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ANALISIS KESULITAN BELAJAR SISWA KELAS V SD/MI PADA POKOK BAHASAN SISTEM KOORDINAT Khaeroni Khaeroni; Eva Nopriyani
Auladuna: Jurnal Pendidikan Dasar Islam Vol 5 No 1 (2018): JUNE
Publisher : Department of Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Alauddin Makass

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/auladuna.v5i1a7.2018

AbstrakStruktur pengetahuan matematika dibangun melalui serangkaian konsep-konsep, teori-teori, atau postulat-postulat secara berjenjang. Matematika juga memiliki sifat yang konsisten, sistematis, dan logis. Fakta di lapangan menunjukkan bahwa masih banyak siswa yang mengalami kesulitan dalam belajar matematika. Karena konsep matematika berjenjang, akibatnya siswa kesulitan untuk mempelajari konsep-konsep lanjutannya. Pendekatan penelitian yang digunakan adalah penelitian kualitatif dengan model Miles and Huberman. Contohnya untuk mempelajari materi sistem koordinat, siswa terlebih dahulu harus menguasai konsep satuan dan pengukuran, urutan pada bilangan bulat, dan menggambar garis bilangan baik secara horizontal maupun vertikal. Abstraksi matematika merupakan kesulitan tersendiri yang harus dihadapi siswa dalam mempelajari konsep-konsep matematika. Guru juga dapat mengalami kendala dalam mengajarkan matematika karena sifatnya yang abstrak. Untuk itu perlu diuraikan kesulitan apa saja yang dialami siswa dalam mempelajari materi sistem koordinat agar guru dapat mengajarkan materi serupa dengan pendekatan dan cara yang sesuai dan menemukan cara mengatasi kesulitan belajar matematika dengan pendekatan reflektif.Abstract The structure of mathematical knowledge is built through a series of concepts, theories, or postulates in hierarchy. Mathematics also has a consistent, systematic, and logic. The fact in field shows that there are students who have difficulty in learning math. Since the tiered of mathematical concepts, students aim a difficulty on learning next concepts. The research approach used is qualitative research with Miles and Huberman model. For example, to study the concept of Coordinate System, students must master the concept of unit and measurement, sequence in integers, etc. The abstraction of mathematics is a difficulty that must be faced by students in learning mathematical concepts. Teachers can also face obstacles in teaching mathematics because of its abstract nature. Therefore, it is necessary to describe the difficulties faced by students in learning the material coordinate system so that teachers can teach similar materials with appropriate approaches and find ways to solve the difficulties of learning mathematics with a reflective approach.

PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN MELALUI METODE STRUKTURAL ANALITIK DAN SINTETIK (SAS) PADA MATA PELAJARAN BAHASA INDONESIA Nadrotul Muhibah; Khaeroni Khaeroni; Oman Farhurohman
Jurnal keilmuan dan Kependidikan dasar Vol 12 No 1 (2020): Juni 2020
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Tujuan penelitian ini adalah untuk mengetahui penerapan metode SAS yang dapat meningkatkan kemampuan membaca permulaan, selain itu untuk mengetahui peningkatan kemampuan membaca permulaan dengan menggunakan metode SAS pada mata pelajaran Bahasa Indonesia. Pendekatan penelitian yang digunakan adalah Penelitian Tindakan Kelas yang dilakukan dalam II Siklus. Tempat dan Subjek penelitian ini adalah Siswa kelas I A SDN Sindang Asih I Kabupaten Tangerang dengan jumlah 27 siswa yang terdiri atas 16 perempuan dan 11 laki-laki. Sumber data pokok yang dipakai adalah siswa dan guru. Teknik pengumpulan data yang digunakan adalah berupa tes, observasi dan wawancara. Hasil penelitian ini menyatakan bahwa penerapan metode SAS mempuyai langkah operasional dengan urutan struktural ialah menampilkan secara keseluruhan, analitik ialah proses penguraian dan sintetik ialah proses penggabungan kembali ke struktural semula. Selain itu pada kegiatan tes kemampuan membaca permulaan dengan menggunakan metode SAS Siswa dinyatakan meningkat dimana pada Siklus II memperoleh persentase ketuntasan 89%, sedangkan persentase tidak tuntas hanya 11% ini menunjukan bahwa pada tes kemampuan membaca permulaan dinyatakan berhasil. Hal ini menjadikan peningkatan atau perbandingan pada kemampuan membaca permulaan dari Siklus I memperoleh nilai persentase ketuntasan 63% meningkat pada Siklus II menjadi 89% menunjukan bahwa penelitian berhasil.

Pembelajaran Daring pada Anak Selama Masa Pandemi Covid-19 di Kabupaten Lebak Khaeroni Khaeroni; Siti Saniah
Dedikasi: Jurnal Pengabdian kepada Masyarakat Vol 14 No 2 (2021): Juli-Desember
Publisher : Pusat Pengabdian Kepada Masyarakat Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/dedikasi.v14i2.5455

Abstract: Pandemi Covid-19 mengharuskan pembelajaran dilakukan secara daring dari rumah sebagai salah satu upaya memutuskan penyebaran Covid-19. Pelaksanaan pembelajaran daring mengakibatkan beberapa masalah, antara lain kurangnya motivasi dan minat belajar peserta didik serta ketidaksiapan orang tua dalam membimbing anaknya belajar di rumah. Akibatnya, peserta didik tidak mendapatkan pendampingan belajar secara maksimal sehingga berpengaruh kepada tujuan pembelajaran. Untuk mengatasi permasalahan tersebut, maka dilaksanakan kegiatan pendampingan belajar di Desa Maja Baru Kecamatan Maja untuk membantu anak-anak dan orang tua yang mengalami kesulitan selama melaksanakan pembelajaran daring. Metode penelitian yang digunakan adalah Participatory Action Research. Bentuk pendampingan yang dilakukan yaitu dengan menggunakan metode pembelajaran luring di salah satu rumah masyarakat secara bergiliran (shift) yang terdiri atas dua sesi, yaitu sesi pagi dan sore. Hasil pendampingan belajar memberikan pengaruh positif terhadap anak-anak dan orang tua. Covid-19, Pendampingan Belajar

IMPROVING STUDENT'S MATHEMATIC REFLECTIVE THINKING ABILITY THROUGH THE IMPROVE LEARNING MODEL Sri Apriatni; Hepsi Nindiasari; Khaeroni Khaeroni
Prima: Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Prima : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v6i2.5456

Several studies show that the learning process with a metacognitive approach helps students develop their reflective thinking skills. One of the IMPROVE syntaxes is asking metacognitive questions. This study aims to describe the influence of the IMPROVE learning model on students' mathematical reflective thinking abilities. For this reason, this study uses a quantitative approach with descriptive analysis techniques after comparing two groups of data according to the non-equivalent control group design. The study involved several students of class X IPA at MAN 2 Serang City as a population consisting of two study groups as samples. The data collection technique uses the Mathematical Reflective Thinking Ability Test (KBRM) instrument which contains six indicators. The application of the IMPROVE learning model, based on the results of the study, was proven to have a positive and significant influence on increasing students' mathematical reflective thinking skills. Also, the mathematical reflective thinking ability of students who apply the IMPROVE learning model is in the fairly good category, while the mathematical reflective thinking ability of students who apply ordinary learning is in the poor category. The achievement of each indicator of students' mathematical reflective thinking skills who apply IMPROVE learning is in the good category on 2 question indicators, fairly good category on 2 question indicators and not a good category on 2 question indicators out of a total of 6 indicators of mathematical reflective thinking ability questions

Challenges and Opportunities of Inclusive Education in Islamic Higher Education Institutions: A Case Study in Indonesia Khaeroni Khaeroni; Fithri Meiliawati; Roudhotul Jannah
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 9 No 02 (2023): November 2023
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v9i02.11335

This study explores the challenges and opportunities in implementing inclusive education in Indonesia’s Islamic Religious Higher Education Institutions (Perguruan Tinggi Keagamaan Islam/PTKI). Inclusive education, which seeks to ensure access and equity for students with disabilities or special needs, has become increasingly relevant within Islamic higher education as part of the broader agenda for educational equity and human rights. The study employs a qualitative approach with a case study design involving interviews, observations, and documentation at several PTKIs that have initiated inclusive education programs. Findings reveal that PTKIs face several challenges, including a lack of institutional policy, inadequate infrastructure, limited teaching competencies in inclusive pedagogy, and socio-cultural barriers stemming from stigmatisation. However, the study also identifies key opportunities, such as aligning inclusive values with Islamic teachings, institutional commitment to equity, and the role of government policies in supporting inclusivity. Though facing substantial barriers, the study concludes that inclusive education in PTKIs can be significantly enhanced through policy reforms, capacity building, and collaboration across institutional and governmental levels. These findings contribute to the growing discourse on inclusive education in Islamic contexts and provide practical implications for educational leaders and policymakers

Challenges and Opportunities of Inclusive Education in Islamic Higher Education Institutions: A Case Study in Indonesia Khaeroni Khaeroni; Fithri Meiliawati; Roudhotul Jannah
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 9 No 02 (2023): November 2023
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v9i02.11335

This study explores the challenges and opportunities in implementing inclusive education in Indonesia’s Islamic Religious Higher Education Institutions (Perguruan Tinggi Keagamaan Islam/PTKI). Inclusive education, which seeks to ensure access and equity for students with disabilities or special needs, has become increasingly relevant within Islamic higher education as part of the broader agenda for educational equity and human rights. The study employs a qualitative approach with a case study design involving interviews, observations, and documentation at several PTKIs that have initiated inclusive education programs. Findings reveal that PTKIs face several challenges, including a lack of institutional policy, inadequate infrastructure, limited teaching competencies in inclusive pedagogy, and socio-cultural barriers stemming from stigmatisation. However, the study also identifies key opportunities, such as aligning inclusive values with Islamic teachings, institutional commitment to equity, and the role of government policies in supporting inclusivity. Though facing substantial barriers, the study concludes that inclusive education in PTKIs can be significantly enhanced through policy reforms, capacity building, and collaboration across institutional and governmental levels. These findings contribute to the growing discourse on inclusive education in Islamic contexts and provide practical implications for educational leaders and policymakers

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