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All Journal Jurnal Ilmu Pendidikan Jurnal Wahana Kajian Pendidikan IPS Journal of Basication (JOB) : Jurnal Pendidikan Dasar Jurnal Ilmiah Pembelajaran Sekolah Dasar
Sentryo, Izlan
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Education Environmental Science Mathematics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA TEMA 1 INDAHNYA KEBERSAMAAN KELAS IV SD NEGERI 13 KATOBU Almayani, Wa Ode; Anse, La; Sentryo, Izlan
Jurnal Ilmiah Pembelajaran Sekolah Dasar Vol 3, No 1 (2021)
Publisher : Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jipsd.v3i1.20320

Abstract

Tujuan dalam penelitian ini adalah untuk meningkatkan hasil belajar siswa melalaui penerapan model pembelajaran Contextual Teaching And Learning (CTL) pada tema 1 indahnya kebersamaan kelas IV Sekolah Dasar Negeri 13 Katobu Kabupaten Muna. Metode dalam penelitian ini adalah Penelitian Tindakan Kelas. Subjek dalam penelitian ini adalah guru dan siswa kelas IV Sekolah Dasar Negeri 13 Katobu Kabupaten Muna siswa laki-laki 12 orang dan siswa perempuan 5 orang. Jenis data dalam penelitian ini adalah data kulitatif melalui lembar observasi  dan data kuantitatif melalui tes hasil belajar siswa. Hasil penelitian menunjukkan bahwa analisis data hasil belajar siswa diperoleh, Pada siklus I ketuntasan belajar siswa sebesar 9 orang atau 52,95% dan persentase tidak tuntas sebesar 8 orang atau 47,05% dengan nilai rata-rata 70. Sedangkan pada siklus II persentase ketuntasan belajar siswa sebesar 15 orang atau 88,23% sedangkan persentase tidak tuntas sebesar 2 orang atau 11,77% dengan nilai rata-rata siswa 78. Dari hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran Contextual Teaching And Learning (CTL) dapat meningkatkan hasil belajar siswa pada tema 1 Indahnya Kebersamaan Kelas IV Sekolah Dasar Negeri 13 Katobu Kabupaten Muna.Kata kunci:  Model contextual teaching and learning; hasil belajar
Inclusive Curriculum Management: Integrating Diverse Needs In Learning Sentryo, Izlan; Kamil Muttaqin, Sopian; Rifaldi, Muhammad
Jurnal Ilmu Pendidikan Vol 30, No 2 (2024): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i2p%p

Abstract

Inclusive education emphasizes the right of every learner to access quality education regardless of background, ability, or special needs. However, the implementation of inclusive practices in Indonesia remains inconsistent, particularly in the area of curriculum management the central component determining how inclusion is translated into classroom practice. This study examines the role of Inclusive Curriculum Management (ICM) in enhancing student participation and learning outcomes by focusing on the development, implementation, and evaluation of curricula that accommodate learner diversity. Employing a survey method with an experimental approach, the study involved 120 participants (30 teachers and 90 students) from three inclusive elementary schools in Kendari City. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, t-tests, ANOVA, and linear regression, while qualitative data from interviews were analyzed thematically and integrated through triangulation. The results reveal a significant improvement of 22% in student participation after implementing inclusive curriculum strategies. Teacher interviews highlight that professional training, collaboration, and administrative support are key enablers of successful inclusion. Conversely, limited resources and uneven teacher readiness remain major barriers. The findings confirm that well-managed inclusive curricula characterized by flexible planning, differentiated instruction, and fair evaluation are crucial for achieving equitable learning outcomes. This research contributes empirically and practically to inclusive education discourse, offering strategic insights for policymakers, educators, and administrators to strengthen inclusive curriculum implementation in Indonesia’s educational system.
Co-Authors A.A. Ketut Agung Cahyawan W Almayani, Wa Ode Anse, La Bolo, Asmiar Choiron Choiron, Choiron Hasan, Sakka Hikma Hikma, Hikma K, La Ode Hasrin Kamil Muttaqin, Sopian Kansil, Yoo Eka Yana Ledy Ledy Nana Sumarna Okvianty, Okvianty Renal, Agus Rifaldi, Muhammad Syamsiar, Syamsiar Yundari, Yundari Yusriani, Yosni Yorini