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All Journal Equilibrium: Jurnal Pendidikan Jurnal Kependidikan Media
SUHENRIK P
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Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Pengembangan Modul Kearifan Lokal sebagai Upaya Pelestarian Rumah Tongkonan melalui Pendidikan Mustari, Ulul Azmi; Evi Alfira; Rizal Arizaldy Ramly; Suhenrik P; Supardi Salam; Marwan; Eka Ariaty B
Equilibrium: Jurnal Pendidikan Vol. 13 No. 3 (2025): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/nhgzhn79

Abstract

Pengintegrasian mata Pelajaran dengan kearifan lokal merupakan salah satu hal yang penting dalam mewujudkan Pendidikan di Indonesia yang menekankan pengalaman belajar yang sesuai dengan minat, bakat dan karakteristik, sehingga perlu dilakukan identifikasi unsur-unsur budaya dan kearifan lokal dalam bahan ajar. Namun dalam kenyataannya banyak guru yang belum mengintegrasikan kearifan lokal dalam pembelajaran sehingga masih banyak peserta didik yang tidak mengenal kearifan lokal di lingkungan mereka. Oleh karena itu, penelitian ini hadir bertujuan untuk mengintegrasikan materi kearifan lokal sebagai Upaya pelestarian rumah tongkonan melalui Pendidikan. Metode penelitian yang digunakan adalah pengembangan Research & Development (R&D) dengan model ADDIE (Analyze, Design, Development, Implement, dan Evaluate). Peneliti memilih tipe ADDIE yang menjadi salah satu dari beberapa model desain pembelajaran yang sistematis melalui pengembangan modul berbasis kearifan lokal. Hasil penelitian menunjukkan bahwa pengembangan modul kearifan lokal sebagai Upaya pelestarian rumah tongkonan melalui pendidikan dapat diterima oleh peserta didik. Hal ini ditunjukkan dari perolehan nilai penilaian dari ahli media, ahli materi, dan uji coba. Penilaian ahli media menunjukkan persentase sebanyak 85% dinyatakan dengan kategori "sangat layak", penilaian ahli materi menunjukkan persentase sebanyak 95% dengan kategori "sangat layak", dan uji coba kelompok kecil diperoleh persentase sebanyak 92% dengan kategori "sangat layak". Sehingga dapat dikatakan bahwa modul ini dapat diterima oleh peserta didik, baik dari segi materi dan medianya. 
PERANAN GURU SEBAGAI PENGELOLA KELAS DALAM PENCAPAIAN PRESTASI BELAJAR SISWA DI SLB NEGERI 1 MAKASSAR Diana Amalia; Darmawati A; Suhenrik P; Eka Ariaty B
Jurnal Kependidikan Media Vol. 15 No. 2 (2026): JURNAL KEPENDIDIKAN MEDIA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r4g5dd04

Abstract

ABSTRACT Classroom management in special education concerns more than maintaining order and controlling student behavior. It also includes teachers’ capacity to adapt instruction, establish emotionally safe relationships, maximize learning time, and provide accessible support for diverse learners. This study aims to analyze the role of teachers as classroom managers in supporting the academic achievement of students at SLB Negeri 1 Makassar. A quantitative approach is proposed using a nonequivalent control group pretest-posttest quasi-experimental design. The intervention consists of explicit visual routines, accessible classroom organization, adaptive instruction, positive reinforcement, increased opportunities to respond, efficient time management, and teacher–student relationship support. The experimental group will receive the structured classroom management package, whereas the comparison group will continue with usual classroom practices. Teachers’ classroom management performance will be assessed through an observation instrument adapted from the three InClass dimensions: adaptive teaching, relationship support, and behavior management. Academic achievement will be measured using a curriculum-aligned test whose administration and response formats are adapted to students’ accessibility needs without changing the intended construct. The primary analysis will employ analysis of covariance, with posttest achievement as the dependent variable and pretest achievement as a covariate, accompanied by effect sizes and confidence intervals. The study is expected to strengthen evidence regarding classroom management in special-school settings and offer a measurable model combining behavioral, instructional, and relational practices. To demonstrate the planned analysis, the results section uses a simulated dataset of 30 participants. These figures are not field findings and must be replaced before submission. Keywords: teacher role, classroom management, academic achievement, special education school.
Co-Authors Darmawati A Diana Amalia Eka Ariaty B Evi Alfira Marwan Mustari, Ulul Azmi Supardi Salam