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Windisyah Putra
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IDENTIFIKASI MODEL PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA PENDIDIKAN USIA DINI Windisyah Putra
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 6 No. 2 (2022): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v6i2.8620

Abstract

Pendidikan khusus merujuk kepada Pendidikan untuk peserta didik yang memiliki kecerdasan luar biasa. Ada beberapa model pembelajaran dapat diaplikasikan untuk melihat apakah model pembelajaran tersebut sesuai diaplikasikan pada peserta didik yang memiliki kecerdasan khusus. Artikel ini melaporkan hasil dari penelitian mengguanakan metode kualitatif dan pendekatan deskriptif analisis untuk mengetahui model pembelajaran terhadap minat anak dan menjadi bahan pertimbangan bagi TK Permata Bunda Takengon. Penelitian ini meliputi 3 Anak Berkebutuhan Khusus (ABK) dari kelas B semester genap. Teknik pengumpulan data melalui pengamatan partisipatif, wawancara, dan dokumentasi. Selanjutnya dianalisis dengan reduksi data, penyajian data, pengambilan kesimpulan dan verifikasi data. Hasil penelitian menunjukkan; (1) MY memiliki jenis ketunaan ADD (Attention Deficit Disorder) gangguan tingkah laku atau berkurangnya perhatian terhadap suatu obyek. Kecendrungan kecerdasan spasial visual dan memiliki gaya belajarnya visual (penglihatan) dengan model pembelajaran yang banyak menampilkan gambar dan lukisan; (2) AN memiliki jenis ketunaan slow leaner (lambat belajar), memiliki kecerdasan linguistic (bahasa) dan kecendrungan kedalam gaya belajar auditori (pendengaran) melalui model pembelajaran bercerita dan ceramah; dan (3) AA memiliki jenis ketunaan ADHD (Attention Deficit Hiperaktif Disorder) gangguan tingkah laku hiperaktif, memiliki kecenderungan kecerdasan kenistetik dan spasial visual. Sementara gaya belajarnya tactile/kinestetik (perabaan/gerakan) dan menerapkan model pembelajaran role play dengan mengamati langsung dan merasakan pelajarannya.
IMPROVING INTERPERSONAL INTELLIGENCE OF EARLY CHILDHOOD Windisyah Putra; Asnawi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 5 No. 1 (2021): January
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i1.8244

Abstract

This study aimed to describe and know the implementation results of interpersonal intelligence development as well as to contribute positively for RA Bintang Zuhra Takengon Aceh Tengah, Aceh. This qualitative study was conducted by using psychological and sociological approaches. Data were collected through participatory observation, interviews, and documentations. Then, the data were analyzed through data reduction, data presentation, inference making, and data verification. The subjects in this study were 19 children of class B consisting of 12 girls and 7 boys in the even semester. Diverse activities were carried out by the children in order to develop their attitudes, habits, and understanding through playing while learning. The result of this study were: (1) the children’s interpersonal intelligence was developed through good samples, responsibilities, habits, courages, and disciplines; (2) the evaluation results showed that the percentage of the children’s intelligence reached 81.82%. This implied that the children’s interpersonal intelligence were in good level; (3) these results indicated the relevance between the improvement of interpersonal intelligence and the activities conducted in RKH. In conclusion, the children's interpersonal intelligence could be stimulated through playing with friends, collaboration, role plays, problems solving, and conflicts resolving.
Co-Authors ASNAWI