aged 6-12 years can be seen through speaking fluently, mastery of language and delivery of words is more complex. This study aims to identify cases of children who are late to speak, to find out the efforts of teachers and parents in overcoming children who are late to speak and to design a concept model for developing language skills of children who are late speaking. The approach used in this study is a qualitative descriptive approach. Data sources consist of: subjects (children, teachers, parents and speech therapists). Data was collected through observation, and interviews. The results showed that there were children who were late in speaking at the age of 6-12 years at the Sukasari 5 State Elementary School with a type of speech and language expressive disorder. Factors that affect children's speech delay consist of: intelligence, use of a second language, speech style/model that is imitated, health, and family relationships. The concept of the model that the researcher offers in this study is in the form of strategies/techniques to overcome speech delays in children, namely: training children to speak correctly, slowly and repeatedly, when speaking always pay attention to the grammar spoken, always involving children in speaking in every situation by improving children's pronunciation is still wrong, and using several systems such as regular consultations to find out the child's development to doctors and child psychologists.
Peran Tenaga Pendidik dan Orang Tua serta Masyarakat dalam Pendidikan Inklusi (Bimbingan dalam Pendidikan Inklusi) Nurfadhillah, Septy; Cahyati, Shisy Yulia; Farawansya, Sitti Aisyah; Salsabila, Alya
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.282 KB) | DOI: 10.58578/tsaqofah.v2i6.639

Abstract

This research begins with the basic concept of inclusive education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this study was to describe the role of teachers and parents, as well as the community in inclusive education at SD Negeri Panunggangan 01. Collaboration between parents and teachers is very much needed in the formation and improvement of inclusive education. Parental involvement is a factor that can encourage and determine the development of inclusive education throughout the world. Parents of children with special needs need to be directly involved in making every decision, starting from school placement to their collaboration with the school. This journal begins with the basic concepts of inclusive education and education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this journal is for readers to know and understand the importance of the role and collaboration between parents and teachers in inclusive education.
Analisis Pembelajaran bagi Siswa Disleksia dan Disgrafia di SDN Pegadungan 11 Pagi Nurfadhillah, Septy; Kamilah, Nur; Faizah, Annisa Nur; Lestari, Dewi Rachma; Lestari, Bela; Nugrahanti, Isnaini; Rahmawati, Nia; Fatimah, Rina Siti Nur
YASIN Vol 1 No 2 (2021): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.841 KB) | DOI: 10.58578/yasin.v1i2.123

Abstract

The purpose of this study was to find out how the learning process of students with learning difficulties in reading (dyslexia) and learning difficulties in writing (dysgraphia) was determined. This type of research approach is qualitative research. The research subjects were 3rd grade teachers. Data collection techniques used interviews and documentation. The results showed that there were students who had specific learning difficulties, namely reading difficulties (dyslexia) and writing difficulties (dysgraphia). Because these students cannot speak and use sign language to communicate with the teacher. During writing activities, the teacher usually does picture-matching activities, with the aim that students can more easily understand and understand learning. Based on the results of this study, it can be concluded that the learning given to dyslexic and dysgraphia students at SDN Pegadungan 11 Pagi is almost the same as regular students.
Analisis Anak Berkebutuhan Khusus Ketunaan ADHD di SDN Petir 2 Kota Tangerang Nurfadhillah, Septy; Prabandani, Riana Okta; Rini, Emilia Septia; Putri, Amelia Agdira; Handayani, Susi Susanti; Asshiddiq, Akmal; Awaliyah, Sapitri
YASIN Vol 1 No 2 (2021): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.839 KB) | DOI: 10.58578/yasin.v1i2.126

Abstract

The purpose of this study was to find out how the implementation of inclusive education services, especially ABK with ADHD at SDN PETIR 2 Tangerang City. The type of research that the researcher finally chose was qualitative research. During the data collection process, it was carried out in several ways, namely observation, interviews, and documentation in the form of photos and sound recordings. Then the analysis technique goes through several stages, namely selection, simplification, classification, concentration, linking, and drawing conclusions. The results of the interview revealed that SDN PETIR 2 KOTA TANGERANG implements inclusive education with the same curriculum and evaluation as other students, only slightly simplified. This makes students with special needs get the same education but according to their abilities.
Analisis Anak Berkebutuhan Khusus dengan Kesulitan Belajar (Disleksia) dan Kesulitan Menulis (Disgrafia) pada Siswa Kelas 3 SDN Pondok Bahar 6 Kota Tangerang Nurfadhillah, Septy; Padyah, Padyah; Khofifaturrahmah, Mia; Nurbaiti, Lita; M, Nanda Oktaviani; A, Amiratul Muzeeb; A, Apik Woro
YASIN Vol 1 No 2 (2021): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (215.49 KB) | DOI: 10.58578/yasin.v1i2.133

Abstract

This research was conducted at SDN Pondok Bahar 06 with the aim to identify and know the application of curriculum, learning mechanisms., as well as the difficulties of students learning to read (dyslexia) and the difficulties of students learning to write (dysgraphia). The methods used in this study use this type of qualitative research with descriptive methods. Children with learning problems are children who have difficulty in academic tasks, caused by the presence of minimal dysfunction of the brain, or in basic psychological, so that their learning achievement is not in accordance with their actual potential. Children who have learning difficulties, either in general or specifically such as dyslexia and dysgraphia need special educational services in the learning process in school. The results of this study show that the school still uses the 2013 curriculum and still lacks handling for children with special needs dyslexia and dysgraphy. In the learning mechanism in dyslexic and disgrafia children get special services in the form of additional learning outside of general lesson hours. Children with special needs dyslexia and dysgraphia are required.
Analisis Siswa Adhd Di SDN Rancagong 2 Nurfadhillah, Septy; Astuti, Indri Maya; Maemunah, Siti; Insyirah, Aniq; Rahma, Salsa Bila; Putri, Nadila Anggraeni; Anzani, Rahmah Wati; Lestari, Putri Indah
YASIN Vol 1 No 2 (2021): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.965 KB) | DOI: 10.58578/yasin.v1i2.135

Abstract

This study aims to analyze ADHD students at SDN RANCAGONG 2 to find out what ADHD is, what are the strengths and weaknesses of ADHD children, and how to handle them in learning. This research method is observation with a descriptive approach that is explaining the problems in the field. This data collection technique is observation, interview and document study. This population sample uses all grades 1 and II and gets 1 child in grade 1 and 2 children in grade II. The result of this research is that students with special needs in grades I and II are students with difficulty concentrating and being hyperactive while studying. This can be seen during the learning process, students can only run here and there, talk continuously, to disturb others. For adhd children in school, we must know that the way to deal with adhd children is not by scolding them in class but the teacher's role in dealing with adhd children who feel in public schools in one way, namely making the teacher a playmate for children the adhd.
Co-Authors A'la, Nadia Ibadatul A, Amiratul Muzeeb A, Apik Woro Adella, Adella Adilah Afifah Adinda, Astri Putri Adji, Aris Setiawan Afianti, Nundung Ari Aisah, Ratu Putri Akbar, Ahmad Alvinda Amalia, Reny Rahma Amaliyah, Aam Ananda, Putri Syifa Ananda, Virania Andriyanto Andriyanto Anggraeny, Devie Annisa, Tiara Nur Anzani, Rahmah Wati Apriliya, Anggi Aqwal, Syifa Masyhuril Ardhiansyah, Riyo Gilang Arif, Ahmad Fadilah Ariyani, Silva Arlita, Nurul Dwi Arwen, Desri Aryanih, Eka As-Sikah, Sarah Asfari, Ahmad Iklil Asshiddiq, Akmal Astuti, Indri Maya Astuty, Herlin Wizy Aulia, Putri Bunga Awaliyah, Sapitri Ayu Wahyuni Azhar, Cantika Rofiqoh Azhari, Nurfidia Barokah, Siti Fadhilatul CAHAYA HASANAH, CAHAYA Cahyani, Widya Cahyati, Shisy Yulia Cempaka, Bunga desti pratiwi Destiyantari, Sagita Devita, Nanda Dewanti, Roro Rachmi Dewi, Nur Herni Hernawati Dina Oktaviani Dini Utami Dyah Utami, Dyah Efendi, Herlina El-Abida, Syifa Fauziah Elfrisca, Deva Erdian, Ahmad Edo Fadilah, Diah Kurniawati Faizah, Annisa Nur Farawansya, Sitti Aisyah Farida Farida Farlidya, Tasya Fartdilah, Kurnia Fatharani, Julya Fatimah, Rina Siti Nur Fatmawati Fatmawati Fauziah, Nur Sella Fauziah, Putri Fauziah, Septy Nurul Faziah, Siti Nur Fazriandina, Alfira Fitri, Aisah Nur Fitroh, Aulia Handayani, Susi Susanti Hanifah, Zahra Haq, Ahmad Syaiful Hartana, Davina Dewi Hasan, Najib Hidayah, Amilanadzma Hidayati, Nurlayla Hukmah, Fakah Huwaida, Anbar Nisrina Immawan, Hartika Rhea Elita Insani, Intan Khairul Insyirah, Aniq Ismawanti, Agnes IZZAH, NURUL J, Ghina Salsabila Jamirullah, Raihan Fadhlurrahman Khansa, Amalia Muthia Khoerulnisa, Amelia Khofifaturrahmah, Mia Khoirunnisa, Tasya Nurfadila Kusminarti, Shanti Lestari, Bela Lestari, Dewi Rachma Lestari, Linda Lestari, Nopika Ayu Lestari, Putri Indah Lutfiyah, Vivi M, Nanda Oktaviani Madhofi, Faraditha Magdalena, Ina Maghfiroh, Nurlaili Marani, Rani Marcelino, Ragil Maryanti, Dwi Setyo Maulida, Fitri Mellymayanti, Hani Mitami, Mitami Mufliha, Dede Muhammad Riski, Muhammad Mulyani, Tyasti Sri Nabilah Nabilah Navyanti, Faradya Nazifah, Ismiatun Neli Agustina Nia Rahmawati, Nia Ningsih, Dwi Aulia Noviantik, Dicha Novitasari Novitasari Nugrahanti, Isnaini Nupus, Fika Sulaehatun Nur Azizah Nur Maulida, Luthfia nurbaiti, lita Nurjamilah, Putri Nurkamilah Nurkamilah Nurlayali, Hilwatunnisa Nurrahman, Maya Iga Nurrohmah, Nadia Nursiah Nursiah, Nursiah Nurwahyuni, Eka Nur’alfiah, Siti Octaviana, Putri Odicus, Dimas Andre Oktadia, Dwi Putri Nur padyah, padyah Prabandani, Riana Okta Prasasti, Defi Prasetya, Chintya Eka Pratiwi, Dewi Isnania Priangle, Syafira Purwanti, Karunia Nurullita Puspita, Dayu Retno Puspitasari Puspitasari Putri Andini, Putri Putri, Amelia Agdira Putri, Disa Cahaya Putri, Nadila Anggraeni Putri, Septia Putri, Shindy Rajna Qodrawati, Romadona Yulia Rabani, Muhamad Ariq Fakhri Rachmadani, Annisa Rahma, Salsa Bila Ramadani, Faizaria Cahya Tri Ramadanti, Saskia Ramadhan, Savina Nurrahmadanti Ramadhan, Yusuf Fadillah Ramadhani, Vira Ramadhanty, Salma Ramadhanty, Salwa Ramdhan, Fadlatul Raudhatul Jannah Refando, Ardy Riflia, Wita Rini, Emilia Septia Rinjani, Nadia Riswanti, Cyintia Rizkyah, Khofifah Robiatul Adawiyah Rojana, Salsa Ropidoh, Siti Rosiana, Melya Rossy, Rossy RR. Ella Evrita Hestiandari Sabil, Fadel Sabila, Roudhotus Salmaa, Rifdah Luthfia Salsabila, Alya Salsabila, Khalisha Saputra, Tio Sarah Sarah, Sarah Sari, Nicken Novita Saridevita, Alviani Sartika, Devi Sa’odah, Sa’odah Selvia, Nurjamilah Sembiring, Rinawati Septia, Astrid Nur Septiani, Astrid Nur Septianih, Nabilah Septiarini, Amalita Aziah Setyorini, Aprilia Shafani, Hesty Tri Silfia Silfia, Silfia Sinta, Ananda Siti Halimah Siti Khoiriah Siti Nurfaizah, Siti Solatun, Saomi Sophia, Philien Suhaibah, Euis Sulistiyani, Putri Salsabilla Sunaryo Sunaryo Syahida, Salwa Syirgaini, Joya Tri setyani, Gading Retna Tri Widyastuti Ulfi, Nurul Unaenah, Een Ustianingsih, Laysia Uswatun, Ulia Utami, Wahyuni Desti Valentina, Febi Ria Wijaya, Rizky Rahman Wulandari, Amalia Sri Yanti, Annisa Ardhana Yanti, Tiara Dama Yasmin, Najwan Dennisa Yeni Nuraeni, Yeni Yolawati, Niken Nur Zahra, Rahmiy Safira Az Zahra, Vika Zaudah, Dessiana