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All Journal Wahana Akademika: Jurnal Studi Islam dan Sosial Social, Humanities, and Educational Studies (SHEs): Conference Series Wahana Akademika: Jurnal Studi Islam dan Sosial
Etik Kurniawati
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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GURU DAN MOTIVASI BELAJAR AGAMA ANAK TUNA GRAHITA Etik Kurniawati
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 3, No 1 (2016): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v3i1.873

Abstract

AbstractReligious Education given to children with intellectual challenges are di? erent from normal children in general. Th e di? erence is not in its subject matter, but in terms of the extent and development of materials of religious education tailored to the child’s ability. A Mentally dissabled child is not easy to be educated about the teaching of religion, because the limitations in capturing the religious instruction and behavior di? erent from normal children. Teachers have an important character such as a motivator. Teachers should be able to increase or stimulate activity, provide encouragement, as a good example, as well as providing facilities for students to have a passion in studying religion, especially in the process of learning in children with intellectual challenges who have mental conditions that are di? erent from normal children. Th erefore, it is important for teachers to give encouragement or stimulus that they have a passion and interest in the study of religion.Keywords: Teacher, Motivation, Mentally disabled.
GURU DAN MOTIVASI BELAJAR AGAMA ANAK TUNA GRAHITA Etik Kurniawati
Wahana Akademika: Jurnal Studi Islam dan Sosial Vol 3, No 1 (2016): Wahana Akademika
Publisher : Kopertais Wilayah X Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/wa.v3i1.873

Abstract

AbstractReligious Education given to children with intellectual challenges are di? erent from normal children in general. Th e di? erence is not in its subject matter, but in terms of the extent and development of materials of religious education tailored to the child’s ability. A Mentally dissabled child is not easy to be educated about the teaching of religion, because the limitations in capturing the religious instruction and behavior di? erent from normal children. Teachers have an important character such as a motivator. Teachers should be able to increase or stimulate activity, provide encouragement, as a good example, as well as providing facilities for students to have a passion in studying religion, especially in the process of learning in children with intellectual challenges who have mental conditions that are di? erent from normal children. Th erefore, it is important for teachers to give encouragement or stimulus that they have a passion and interest in the study of religion.Keywords: Teacher, Motivation, Mentally disabled.
Class Action Research Report Efforts To Improve Class IV Science Learning Outcomes Trought The Numbered Heads Learning Strategytogether At State 1 Tulas Primary School Academy Year 2020/2021 Etik Kurniawati
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 5 (2022): Social, Humanities, and Educational Studies (SHEs): Conference Series (Special Issue 2
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v5i6.81207

Abstract

This research aims to increase understanding of science learning material about energy using the Numbered Heads Together (NHT) learning method for class IV students. The form of this research is classroom action research using a cycle model. Each cycle consists of four stages, namely: planning, implementation, action, observation and reflection. As a sample, there were 9 students in class IV semester II of SD Negeri 1 Tulas, consisting of 4 male students and 5 female students. The implementation of improvement research was carried out in 2 cycles. Based on the results of the research on learning outcomes, it can be concluded that the implementation of cycle I showed an increase in learning outcomes. The scores of students who reached the KKM or completed were 3 (33.33%) students out of 9 students before improvements were made and experienced an increase of 22.22% or 5 (55.55%) students who completed out of 9 students. Meanwhile, student activity is still lacking. Meanwhile, in cycle II, there was also an increase of 100% of students completing or reaching the KKM and student activity scores getting a good average score. In this way, recommendations for using the Numbered Heads Together (NHT) learning method can improve student results regarding energy in class IV semester II students. SD Negeri 1 Tulas, Karangdowo District, Klaten Regency, 2020/2021 Academic Year.
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