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All Journal NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal PAJAR (Pendidikan dan Pengajaran) Indonesian Journal of Primary Education VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Basicedu EDUKATIF : JURNAL ILMU PENDIDIKAN DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar COLLASE (Creative of Learning Students Elementary Education) Adi Widya: Jurnal Pendidikan Dasar Attadib: Journal of Elementary Education EduBasic Journal: Jurnal Pendidikan Dasar Padaringan : Jurnal Pendidikan Sosiologi Antropologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar EduBase: Journal of Basic Education Indonesian Journal of Primary Education
Hidayat, Syarip
Universitas Pendidikan Indonesia, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan E-Modul Pembelajaran IPS Bermuatan Karakter Tanggung Jawab untuk Peserta Didik Sekolah Dasar Tia Nurul Fauziah; Syarip Hidayat; Pidi Mohamad Setiadi
COLLASE (Creative of Learning Students Elementary Education) Vol. 7 No. 2 (2024)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/collase.v7i2.22516

Abstract

Penelitian ini bertujuan untuk mengembangkan sebuah bahan ajar berupa e-modul pembelajaran IPS bermuatan karakter tanggung jawab. Metode yang digunakan dalam penelitian ini yaitu metode Design Based Research (DBR) dengan model Reeves yang terdiri dari 4 tahap, yaitu identifikasi dan analisis masalah, pengembangan solusi/produk, uji coba berulang, dan refleksi. Adapun teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi studi pendahuluan, wawancara, studi dokumentasi, validasi expert judgement, angket respon, dan lembar observasi karakter tanggung jawab. Berdasarkan hasil dari validasi expert judgement dan hasil respon peserta didik pada uji coba menyatakan bahwa e-modul ini layak digunakan sebagai bahan ajar yang dapat digunakan baik di sekolah atau di rumah untuk peserta didik. Sedangkan hasil observasi karakter tanggung jawab menunjukkan bahwa peserta didik yang terlibat sudah memiliki karakter tanggung jawab yang tergolong sangat baik.
Kebakuan Kata dalam Menulis Teks Undangan Resmi Dina Mudisthira; Syarip Hidayat; E Kosasih
Indonesian Journal of Primary Education Vol 3, No 1 (2019): Indonesian Journal of Primary Education: June 2019
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v3i1.17980

Abstract

Keterampilan menulis sangatlah penting untuk dimiliki setiap siswa sejak dini. Kegiatan menulis akan menghasilkan sebuah produk, salah satunya teks undangan resmi. Kemampuan menulis teks undangan resmi merupakan kemampuan yang harus dikuasai oleh siswa. Namun, layaknya juga dalam setiap belajar sesuatu yang baru, pembelajar bahasa akan menemui berbagai kesulitan dan kendala dalam proses pembelajaran yang dijalaninya. Kesulitan-kesulitan inilah yang kemudian menyebabkan kesalahan-kesalahan. Penelitian yang dilakukan merupakan analisis penggunaan kata baku, khususnya dalam penulisan teks undangan resmi yang dibuat oleh siswa kelas V SDN Mugarsari Kota Tasikmalaya. Tujuan penelitian ini yaitu untuk mendeskripsikan bentuk ketidakbakuan kata pada teks undangan resmi siswa beserta penyebab terjadinya ketidakbakuan kata tersebut. Penelitian ini dilaksanakan sebagai suatu gambaran kemampuan siswa kelas V dalam menggunakan kata baku khususnya pada teks undangan resmi yang telah dibuatnya. Metode yang digunakan adalah metode analisis deskriptif dengan pendekatan kualitatif. Berdasarkan penelitian yang sudah dilaksanakan, hasil dari penelitian ini yaitu: pertama bentuk ketidakbakuan kata pada teks undangan siswa adalah (1) alternasi huruf (huruf vokal, huruf konsonan, huruf vokal dan konsonan), (2) menghilangkan huruf (huruf vokal, huruf konsonan, huruf vokal dan konsonan), (3) menambah huruf konsonan, (4) ejaan yang tidak benar. Kedua, ketidakbakuan berdasarkan jenis kata adalah (1) kata benda, (2) kata sifat, (3) kata kerja, (4) kata penghubung, (5) kata keterangan. Ketiga, penyebab ketidakbakuan kata.
Learning Model Management for Slow Learners in an Inclusive Classroom Setting at an Elementary School Rina Iryana; Syarip Hidayat; Sima Mulyadi
Indonesian Journal of Primary Education Vol 8, No 2 (2024): Indonesian Journal of Primary Education : December 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v8i2.61103

Abstract

The management of the slow learner learning model is a unique way of teaching and educating students who face challenges in comprehending the material to help them overcome hurdles and reach their full potential. This study aimed to determine the management of the learning model for children with special needs, particularly those who are slow learners, in an inclusive classroom setting at SDN Margaluyu, Tasikmalaya Regency. The research methodology employed in this study was a case study. The data collection methods employed included interviews, observations, and documentation analysis. This study's findings indicate no discernible differences in how teachers treated regular students and children with special needs throughout the initial phase of learning. This includes aspects such as their understanding of the subject matter, the methods used to educate, and the materials presented. However, there were notable disparities in the core learning activities, particularly in how the teacher facilitated student interaction. This included the way students asked questions of their peers and sought assistance from friends who were capable of teaching others. Additionally, students who were struggling with the material were not given the chance to ask the teacher directly, while instructions were provided to regular students to avoid discriminating against their peers. Throughout the entire duration of the core and closing activities, there was no variation in how the teacher treated the students. At the conclusion of each activity, the teacher provided positive feedback and reinforced it verbally by using phrases such as "good," "your answer is correct," and "excellent." Additionally, the teacher rewarded the students with stars, occasional bonus ratings, and applause. In conclusion, this study emphasizes the importance of effective collaboration between teachers and principals in designing service programs, infrastructure, and coaching to enhance students' potential, particularly those who are slow learners and face challenges in inclusive classrooms. 
The Effectiveness of the Learning Service Management Strategy for Students with Autism in an Inclusive Elementary School Rani Nuraeni; Syarip Hidayat; Sima Mulyadi
Indonesian Journal of Primary Education Vol 9, No 1 (2025): Indonesian Journal of Primary Education : June 2025 (In Press)
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v9i1.61102

Abstract

This study aimed to determine the effectiveness of a learning service management strategy for children with autism in an inclusive elementary school. This study employed a case study as its research methodology, collecting data through interviews, observation, and documentation. The study results suggest that Muhammadiyah Private Elementary School effectively manages its services by implementing a curriculum that is modified or tailored to the specific needs of children with special needs. Additionally, the school conducted assessments to inform the planning of learning activities for students with autism. When creating Individualized Learning Plans, teachers employed various learning methods to accommodate students classified as having special needs. Additionally, the assessment process was tailored to the student's abilities based on the assessment outcomes. The school offered a diverse range of services to ensure that they could provide the best possible support for all students. In conclusion, in managing educational services, the principal and teachers strive to work cooperatively to plan, execute, and evaluate school-related activities effectively.
Co-Authors Ady Abdul Azis Ahmad Mulyadiprana Ajeng Purnama Endah Alifa, Eva Nur Amanda Aulia Rahmatika Anandita Cyntisa Dwi Putri Anggit Merliana Apriliya, Seni Asep Muhamad Ihsan Asep Nuryadin Atik Sartika Cicin Solihat Fitria Firizki Daril Karenina Dede Iskandar Deden Muhamad Romdhon Deti Hartati Diki Kurniawan Dina Mudisthira E Kosasih E. Kosasih Ema Astri Muliasari Epon Nur’aeni L Eva Nur Alifa Fahmi Qodrul Asphar Fahmi Rahman Iskandar Farah Oktaviana Fitri Yanni Hazmi Abdul Mugni Ikrima Ayu Shofarani Ima Rahmawati Irfan Hilmi Karinta Utami Karlimah Karlimah Laela Nur Fauziah Linda Novianti Muhammad Itsnan Shidiq Muhammad Rijal Wahid Muharram Muti Wijayanti Nana Ganda Nisa Syarifatul Insiyah Nova Helvana Nur Apriyanti Suci Nur Azizah Kusmayanti Nur, Lutfi Nuryanti Surastri Pidi Mohamad Setiadi Rani Nuraeni Rendi Rizki Sutisna Respati, Resa Rima Andini Khairiah Rina Iryana RINI AMALIA Sameer Babu Saputra, Erwin Rahayu Silvia Putri Yandra Sima Mulyadi, Sima Siti Harumatus Afiffah Sumardi, Sumardi Syifa Suaibah Aslamiah Tantri Dwi Lestari Tasya Novita Sari Temmy Renaldi Setia Bakti Tendi Darisman Tia Nurul Fauziah Tika Yulianti Titing Sulastri Usi Susilawati Widi Nursyamsi Apriawan Yusuf Khoerul Rizal Yusuf Suryana Zenzen Zakiyah