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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Pendidikan Dasar Pendidikan Luar Biasa Elementary: Islamic Teacher Journal Journal of Nonformal Education Indonesian Journal of Disability Studies Jurnal Pendidikan Usia Dini AL ISHLAH Jurnal Pendidikan Metodik Didaktik ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Edukasi AUD Journal AL-MUDARRIS Primary : Jurnal Keilmuan dan Kependidikan Dasar Jurnal Pelita PAUD Jurnal Basicedu FIKRAH International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Aulad : Journal on Early Childhood JMIE (Journal of Madrasah Ibtidaiyah Education) Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Jurnal Gentala Pendidikan Dasar as-sibyan : Jurnal Pendidikan Anak Usia Dini International Journal for Educational and Vocational Studies Musamus Journal of Primary Education Jurnal Komunikasi Pendidikan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam Parameter Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Fikrah : Journal of Islamic Education JPI (Jurnal Pendidikan Inklusi) Pedagogy : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pendidikan Dasar Journal of Education Technology Information Social Sciences and Health JS (Jurnal Sekolah) JIMAD : Jurnal Ilmiah Mutiara Pendidikan Pratama Widya: Jurnal Pendidikan Anak Usia Dini Jurnal Elementaria Edukasia Exploration In Early Childhood Research
Asep Supena.
Fakultas Ilmu Pendidikan Universitas Negeri Jakarta
Religion Arts Humanities Chemistry Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

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MODEL PENDIDIKAN INKLUSI BAGI ANAK TUNAGRAHITA DI SEKOLAH DASAR Supena., Asep
Pendidikan Dasar Vol 10, No 1 (2009): Volume 10 No 1 Maret 2009
Publisher : Pendidikan Dasar

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Abstract

      Abstract; The purpose of research is to obtain data comprehensively about how inclusive education for student with mental retardation can be conducted. There are seven research focus that be studed i.e. curriculum, learning goal, learning material, teaching plan, teaching management,  media and resource of learning and evaluation. Research be conducted by qualitative approach in one inclusive primary school in Bogor. Data be collected by depth interview and observation and document analysis. Result of study indicated that student with mental retardation can be educated together with normal student in regular school (class room). There are three condition that support the implementation of inclusive education for student with mental retardation. First, available government policy that support school for conducting inclusive education. Second, available positive attitude and behavior from school society toward inclusive education. Third, there are readiness technically from school to implement inclusive education. Modification is the importance key in implementing inclusive education. Research found that teachers do modification to amount component of learning in order to match with  capability of student with mental retardation, i.e curriculum, learning proses and evaluation.
MODEL PENDIDIKAN INKLUSIF UNTUK SISWA TUNANETRA Supena., Asep
Pendidikan Luar Biasa Vol 8, No 1 (2012): Volume 8 No 1 April 2012
Publisher : Pendidikan Luar Biasa

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Abstract

Abstract; This is a summary of a comprehensive study through library and empirical research on conducting inclusive education for students with visual impairment (tunanetra). The Objective of the study is to develop an ideal model of conducting inclusive education for students with visual impairment. The study was conducted through qualitative  approach. the data was collected from observations and focus group discussions with teachers and principals in special schools and regular schools in Jakarta and Bandung. The model consists of thirteen dimentions of conducting the inclusive education that include (1) model of enrollment, (2) identification and assessment, (3) curriculum, (4) learning process, (5) classroom management, (6) human resources, (7) facilities and equipment, (8) lesson plan, (9) learning resources, (10) supporting system, (11) evaluation, (12) school management, and (13) financial.
MODEL PENDIDIKAN INKLUSIF UNTUK SISWA TUNAGRAHITA DI SEKOLAH DASAR Supena, Asep
Parameter Vol 29 No 2 (2017): Parameter
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (596.133 KB) | DOI: 10.21009/parameter.292.03

Abstract

The research aims to produce a model’s implementation of inclusive education for students who are syndromic Mental Retardation in elementary school. Research conducted by the method of research and development (R&D). The research has produced two major findings: (1) a description of the facts and issues of implementation for inclusive education for students who are Syndromic Mental Retardation in elementary school today.; (2) konsep pelaksanaan model pendidikan inklusif bagi siswa tunagrahita di sekolah dasar. The resulted models include 5 main products (1) general guidelines for the implementation of inclusive education, (2) model of curriculum and learning, (3) model lesson plans, (4) evaluation model, (5) syllabus’ lessons in elementary school that have been modified for students who are Syndromic Mental Retardation Abstrak Penelitian ini bertujuan untuk menghasilkan implementasi model tentang pendidikan inklusif bagi siswa yang Tunagrahita di sekolah dasar (SD). Penelitian dilakukan dengan metode penelitian dan pengembangan (R & D). Penelitian ini menghasilkan dua temuan utama, yaitnu (1) deskripsi fakta dan isu-isu implementasi pendidikan inklusif bagi siswa tunagrahita di sekolah dasar saat ini; (2) konsep pelaksanaan model pendidikan inklusif bagi siswa yang Tunagrahita di sekolah dasar. Model hasil meliputi 5 produk utama: (a) panduan umum untuk pelaksanaan pendidikan inklusif, (b) model kurikulum dan pembelajaran, rencana Model (c) pelajaran, (d) model evaluasi, pelajaran (e) silabus 'di sekolah dasar yang telah dimodifikasi bagi siswa yang Tunagrahita.
POSITIVE BEHAVIOR INTERVENTION SUPPORT (PBIS) PADA SISWA BERKESULITAN MENULIS Irmawanty, Irmawanty; Supena, Asep; Hendrawan, Doni
Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 15, No 1 (2019): Metodik Didaktik Juli 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/md.v15i1.21653

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pendampingan yang dilakukan guru pada anak berkesulitan belajar khususnya menulis karena gangguan psikologis di kelas I Madrasah Ibtidaiyah. Fokus penelitian adalah proses pendampingan anak berkesulitan menulis di kelas I Madrasah Ibtidaiyah. Penelitian yang dilakukan ini  merupakan jenis penelitian deskriptif. Subjek penelitian ini adalah siswa kelas I Madrasah Ibtidaiyah Swasta Kota Tangerang. Objek penelitian adalah pembelajaran menulis. Analisis data dilakukan dengan cara  mereduksi data, men display, menginterpretasi dan menyimpukan. Berdasarkan hasil analisis data penelitian dapat disimpulkan bahwa (1) siswa mengalami kesulitan dalam memegang pensil atau alat tulis, menyimak dikte guru, menulis sesuai garis buku, membedakan penggunaan huruf capital dan huruf biasa dan tidak atau belum siap belajar menulis. (2) PBIS dapat meningkatkan percaya diri siswa dalam pembelajaran menulis
HUBUNGAN KELEKATAN ORANGTUA DAN REGULASI DIRI DENGAN KEMAMPUAN SOSIAL ANAK Pardede, Esther Novelia; Supena, Asep; Fahrurrozi, Fahrurrozi
Jurnal Pendidikan Usia Dini Vol 12 No 1 (2018): Jurnal Pendidikan Usia Dini, Volume 12 Nomor 1 April 2018
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.795 KB) | DOI: 10.21009//JPUD.121.04

Abstract

The aim of this research is to determine the relationship of parental attachment and self-regulation on social skill of 3rd grades. The research was conducted at Pangudi Luhur Elementary School Jakarta with involving of 84 samples of 3rd graders. The research method used is correlational research method. The data was collected using an assessment scale instrument. Data were analyzed by using correlation technique (regression). The results showed: (1) there was a positive correlation between parental attachment and social skill, (2) there was a positive correlation between self-regulation and social skill, (3) there was a positive correlation between parental attachment and self-regulation with social skill. The results of this study show the implication that the social skills of children can be developed by increasing parental attachment and self-regulation Keywords: parental attachment, self-regulation, social skill Tujuan dari penelitian ini adalah untuk mengetahui hubungan ketelekatan orang tua dan regulasi diri dengan kemampuan sosial anak kelas 3. Penelitian ini dilakukan di Sekolah Dasar Pangudi Luhur Jakarta dengan melibatkan 84 sampel siswa kelas 3. Metode Penelitian yang digunakan adalah metode penelitian korelasional. Pengumpulan data dilakukan dengan menggunakan instrumen skala penilaian. Data dianalisis dengan menggunakan teknik korelasi (regresi). Hasil penelitian menunjukkan : (1) terdapat hubungan yang positif antara kelekatan orangtua dengan kemampuan sosial, (2) terdapat hubungan yang positif antara regulasi diri dengan kemampuan sosial, (3) terdapat hubungan yang positif antara kelekatan orangtua dan regulasi diri dengan kemampuan sosial. Hasil penelitian ini menunjukkan implikasi bahwa, kemampuan sosial anak dapat ditingkatkan dengan cara meningkatkan kelekatan orangtua dan kemampuan regulasi diri Kata kunci: kelekatan orangtua, regulasi diri, kemampuan sosial
Pelaksanaan Pendidikan Inklusif Untuk Siswa Dengan Hambatan Penglihatan (Low Vision) Di Sekolah Dasar Khaeroh, Innayatul; Advelia, Fela; Rosyid, Abdul; Supena, Asep
JPI (Jurnal Pendidikan Inklusi) Vol 4, No 1
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v4n1.p11-21

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskipsikan pengalaman sukses guru dalam melaksanakan pendidikan untuk siswa dengan hambatan penglihatan (low vision) di sekolah inklusif. Penelitian ini menggunakan pendekatan kualitatif dengan metode naratif inquiri. Penelitian ini dilaksanakan di salah satu sekolah dasar umum di DKI Jakarta yang memiliki satu siswa dengan hambatan penglihatan (low vision). Pengumpulan data dilakukan melalui wawancara mendalam kepada guru pendidikan khusus (GPK) yang telah bekerja di sekolah tersebut selama 15 tahun. Ada tiga fokus utama yang diteliti, yaitu pengelolaan pembelajaran di kelas, penggunaan media pembelajaran, dan penilaian hasil belajar. Hasil penelitian menunjukkan bahwa pelaksanaan pendidikan inklusif untuk siswa low vision sudah cukup baik, baik dari segi media pembelajaran, proses kegiatan belajar mengajar, cara pemberian materi dari guru kepada siswa, dan evaluasi pembelajaran yang dilakukan.Kata Kunci : pendidikan inklusif, low vision AbstractThis study aims to describe the successful experiences of teachers in implementing education for students with low vision in inclusive schools. This study uses a qualitative approach with a narrative inquiry method. This study was conducted at one of the public elementary schools in DKI Jakarta which has one student with low vision. Data collection was carried out through in-depth interviews with special education teachers / guru pendamping khusus (GPK) who had worked at the school for 15 years. There are three main focuses that are studied, namely the management of learning in the classroom, the use of instructional media, and the assessment of learning outcomes. The results showed that the implementation of inclusive education for low vision students was good enough, in terms of instructional media, the process of teaching and learning activities, how to provide material from teachers to students, and evaluation of learning conducted.Keywords : inclusive education, low vision
IMPLEMENTASI TEORI BELAJAR HUMANISTIK DALAM PROSES PEMBELAJARAN JARAK JAUH DI MIS CIWARU KOTA SERANG Mastoah, Imas; Yufiarti, Yufiarti; Supena, Asep
Jurnal keilmuan dan Kependidikan dasar Vol 13 No 1 (2021): Juni 2021
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/primary.v13i1.4718

Abstract

Sejak Indonesia dilanda wabah Covid-19, pemerintah memberlakukan adanya program belajar di rumah dengan sistem pembelajaran jarak jauh. Maka dari itu, penelitian ini bertujuan untuk mengimplementasikan teori belajar humanistik dalam melihat perkembangan pembelajaran bagi pelajar yang sedang melaksanakan pembelajaran jarak jauh di MIS Ciwaru kota Serang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif, dengan tahapan yang menghasilkan data deskriptif berupa kata-kata tertulis, gambar bukan angka, yang mana data diperoleh dari narasumber atau obyek penelitian dan perilaku yang diamati dilapangan. Pembelajaran dan belajar merupakan dua kata yang ada di dalam dunia pendidikan. Belajar bertujuan untuk memperoleh pengetahuan, tingkah laku, keterampilan, dan juga kebebasan. Belajar memiliki empat teori, salah satunya yaitu teori belajar humanistik. Konsep dari teori ini yaitu memanusiakan manusia. Konsep teori ini perlu di terapkan di MIS Ciwaru kota serang, dikarenakan untuk meningkatkan semangat belajar siswa di masa pandemi. Sejak Indonesia dilanda wabah Covid-19, pemerintah memberlakukan adanya program belajar di rumah dengan sistem pembelajaran jarak jauh. Maka dari itu, penelitian ini bertujuan untuk mengimplementasikan teori belajar humanistik dalam melihat perkembangan pembelajaran bagi pelajar yang sedang melaksanakan pembelajaran jarak jauh di MIS Ciwaru kota Serang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif, dengan tahapan yang menghasilkan data deskriptif berupa kata-kata tertulis, gambar bukan angka, yang mana data diperoleh dari narasumber atau obyek penelitian dan perilaku yang diamati dilapangan. Pembelajaran dan belajar merupakan dua kata yang ada di dalam dunia pendidikan. Belajar bertujuan untuk memperoleh pengetahuan, tingkah laku, keterampilan, dan juga kebebasan. Belajar memiliki empat teori, salah satunya yaitu teori belajar humanistik. Konsep dari teori ini yaitu memanusiakan manusia. Konsep teori ini perlu di terapkan di MIS Ciwaru kota serang, dikarenakan untuk meningkatkan semangat belajar siswa di masa pandemi.
Effect of Flippeed Classroom Models and Creative Thinking of Science Literation Students Susanti, Wiwi; Supena, Asep; Cahyana, Ucu
Journal of Nonformal Education Vol 6, No 1 (2020): February 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jne.v6i1.23936

Abstract

The flipped classroom model, which is often heard in recent years, is known as a new pedagogical approach in which traditional instruction is reversed. The study aims to determine the effect of the flipped classroom model and creative thinking on the scientific literacy of grade VI students of SDN Guntur 01, South Jakarta. This research uses a 2x2 factorial design. The research sample was divided into two treatment groups, namely the experimental class and the control class. The experimental class was given treatment by carrying out the learning model of the flipped classroom , while the control class was given treatment by carrying out the expository model learning. The results showed: (1) there was a difference in scientific literacy between the experimental class and the control class, with scientific literacy higher than the control class.  (2) there is a difference in scientific literacy between groups of students with high levels of creative thinking in the experimental class [A 1 B 1 ] and the control class [A 2 B 1 ]. (3) there is a difference in scientific literacy between groups of students with low creative thinking levels in the experimental class [A 1 B 2 ] and the control class [A 2 B 2 ].  (4) there is an effect of interaction between learning models and creative thinking on scientific literacy. Purpose of the flipped classroom model is to use face to face time more effectively in the learning process. There are many definitions related to flipped classroom is a student-centred learning method consisting of two parts with interactive learning activities during lesson and individual teaching based on computer out of lesson.
Penerapan Rencana Pelaksanaan Pembelajaran Anak Berkebutuhan Khusus Di Sekolah Dasar Negeri Meruya Selatan 06 Pagi: Pendahuluan, Metode Penelitian, Hasil Penelitian dan Pembahasan, Kesimpulan dan Implikasi, Referensi Chintya Rahmawati; Asep Supena; Jaitul Hairun Nisa; Muhammad Yusuf Ferdiansyah
Jurnal Gentala Pendidikan Dasar Vol. 6 No. 2 (2021): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v6i2.13997

Abstract

This study aims to describe the implementation of the lesson plan in one of the inclusion schools, namely is Elementary School (SDN) Meruya Selatan 06 Pagi. The method used in this study is qualitative descriptive with research informants, namely special guidance teachers who teach at SDN Meruya Selatan 06 Pagi. The data in this study was obtained through two ways, namely by conducting interviews, and documentation. The results showed that teachers have implemented a learning implementation plan in accordance with the structure that accommodates planning, implementation and evaluation in learning in the school. Based on the results of the research can be concluded that in the implementation of the learning implementation plan that has been made by teachers before the learning is implemented, it has been applied very well by paying attention to the needs, advantages and disadvantages of students with special needs and students without special needs.
Parents Collaborative Approach to Handle Slow Learners in The Inclusive Elementary Schoo Zakiah, Linda; Supena, Asep; Wulandari, Nur
Jurnal Ilmiah Sekolah Dasar Vol 6, No 1 (2022): February 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i1.41429

Abstract

Slow learners are children who have limited learning abilities, so they experience delays in mental development and adjustment so that they take longer and repeatedly to complete academic and non-academic tasks. This study aims to analyze the collaborative approach of parents for handling slow learners in inclusive elementary schools. This type of research is qualitative research. The research approach used in this research is a descriptive qualitative approach. The study's data collection techniques were participant observation, in-depth interviews, documentation studies, and combination/triangulation. The technique used to analyze the data is descriptive qualitative analysis. The research results, namely the collaboration carried out by the teacher, can be said to have succeeded in making changes to students in two aspects, namely cognitive aspects and affective aspects. The cognitive aspect is that students can understand the lesson, carry out their academic tasks, and get better learning outcomes. The affective aspect is seen from the increased self-confidence. Learning done repeatedly by teachers and parents can become a habit for slow learners. Parental collaboration is a form of responsibility towards their children. Parents have responsibility for the development of their children and hope that their children will be prosperous like other normal children.
Co-Authors Abd. Rasyid Syamsuri Abdul Rosyid Adistyana Pitaloka Kusmawati Advelia, Fela Ambros Leonangung Edu Amelia, Winda Arifin Maksum Arita Marini Bagus Prasetyo Batubara, Hamdan Husein Cahyani Kusuma, Tesya Chintya Rahmawati Dewi, Indah Ratna Dewi, Nastitisari Dhieni , Nurbiana Durotul Yatimah Dwiprabowo, Risky Edwita, Edwita Eka Pratiwi Eka, Eka Pratiwi Endry Boeriswati Fatkhul Arifin Faujiah, Evi Fauzan . Febriyanti Utami, Febriyanti Fitria Budi Utami Fitriyani Fitriyani Gumgum Gumelar Fajar Rakhman Hendrawan, Doni Hermanto Hermanto Huliyah, Muhiyatul Ifana, Fitra Iis Nurasiah Ika Firma Ningsih Dian Primasari Indina Tarjiah Irmawanty, Irmawanty Iskandar, Rossi Islahuddin, Islahuddin Istiana, Yuyun Izul Islamudi Jaitul Hairun Nisa Jayadi Jayadi Khaeroh, Innayatul Kurnia, Budi Kurniawan, Erfan Lestari, Mas roro Diah Wahyu Linda Zakiah Liza Murniviyanti Liza Murniviyanti, Liza MAHYUMI RANTINA, MAHYUMI Maria Oktaviani, Anna Mastoah, Imas Maya Muizatil Lutfillah Mohamad Syarif Sumantri Mu'awwanah, Uyu muawwanah, uyu Muhammad Yusuf Ferdiansyah Munajah, Robiatul Muskania, Ricka Tesi Nina Nurhasanah, Nina Nita Novianti, Nita Nora Surmilasari, Nora Nugraheny, Devita Cahyani Nur Latifah, Nur Nur Wulandari Nurbiana Dhieni Oktaviani, Anna Maria Pardede, Esther Novelia Perawati Bte Abustang Primasari, Ika Firma Ningsih Dian Putra, Dava Permana Rachmawati, Nugraheni Rahmawati, Magdalena Chori Ramadhani, Sulistyani Puteri Romadhon, Muhamad Sheryl Mutiara Putri Sinyanyuri, Sonya Sundi, Venni Herli Teguh Prasetyo Totok Bintoro Triana, Hana Ucu Cahyana Wiwi Susanti Yoga Aditia Ragil Yufiarti Yufiarti Yufiarti Yuli Rahmawati Yuli Rahmawati Yulia Friska, Sonia Zulhendri Zulhendri