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All Journal Intuisi Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Dinamisia: Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Early Childhood and Character Education Journal of Law, Poliitic and Humanities JGK (Jurnal Guru Kita) PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Abdimas Jurnal Prasasti Ilmu
Liftiah Liftiah
Universitas Negeri Semarang
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Studi Kasus Tentang Strategi Efektif Guru untuk Mendukung Kepercayaan Diri Siswa Slow Learner di Sekolah Ayuningtyas, Karin Widya; Liftiah, Liftiah; Formen, Ali
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3397

Abstract

Latar belakang penelitian ini berangkat dari permasalahan rendahnya kepercayaan diri siswa slow learner yang ditunjukkan dengan sikap ragu, enggan bertanya, dan takut salah dalam kegiatan belajar. Penelitian ini bertujuan untuk mendeskripsikan pengalaman kepercayaan diri siswa slow learner. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi fenomenologis. Subjek penelitian terdiri atas satu siswa slow learner kelas V berinisial G dan guru kelas yang sekaligus berperan sebagai Guru Pembimbing Khusus (GPK). Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi berupa observasi kegiatan belajar, wawancara dengan orang tua, dan siswa, serta dokumentasi hasil belajar. Analisis data menggunakan model Miles dan Huberman melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pengalaman kepercayaan diri G didominasi oleh rendahnya efikasi diri akademik, termanifestasi sebagai keraguan kognitif dan penarikan diri sosial. Strategi efektif guru/GPK dalam mendukungnya terbukti sangat selaras dengan empat sumber Self-Efficacy Bandura, meliputi diferensiasi tugas dan scaffolding (untuk menciptakan enactive mastery experience positif), penciptaan lingkungan yang aman, dan umpan balik yang spesifik (bujukan verbal). Pembahasan menyimpulkan bahwa bagi slow learner, peningkatan kepercayaan diri merupakan fenomena yang dapat direkonstruksi, di mana pemenuhan kebutuhan afektif dan penciptaan pengalaman penguasaan yang terkontrol menjadi prasyarat utama keberhasilan akademik. Implikasi penelitian ini menekankan perlunya pergeseran pedagogis yang memprioritaskan self-worth siswa dan integrasi peran GPK secara konsisten dalam pengajaran kelas sehari-hari.
Strategi Guru dalam Menangani Anak Speech Delay di Sekolah Dasar: Studi Kasus Fitriyani Fitriyani; Liftiah Liftiah; Ali Formen
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9680

Abstract

This study was motivated by the existence of elementary school children who experience language development disorders, namely speech delay compared to their peers in the sixth grade of an elementary school in Cirebon City. The child, whose initials are D, experiences speech delay, which hinders his communication and learning processes. This study aims to determine the strategies and obstacles faced by Teacher Y in handling Child D, who experiences speech delay in elementary school. The research method used was qualitative research with a case study. The data collection techniques used were interviews and observation. The data analysis technique used was the Miles and Huberman Model. The results of the study showed that the strategies used by the teacher were multisensory, simple and gradual instruction, and the use of interactive learning media, methods, and models to stimulate the child's language. Meanwhile, the obstacles encountered were limited time for assistance, a lack of supporting facilities, and inconsistent stimulation at home. Based on these research results, it was concluded that handling children with speech delay requires varied strategies supported by collaboration between teachers and parents in order to achieve optimal results.
Sinergi Peer Tutoring dan Circle of Friends dalam Meningkatkan Inklusi Sosial dan Perilaku Belajar Murid Lamban Belajar (Slow Learner) di Sekolah Dasar Imala Rahmawati; Liftiah Liftiah; Ali Formen
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73895

Abstract

Keberadaan murid berkebutuhan khusus di kelas reguler sering kali menghadapi hambatan akademik dan integrasi sosial. Penelitian ini bertujuan mengeksplorasi sinergi strategi peer tutoring dan circle of friends bagi murid slow learner (MRS) di SDN 3 Tutup untuk mengatasi permasalahan tersebut. Menggunakan pendekatan kualitatif studi kasus, penelitian dilaksanakan pada semester genap 2025/2026. Subjek penelitian adalah seorang murid kelas V berinisial MRS. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, studi dokumen, dan tes perbuatan. Teknik analisis data menggunakan model interaktif yang mencakup reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan sinergi antara peer tutoring dan circle of friends secara signifikan meningkatkan durasi fokus subjek dari 5-10 menit menjadi 15-25 menit serta menurunkan hambatan afektif dalam interaksi sosial. Temuan dipertegas dengan skor gejala 170 yang menunjukkan perlunya penanganan melalui kurikulum adaptif. Kesimpulannya, kolaborasi antara dukungan sosial sebaya dan adaptasi akademik guru terbukti efektif mengoptimalkan layanan inklusi dan memutus rantai kegagalan akademik murid lamban belajar.
A SUPPORTING AND INHIBITING FACTORS OF SOCIAL INTERACTION OF SLOW LEARNER STUDENTS IN INCLUSIVE ELEMENTARY SCHOOL CLASSES: INCLUSIVE EDUCATION Putri Fahmi; Liftiah Liftiah; Ali Formen
Jurnal Prasasti Ilmu Vol. 6 No. 1 (2026): Jurnal Prasasti Ilmu
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpi.v6i1.17289

Abstract

This study aims to analyze the supporting and inhibiting factors of social interaction among slow learner students in inclusive elementary school classrooms. A qualitative approach with a case study design was employed. Data were collected at SDN 1 Sukorejo, SDN 2 Sukorejo, and SDN 3 Sukorejo, Tunjungan District, Blora Regency. Purposive sampling was applied to select informants consisting of slow learner students, inclusive classroom teachers, and parents. Three data collection techniques were used: participatory observation, in-depth semi-structured interviews, and documentation studies. Data were analyzed using Miles and Huberman's interactive analysis model comprising data reduction, data display, and conclusion drawing supported by source and technique triangulation as well as member checking. The results identified three supporting factors: (1) peer acceptance and empathy, especially informal peer tutoring behavior; (2) differentiated instructional strategies applied by teachers, such as mixed-ability grouping and think-pair-share techniques; and (3) active emotional support from parents at home. Three inhibiting factors were also identified: (1) social stigma and peer rejection that triggers social anxiety; (2) limited verbal communication skills and low self-efficacy of slow learner students; and (3) structural limitations, particularly the absence of a full-time Special Assistant Teacher (GPK) in all three schools. A comparative analysis across schools confirmed that social interaction quality among slow learner students is a multidimensional phenomenon shaped by the dynamic interplay of individual, teacher, classroom, family, and school policy factors.
Co-Authors Aggacito, Aggacito Al-Hanif, Ervando Tommy Ali Formen Annafi, Masrukhin Ayuningtyas, Karin Widya Budi Widyaningsih Budiyono Budiyono Diana Eka Fatmahwati Ekawaldi, Ikromi Zufri Evi Widowati Fatma Kusuma Mahanani, Fatma Kusuma Fitriyani Fitriyani Hulinggi, Mawardi Imala Rahmawati Karima, Mayyaza Urfa Kusuma Wijayanti Luthfi Atin Khusna Luthfi Fathan Dahriyanto, Luthfi Fathan Moh. Iqbal Mabruri Mulawarman Mulawarman Nadhifa, Tiara Azka Nila Nofitasari Oktafia, Nur Eka Perdana, cindy Pratomo, Anistya Wulandari Putri Fahmi Rafika Bayu Kusumandari, Rafika Bayu Sa'diyah, Khotimatus Siti Asiah Sri Sumartiningsih Subroto, Laura Marulia Sugiariyanti, Sugiariyanti Sukma Adi Galuh Amawidyati Swaraswati, Yogi Tambunan, Yessica Rebecca Tri Esti Budiningsih Uni Haryanti, Dwi Utami, Nugraheni Putri Vitradesie Noekent, Vitradesie Wahyu, Imam Santosa Ciptaning Widya Hary Cahyati Widyaningsih, Budi Wijayanti, Kusuma Woro Apriliana Sari Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Yuni Sulistyawati