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All Journal Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL EDUKASI NONFORMAL Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Akrab Juara : Jurnal Ilmu-ilmu Sosial Jurnal Pengabdian kepada Masyarakat JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Septi Fitri Meilana
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Pendas : Jurnah Ilmiah Pendidikan Dasar

 1 
PENDEKATAN GURU DAN KOLABORASI DENGAN ORANG TUA SERTA PERAN PSIKOLOG DALAM MENGIKUTSERTAKAN ANAK BERKEBUTUHAN KHUSUS DI KELAS REGULAR UNTUK SISWA SEKOLAH DASAR Nanda Oktavia; Huqqat Inayatul Khairi; Eka Yuanda Putri; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21991

Abstract

This study aims to understand teachers' challenges and strategies in dealing with students with special needs in inclusive schools. The method used was an interview with a teacher who has experience teaching inclusive classes in public schools. The main problems encountered include variations in students' special needs, such as cognitive, emotional and behavioral disorders. Teachers also face obstacles in collaboration with parents who are less than optimal in providing support at home. Interviews showed that teachers adjusted the curriculum based on the abilities of students with disabilities, focusing on basic skills such as reading, writing and counting and independence. Interactive learning media such as videos are used to improve student focus. Collaboration between teachers, parents and professionals is recognized as important in supporting student development, although implementation is not always optimal. In addition, students with disabilities are integrated with regular students by providing modified Learner Worksheets (LKPD) as needed. In conclusion, inclusive learning requires curriculum adaptation, interactive learning media and close collaboration between teachers, parents and professionals to overcome the learning difficulties of students with disabilities and ensure they can develop to their potential.
PENGEMBANGAN KURIKULUM PENDIDIKAN INKLUSI BERBASIS DIFERENSIASI DI SEKOLAH DASAR Dina Trisia; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21751

Abstract

The development of an inclusive education curriculum based on differentiation is a strategic step to meet the diverse needs of students, especially in elementary schools. This article aims to analyze and elaborate on the concept, implementation, and challenges of an inclusive curriculum combined with a differentiation approach. The research uses a literature review method by analyzing various sources of SINTA-indexed journals, books, and related guidelines from the past five to ten years. The study results indicate that inclusive education in elementary schools often faces challenges in designing a curriculum that can accommodate the individual needs of students, especially those with special needs. The differentiation approach offers a solution that enables flexible, adaptive, and student-centered teaching. This strategy includes differentiation of content, process, product, and learning environment tailored to the abilities and learning styles of students. In addition, strong collaboration between teachers, parents, and stakeholders is needed to ensure the successful implementation of this curriculum. This article recommends the development of training programs for teachers to understand and implement differentiation approaches, as well as the integration of technology to support inclusive learning. Thus, a differentiation-based inclusive curriculum can serve as an important foundation in creating an inclusive, adaptive, and diversity-supporting learning environment for students.
MEMBANGUN LINGKUNGAN INKLUSIF DALAM STRATEGI MENDUKUNG ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR Humaira Azka Salsabila; Cristina Natalia Enjelina; Haikal Alfa Salam; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21982

Abstract

This research aims to build an inclusive environment for children with special needs, particularly students with dyslexia, in primary schools. The methodology used was a qualitative approach with a case study, which allowed for an in-depth exploration of students' experiences and challenges. Data was collected through direct observation in the classroom and interviews with a grade III teacher with experience teaching dyslexic students. The research focus included cognitive aspects, such as difficulties in reading and writing, as well as social-emotional aspects, including learning anxiety. The results showed that students with dyslexia experience significant difficulties in processing information and interacting socially, thus requiring adaptive learning strategies. Recommendations from this study include the importance of collaboration between teachers and parents, as well as the use of learning methods that involve multiple senses to create a supportive learning atmosphere. Thus, this study provides practical guidance for schools in improving the effectiveness of inclusive education for students with special needs.
KESIAPAN GURU DALAM MENGHADAPI PENDIDIKAN INKLUSI UNTUK ANAK BERKEBUTUHAN KHUSUS Afifa Tsabita Muttaqya; Aisyah Sabrina Priyanto; Anggi Nur Hidayah; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.22044

Abstract

Inclusive education is an approach that prioritizes providing a supportive learning environment for all students, including ABK. This research uses a qualitative approach with a case study method. An in-depth interview was conducted with a grade 1 teacher at SDN Susukan 09 Pagi to identify the teacher's understanding, challenges and strategies in teaching ABK. Teacher readiness is a key factor in the successful implementation of inclusive education, including pedagogical competence, understanding the needs of ABK, inclusive attitudes, and adequate facility support. The results of the study show that the majority of teachers still face challenges in understanding the characteristics and needs of ABK, limited special training, and a lack of resource support. However, a positive attitude towards inclusive education is an important asset for increasing their competence. With ongoing training, mentoring and strengthening school policies, it is hoped that teacher readiness can increase significantly so that inclusive education can run effectively and inclusively for all children.
KONSEP PEMBELAJARAN MICRO LEARNING Nasywaa salamah; Aura Khairunnisa; Muhammad Farras Qoid Mufadhol; Lanardin; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24635

Abstract

In the swiftly changing field of education and training, micro learning has emerged as a key strategy that caters to the demand for more adaptable, effective, and learner-focused teaching methods. Micro learning involves delivering educational material in concise, focused segments aimed at specific learning objectives and usually achievable in a brief timeframe. This approach resonates with modern cognitive science theories, which indicate that shorter, targeted learning experiences can enhance knowledge retention and student engagement. By leveraging digital platforms and diverse multimedia formats, including videos, podcasts, infographics, and interactive quizzes, micro learning increases accessibility and provides customized learning pathways tailored to individual preferences and styles. This article explores the fundamental concepts of micro learning, its theoretical frameworks, and its advantages in comparison to conventional long-form educational methods. Additionally, the paper addresses the practical application of micro learning in both educational and corporate environments, the technological resources that support it, and the various challenges that educators and organizations may encounter during its implementation. Recommendations for enhancing the effectiveness of micro learning initiatives are also included. By thoroughly examining the concepts and practices of micro learning, this study enhances our understanding of its influence on the future of education and professional growth.  
Co-Authors Afifa Tsabita Muttaqya Aisyah Sabrina Priyanto Anggi Nur Hidayah Aura Khairunnisa Cristina Natalia Enjelina Dina Trisia Eka Yuanda Putri Haikal Alfa Salam Humaira Azka Salsabila Huqqat Inayatul Khairi INDAH KUSUMANINGRUM Khavisa Pranata Lanardin Muhammad Farras Qoid Mufadhol Nanda Oktavia Nanda Saputra Nasywaa salamah Nurmawati Nurmawati Rere Aprilianti Siti Ithriyah Yulia Rahmadhar Zulfa Dewina Zulfadewina Zulfadewina Zulfadewina Zulfadewina Zulfadewina