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All Journal Educational Management Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School Jurnal Socius: Journal of Sociology Research and Education INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS
Toharudin, Moh
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Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Leadership of The Headmaster in Managing Inclusive Elementary School in Brebes Regency Toharudin, Moh; Ghufroni, Ghufroni
Educational Management Vol 8 No 2 (2019): December 2019
Publisher : Educational Management

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to analyze and describe the management of inclusive elementary schools, the principal's strategy in motivating the work of inclusive class teachers, and to describe the exemplary value of principals in inclusive elementary schools. Data collection was done by interview, observation, and documentation. Analysis of research data was done by data reduction, data presentation, and drawing conclusions. Checking the validity of the data through testing the credibility, transferability, dependability, and confirmability. The results of this study were as follows: (1) management of inclusive elementary schools by: planning all inclusive school activities at the beginning of the new school year through meetings with teachers and school committees; division of teacher tasks both basic and additional tasks according to their competence; implementing inclusive school work programs according to plan; monitoring during the implementation of activities and evaluating the work program at the end of the semester; (2) the principal's strategy in motivating the work of inclusive class teachers, namely the principal applying reward and punishment, teaching assignments according to his competence, encouraging teachers to excel, giving trust to subordinates, always two-way communication; (3) the principal values ​​exemplified by the principal are: discipline in working, nurturing subordinates, family, responsibility for assignments, and applying the 3S culture senyum, salam, sapa (smiles, greetings, say hello) to teachers and students. The researchers thank the Directorate of Research and Community Service of the Ministry of Research, Technology and Higher Education for providing grant assistance so that this research can be completed.
Leadership of The Headmaster in Managing Inclusive Elementary School in Brebes Regency Toharudin, Moh; Ghufroni, Ghufroni
Educational Management Vol 8 No 2 (2019): December 2019
Publisher : Educational Management

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to analyze and describe the management of inclusive elementary schools, the principal's strategy in motivating the work of inclusive class teachers, and to describe the exemplary value of principals in inclusive elementary schools. Data collection was done by interview, observation, and documentation. Analysis of research data was done by data reduction, data presentation, and drawing conclusions. Checking the validity of the data through testing the credibility, transferability, dependability, and confirmability. The results of this study were as follows: (1) management of inclusive elementary schools by: planning all inclusive school activities at the beginning of the new school year through meetings with teachers and school committees; division of teacher tasks both basic and additional tasks according to their competence; implementing inclusive school work programs according to plan; monitoring during the implementation of activities and evaluating the work program at the end of the semester; (2) the principal's strategy in motivating the work of inclusive class teachers, namely the principal applying reward and punishment, teaching assignments according to his competence, encouraging teachers to excel, giving trust to subordinates, always two-way communication; (3) the principal values ​​exemplified by the principal are: discipline in working, nurturing subordinates, family, responsibility for assignments, and applying the 3S culture senyum, salam, sapa (smiles, greetings, say hello) to teachers and students. The researchers thank the Directorate of Research and Community Service of the Ministry of Research, Technology and Higher Education for providing grant assistance so that this research can be completed.
Literacy Culture and Digital Literacy in Elementary Schools Toharudin, Moh; Sari, Hana Kartika; Pranoto, Budi Adjar; Fitri, Rila Melyana
Pedagogik Journal of Islamic Elementary School VOL 4 NO 2 OCTOBER 2021
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v4i2.2916

Abstract

The purpose of the study was to describe the implementation of literacy culture and digital literacy, as well as identify the supporting and inhibiting factors of literacy culture and digital literacy in increasing reading interest of elementary school students. This research uses a case study qualitative approach. Data collection techniques with participatory observation, interviews, and documentation. The validity of the data using triangulation techniques. This research was conducted at SD Negeri Kecipir 01 Brebes, Central Java. The results of this study are: 1) the implementation of literacy culture, namely: reading corner, reading 15 minutes before learning, library procurement; 2) Implementation of digital literacy by: E-library, a digital guide for teachers in learning; 3) Supporting factors: The role of schools by providing infrastructure suggestions, students' reading interest, the role of parents, teachers have a good learning spirit; 4) Inhibiting factors: incomplete infrastructure, student conditions and an unsupportive environment, lack of student interest in reading, and lack of parental supervision.
Personality Characteristics of Introvert, Extrovert, and Ambivert in Elementary School Students Fitri, Rila Melyana; Toharudin, Moh; Bahrulinnisa, Fia
Pedagogik Journal of Islamic Elementary School VOL 5 NO 2 OCTOBER 2022
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v5i2.2917

Abstract

The purpose of this study is to describe the character and personality of the first and third graders of SDIT Nurul Hidayah Brebes. This research uses a case study qualitative method, data collection by non-participant observation and a literature study. The validity of the data used using source triangulation. Then the data were analyzed through data reduction and conclusion. The results of this study are three personal students at SDIT Nurul Hidayah, namely individuals who tend to be closed. These students prefer their world and tranquillity; quiet students have open personalities, prefer the outside world and constantly interact with their friends, and have flexible personalities, whereas these students have an open and sometimes closed character.
Pembelajaran Ramah Anak Berbasis Pendidikan Karakter Pada Sekolah Inklusi Nurbaeti, Rizki Umi; Zulfikar, Zulfikar; Toharudin, Moh
SOCIUS Vol 7 No 2 (2020): Jurnal Socius: Journal of Sociology Research and Education, Universitas Negeri Pa
Publisher : Labor Jurusan Sosiologi Fakultas Ilmu Sosial Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/scs.v7i2.215

Abstract

Artikel ini bertujuan untuk mendeskripsikan manajemen pembelajaran ramah anak di sekolah inklusi, dimulai dari perencanaan, implementasi, dan evaluasi pembelajaran. Penelitian menggunakan metode kualitatif untuk menganalisis aktivitas pembelajaran disekolah inklusi. Pengumpulan data dilakukan dengan wawancara, observasi dan dokumentasi. Tahapan dalam penelitian terdiri dari tiga tahap, tahap pra lapangan, tahap pekerjaan lapangan, dan tahap analisis data. Hasil penelitian menunjukkan bahwa manajemen pembelajaran ramah anak terjadi melalui beberapa proses yaitu : (1) Tahap perencanaan guru menyusun RPP yang ramah anak, tidak mengandung unsur kekerasan, pornografi dan terorisme; (2) Tahap pelaksanaan ditunjukkan dengan adanya proses pembelajaran yang aktif, kreatif dan menyenangkan (PAKEM) serta bebas dari perlakuan diskriminatif, pemberian sanksi dan hukuman yang bisa membuat peserta didik merasa mendapat kekerasan baik fisik maupun psikis. Adanya kegiatan ekstrakurikuler dan kegiatan siswa lainnya untuk pengembangan minat, bakat dan kreatifitas peserta didik, dan adanya budaya senyum, salam, sapa, sopan dan santun bagi semua warga sekolah; dan (3) Tahap evaluasi dilakukan oleh guru dengan mengukur kemampuan belajar dengan memperhatikan pencapaian tujuan, tingkat penguasaan siswa, dan memberikan nilai kepada siswa sebagai laporan hasil belajar di sekolah tanpa diskriminasi; upaya untuk meningkatkan pembelajaran ramah anak yaitu dengan membudayakan 5S senyum, sapa, salam, sopan dan santun. Selain itu juga menerapkan 7K, yaitu: keamanan, ketertiban, kegotongroyongan, kebersihan, keindahan, kekeluargaan, dan kerindangan.
Problems In Implementing Inclusive Education at SDN Klampok 01, Brebes District Fitri, Rila Melyana; Toharudin, Moh; Azalea, Dzikra Tsabita; Mawardah, Wafiq
International Journal of Education, Information Technology, and Others Vol 8 No 1 (2025): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

The purpose of implementing inclusive education in Indonesia is to provide educational facilities and services for children with special needs (ABK). Throughout Indonesia, inclusive education has been introduced in elementary schools. However, it has been shown that the implementation of inclusive education in Indonesia is related to a number of issues. The purpose of this study was to look at the various challenges faced by schools at SDN Klampok 01, Brebes District, Brebes Regency, and how inclusive education can be implemented. Data collection methods used in this study include observation and data analysis. Data from qualitative research then went through the process of data reduction, data presentation, and identification of conclusions. Based on the research findings, there are several issues in the implementation of inclusive education, including issues related to teachers, students, learning processes, school administration, lesson plans, facilities and infrastructure, and collaboration. The main problems found were the absence of special teachers to help ABK achieve their learning goals, the lack of facilities and infrastructure to support the goals and learning processes of ABK, the absence of resources that provide special services for ABK, and the existence of different types of ABK.
ANALISIS KENDALA PESERTA DIDIK DALAM MEMAHAMI KONSEP INTEGRASI PEMBELAJARAN IPAS KELAS IV SD NEGERI KLAMPOK 01 Nur Oktaviani, An Nisa; Toharudin, Moh; Muamar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 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.v10i02.28390

Abstract

This study employed a descriptive qualitative approach aimed at providing an in- depth description of the challenges experienced by students in understanding the integrated concept of IPAS (Science and Social Studies) learning in Grade 4 at SD Negeri Klampok 01. Referring to the current situation, after conducting observations and interviews with one of the Grade 4 teachers at SD Negeri Klampok 01 who has implemented the IPAS subject under the Merdeka Curriculum, several challenges were identified in delivering integrated IPAS instruction. The data collection techniques used in this study included interviews, observations, and documentation. Based on the findings, it was revealed that students continue to face difficulties in distinguishing and understanding the connection between Natural Science (IPA) and Social Science (IPS) materials presented in an integrated format. These challenges fall into two categories: internal and external obstacles.
Co-Authors Azalea, Dzikra Tsabita Bahrulinnisa, Fia Devi Nisa Ashobah Ghufroni, Ghufroni Lutfiyatun Chasanah Mawardah, Wafiq Muamar Nur Oktaviani, An Nisa Nurbaeti, Rizki Umi Pranoto, Budi Adjar Rila Melyana Fitri Rizki Umi Nurbaeti Rukyat, Ahlul Sari, Hana Kartika Setiyoko, Didik Tri Zulfikar Zulfikar