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All Journal Jurnal Konseling dan Pendidikan Auladuna AL ISHLAH Jurnal Pendidikan JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah)
Uswatun Chasanah
Universitas Islam Negeri Sunan Ampel Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Islamic boarding schools and human rights enforcement transmission of cultural values for disabilities Suwarno Suwarno; Uswatun Chasanah
Jurnal Konseling dan Pendidikan Vol 9, No 3 (2021): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/165500

Abstract

The inclusive boarding school model is not only a form of embodiment of education that respects diversity and eliminates discrimination. However, it is more critical as a form of application, essence, and religion, the theological substance that teaches the equality of human rights, tolerance, and respect for others in all aspects of life. This research was conducted to know the inclusive boarding school education model initiated by the founder of An-nur Islamic boarding school, Tengku Drs H. Zainal Abidin. The research method used in this study is a type of qualitative research. Data collection techniques using participant observation, namely by way of researchers mingling with the object of research. The research was conducted at the An-nur Islamic Boarding School, Tingkem Asli Village, Bukit District, Bener Meriah Regency, Aceh. The research was conducted from July 2020 to July 2021. The results of this study are that the pesantren model initiated by the founder is an integrated, inclusive boarding school that was officially established in 2010. Inclusive Integration is a pesantren education model that unites regular (typical) students with ABK students (Children with Special Needs) in one Islamic boarding school environment. with an integrated education model, namely the Integration between the concepts of Islamic boarding school education and entrepreneurship with a learning approach that emphasizes emotional and familial. Through this model, Pesantren An-Nur can transmit cultural values for persons with disabilities through the process of enculturation, socialization, acculturation with a Chinatown style building. Cultural transmission is applied to disability in inclusive boarding schools through vertical transmission, oblique transmission, and horizontal transmission. These three cultural transmissions are carried out in the educational process at Islamic boarding schools for 24 hours through theological understanding and translating at the practical level in the form of self-accustoming, exemplary, formal and informal learning, and life skills activities for students in Islamic boarding schools.
Implementasi Pembelajaran Tematik Terpadu Pada Anak Berkebutuhan Khusus Kelas 1 Di Sdi Yapita Surabaya Yuyun Fitrianti; Adheari Sya’ban Nugrohaji; Chasnah Nailah; Eka Nur Anisa; Midayati Afifa; Reni Wulandari; Uswatun Chasanah
JEMARI (Jurnal Edukasi Madrasah Ibtidaiyah) Vol. 4 No. 1 (2022): January Edition
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Universitas Nurul Huda

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Abstract

Penelitian ini dilakukan dengan tujuan untuk mengetahui bagaimana Implementasi Pembelajaran Tematik Terpadu pada Anak Berkebutuhan Khusus Kelas 1 di SDI Yapita Surabaya. Pembelajaran sendiri merupakan arti dari kata learning. Yang mana pembelajaran berdasarkan makna leksikal berarti sebuah proses, cara serta perbuatan mempelajari. Dalam hal ini, pembelajaran tematik memberikan cara yang paling lengkap bagi siswa untuk mengembangkan pengetahuan mereka dengan menjawab pertanyaan mereka dan memuaskan rasa ingin tahu mereka dengan mencari di dunia sekitar mereka. Maka dari itu, penelitian ini dilakukan menggunakan pendekatan penelitian kualitatif dengan metode penelitian studi kasus. Yang mana hasil penelitian ini berbentuk deskriptif berupa pernyataan-pernyataan yang sesuai dengan realita atau keadaan yang sebenarnya.di kelas 1 SDI Yapita Surabaya, yang membuahkan hasil bahwa dalam implementasi pembelajaran tematik terpadu di sekolah tersebut dilakukan dengan mengacu pada kurikulum 2013 berbasis kompetensi. Sehingga dalam hal ini, pelaksanaan pembelajaran di SDI Yapita Surabaya baik pembelajaran bagi siswa normal maupun ABK sama-sama menggunakan pendekatan tematik integratif mulai dari kelas 1 sampai dengan kelas 6.
PENERAPAN MEDIA KONKRET UNTUK MENINGKATKAN HASIL BELAJAR TEMATIK INTEGRATIF PESERTA DIDIK KELAS 2 MINU NGINGAS Zuha Prisma Salsabila; Nafisatul Aliya; Fadillah Mira Susanti; Nurleila Rizqi Putri; Putri Indriyanti; Achmad Syaab Arif Al Wafa; Uswatun Chasanah
Auladuna: Jurnal Pendidikan Dasar Islam Vol 9 No 1 (2022): 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.v9i1a4.2022

Abstract

Abstract This study aimed to improve students' learning outcomes in class 2 of MINU Ngingas Sidoarjo by using concrete media in integrative thematic learning. The method used was Classroom Action Research (CAR), including two cycles. Each cycle consisted of three stages: planning, action and observation, and reflection. Data collecting procedures used were test, observation, and interview techniques. The observations showed the problem of students' disinterest in lecture learning. Interview data gave the result that students did not understand abstract material. The problem found was no usage of real media, so it affected students' understanding. Actions using concrete media in integrative thematic learning indicated that applying concrete media to integrative thematic learning could improve students’ learning outcomes in class 2 of MINU Ngingas Sidoarjo. Concrete media was very influential in improving students’ learning outcomes in integrative thematic learning in class 2 of MINU Ngingas Sidoarjo.
Breaking the Barriers: Flash Card Media’s Role in Enhanching Literacy for Students with Special Needs Zumrotul Mukaffa; Uswatun Chasanah; Majidatun Ahmala
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.2446

Abstract

This research is motivated by the phenomenon of the low literacy culture of the Indonesian people, which, according to UNESCO, are ranked 60th out of 61 countries. In a year, children in Europe and America can read about 25-27% of books, children in Japan are around 15-18%, while Indonesian children only reach 0.01%. The phenomenon of low interest in reading books also occurs in students with special needs at a private Elementary School. This study aims to improve the literacy skills of students with special needs at an elementary school using flash card media. This study uses an experimental approach, with a pre-experimental model carried out by (pretest-posttest design). The group observed was ten students with special needs in low grades with down syndrome, speech delay, meningitis, slow learning, and dyslexia. The results showed that the flash card media improved the literacy skills (reading at the beginning) of students with special needs with a significance value of 0.007 0.05, which means that the statistical test significance of reading skills scores is smaller than the significance limit value. The improvement of literacy skills (reading the beginning) is also influenced by attractive, illustrated and colourful flash card media design. This results in students being more interested in learning to read and more accessible to understanding the studied concepts. 
Co-Authors Achmad Syaab Arif Al Wafa Adheari Sya’ban Nugrohaji Chasnah Nailah Eka Nur Anisa Fadillah Mira Susanti Majidatun Ahmala Midayati Afifa Nafisatul Aliya Nurleila Rizqi Putri Putri Indriyanti Reni Wulandari Suwarno Suwarno Yuyun Fitrianti Zuha Prisma Salsabila Zumrotul Mukaffa