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All Journal Journal of Education and Instruction (JOEAI) Renjana Pendidikan Dasar
Janawati, Ni Luh Putu Gopi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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DESAIN DIDAKTIS MATEMATIKA BERBANTUAN LKPD AUGMENTED REALITY UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA SEKOLAH DASAR Janawati, Ni Luh Putu Gopi; Mozarita, Baiq Megarani; Imama, Nur
Renjana Pendidikan Dasar Vol 4 No 2 (2024): Edisi Mei 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

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Abstract

Tujuan dari penelitian ini adalah untuk menginvestigasi kemampuan numerasi siswa di akhir pembelajaran serta implikasinya terhadap strategi pembelajaran. Metode penelitian ini melibatkan pemberian tes numerasi kepada 16 siswa pada akhir periode pembelajaran. Hasil penelitian menunjukkan variasi dalam kemampuan numerasi siswa, di mana 62.5% dari total siswa berhasil menyelesaikan 5 atau lebih dari 7 soal tes, sementara sisanya hanya mampu menyelesaikan kurang dari 5 soal. Analisis penelitian juga mempertimbangkan temuan penelitian terdahulu dan penerapan teori-teori pembelajaran yang relevan. Implikasi dari hasil penelitian ini menunjukkan perlunya pendekatan pembelajaran yang responsif dan diferensiasi, dengan memperhatikan kebutuhan individu siswa. Diperlukan penggunaan strategi pembelajaran yang aktif dan menarik untuk meningkatkan motivasi siswa terhadap matematika. Selain itu, penting untuk melakukan penilaian formatif secara berkala guna mengidentifikasi kesulitan siswa secara dini dan menyesuaikan pendekatan pembelajaran sesuai dengan kebutuhan mereka. Kolaborasi dengan rekan guru dan orang tua juga dapat menjadi faktor yang mendukung dalam meningkatkan kemampuan numerasi siswa di luar lingkungan sekolah. Diharapkan hasil penelitian ini dapat memberikan sumbangan yang berharga bagi perkembangan pembelajaran matematika yang lebih efektif di masa mendatang.
Evaluasi Pendidikan Inklusi di Sekolah Dasar Negeri Janawati, Ni Luh Putu Gopi; Supena, Asep; Akbar, Zarina
JOEAI (Journal of Education and Instruction) Vol. 3 No. 2 (2020): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v3i2.1461

Abstract

This study aims to evaluate the implementation of inclusion education program in Gerantung State Elementary School, Central Lombok. The approach used in the research is descriptive qualitative CIPP model (Context, Input, Process, Product). Data collection in this study using interview, observation, and documentation techniques with research subjects are principals and teachers. The results of the research, in the context evaluation showed that the school officially implemented inclusion education because it had obtained permission and guidance to implement inclusion programs from the regional education office. The results of the input evaluation showed that there are three types of children with special needs (ABK) in the school, namely slow learning, learning difficulties, and hyperactivity. ABK gets learning using a curriculum that has been modified by the general teacher because it does not have a special tutor. In addition, the results of input evaluation showed that the school already has supporting facilities and infrastructure for ABK but not used properly. The results of the evaluation process show that teachers make learning planning and mentoring to students outside of lesson hours. Product evaluation results show that the academic achievement of students with special needs is left with normal students while non-academic achievement students with special needs can compete with normal students. In conclusion, the implementation of inclusion education program at SD Negeri Gerantung has been running officially, there are already facilities and infrastructure supporting ABK although it has not been optimally utilized, teachers have made a learning plan. Keywords: Children with Special Needs, Program Evaluation, CIPP Model, Inclusion Education
Co-Authors Asep Supena. IMAMA, NUR Mozarita, Baiq Megarani Zarina Akbar