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Asep Supena.

Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Author-ID : 393465

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IMPLEMENTASI MEDIA PAPAN HITUNG GEHI UNTUK MENINGKATKAN KEMAMPUAN MENJUMLAH DAN MENGURANG POLA BERSUSUN KEBAWAH PADA ANAK HAMBATAN INTELEKTUAL KELAS 4 SD Tarjiah, Indina; Supena, Asep; Pahlawaty, Neddyana; Ningsih, Kholifatul Novita; Damanik, Prince Clinton Immanuel Christian
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 8, No 4 (2025): PeTeKa : Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v8i4.1402-1413

Children with intellectual disabilities often have difficulty understanding abstract concepts, including basic arithmetic operations in mathematics. A Learning media was designed to bridge the gap in abstract understanding through a visual and interactive approach. The method used is research and development (RD) with the Hannafin Peck model through three stages: needs assessment, design, and development and implementation. The results of the implementation of learning media in the form of GeHi calculation boards as visual-interactive tools in basic mathematics learning for fourth-grade children with intellectual disabilities showed an increase in the ability to add and subtract with results below 100. This is shown by the improvement in the abilities of the four students, such as: increased motivation to learn mathematics, ability to order numbers from smallest to largest and vice versa, ability to distinguish and name numbers (units, tens, and hundreds) based on color coding, and ability to explain the steps of addition and subtraction using the downward pattern using the GeHi counting board.

Penerapan Video Loudance untuk Menstimulasi Regulasi Diri Anak Usia 5-6 Tahun Astermis Biduri Muham, Mia; Yetti, Elindra; Supena, Asep
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 2 (2025): Desember
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i2.1646

Kemampuan regulasi diri perlu dimiliki oleh setiap individu, dan kemampuan tersebut alangkah baiknya jika ditanamkan sejak usia dini. Seseorang yang memiliki kemampuan regulasi diri yang baik dapat dilihat dari kemampuan orang tersebut dalam mengelola pikiran, perasaan, dan perilakunya. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana proses penggunaan video Loudance untuk meningkatkan kemampuan regulasi diri anak usia 5-6 tahun di sekolah minggu Gereja GBKP Pondok Gede dengan jumlah 25 anak di dalam kelas sebanyak 18 laki-laki dan 7 perempuan. Penelitian ini menggunakan metode kualitatif dengan jenis deskriptif. Pengumpulan data dilakukan melalui observasi, wawancara dengan dua orang guru kelas, catatan lapangan, dan dokumentasi. Pada penelitian ini peneliti meneliti tentang kemampuan regulasi diri anak usia 5-6 tahun sebanyak 25 anak yang terdiri dari 18 laki-laki dan 7 perempuan. Teknik analisis data yang digunakan meliputi analisis kualitatif dan kuantitatif. Hasil dari penelitian ini menunjukkan bahwa kegiatan menari mengikuti tempo lewat penerapan video Loudance mampu meningkatkan kemampuan regulasi diri anak usia 5-6 tahun yang dapat dilihat lewat bagaimana anak mengelola pikiran, perasaan, dan perilakunya.

The Problem Of Numeration Difficulties (Dyscalculia) In Children: Systematic Literature Review Fatkhul Arifin; Asep Supena
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 5 (2023): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v12i5.9925

This research aims to find the main themes and research categories regardingnumeracy difficulties (Dyscalculia). For the data taken to fulfil the objectives of this research, the author searched for several relevant sources from Google Scholar and Scopus (SAGE et al.& Francis). Four combinations of keywords determined articles; then the articles were included in the data collection, and researchers applied a systematic literature review method. Articles that will be research sources are limited to the last six years. The dominant researchmethodology of the articles reviewed is qualitative. The four main themes revealed from the qualitative content analysis are dyscalculia, causes of dyscalculia, cases of dyscalculia, and solutions to overcome dyscalculia. Articles are filtered starting from topic description, eligibility criteria and search strategy. The total number of articles reviewed was 198 from different sources, namely Springer, Elsevier, SAGE, Eric, and Taylor & Francis. Then, it was reviewed again to obtain 87 articles. Then, reviewed again according to the theme in the title, 50 articles were found that were most suitable. Of the 50 articles that are most suitable for deeper study, dyscalculia occurs throughout the world. The cause of dyslexia can be due to developmental errors during pregnancy or other factors such as physical defects or the child'shabits. The solution offered by the teacher is to use several learning methods and media that are appropriate for the child's condition.

Application Of Neuroplasticity Principles In Primary School Learning : Analysis Of Instruments And Interviews With Teachers At Dharma Putra Primary School Anwar Marasabesy; Asep Supena
Journal of International Multidisciplinary Research Vol. 3 No. 12 (2025): Desember 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1412

This study aims to examine in depth the application of neuroplasticity principles in learning at elementary schools, focusing on the teaching practices of five teachers at SDS Dharma Putra. Neuroplasticity, as a core concept in neuroscientific learning, describes the brain's ability to form, strengthen, or modify neural networks through experience, repetition, meaningful activities, and students' emotional involvement. Given the characteristics of elementary school students who are at a stage of cognitive development that is highly responsive to learning environment stimulation, a study of the application of neuroplasticity by teachers is important to ensure that the learning process is in line with the brain's working mechanisms.This study used a neuropsychological instrument measuring the dimensions of neuroplasticity to assess four main indicators, namely repetition & practice, dedicated time for review, use of interactive activities, and contextual learning that connects the material to students' real experiences. The data was reinforced through in-depth interviews and thematic analysis of the learning strategies applied by each teacher. The results showed variations in application between teachers. Some teachers showed strong implementation in interactive activities and contextual learning (score of 5), while structured repetition showed lower consistency (score of 3). The interview findings reinforced the instrument results by showing patterns of strategies such as the use of inspirational stories, educational games, quizzes with prizes, conveying the benefits of learning, and scaffolding through easy material as a starting point. This study concludes that the application of neuroplasticity principles is present in teachers' teaching practices, although the level of depth and routine still needs to be strengthened. The theoretical implication confirms that learning that integrates positive emotions, collaborative activities, planned repetition, and contextualization of material has the potential to have a significant impact on the formation of students' neural networks. Practically, this study provides recommendations for strengthening neuroscientific learning-based instructional design as an effort to optimize the learning process of elementary school students.

Implementation of Brain-Based Learning to Reduce Mathematics Anxiety in the Teaching of Fractions at Primary School Erni Nurjanah; Asep Supena
Journal of International Multidisciplinary Research Vol. 3 No. 12 (2025): Desember 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1416

This research examines the application of the Brain-Based Learning (BBL) model to reduce math anxiety in teaching fractions at the elementary school level. This study used a quantitative approach with a pretest–posttest quasi-experimental control group design involving two fifth-grade classes: one experimental class that received fraction instruction through BBL and one control class that was taught using conventional methods, with 40 students in each group. Mathematics anxiety related to fractions was measured using a modified mathematics anxiety scale for elementary school students, while fraction achievement was evaluated through a valid written test. The results showed that both groups had relatively equivalent initial abilities, supported by normal and homogeneous pretest data and no significant differences in pretest scores. After the intervention, the experimental class showed consistently lower levels of anxiety related to fractions in all dimensions (tests/assessments, classroom learning situations, fraction tasks, and fraction avoidance) and significantly higher post-test scores than the control class, with an average difference of about seven points. The findings show that BBL, which aligns the learning process with the way the brain naturally learns by fostering positive emotions, multisensory experiences, and meaningful social interaction, is effective in improving students' understanding of fractions while simultaneously reducing their math anxiety. This study offers a unique perspective by conducting an experimental trial of BBL as a targeted intervention for math anxiety related to fractions in Indonesian elementary schools and highlighting its potential as a neuroeducation-based pedagogical strategy to foster numeracy and emotional well-being in math learning.

Integration of Neuroscience Principles in Science Learning Media: A PICO-Based Systematic Literature Review Winarni, Susi; Supena, Asep
Journal of International Multidisciplinary Research Vol. 4 No. 1 (2026): Januari 2026
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1417

Science education at the elementary school level plays a crucial role in fostering scientific thinking, curiosity, and problem-solving skills from an early age. Nevertheless, science instruction in elementary schools often remains teacher-centered, verbalistic, and insufficient in promoting meaningful scientific literacy. In response to these challenges, neuroscience provides a theoretical and empirical foundation for designing learning media that align with how the brain processes, stores, and retrieves information. This study aims to systematically examine the integration of neuroscience principles into science learning media and their effects on elementary students' scientific literacy. A Systematic Literature Review (SLR) was conducted using the PICO framework (Population, Intervention, Comparison, Outcome). Relevant peer-reviewed studies published between 2019 and 2024 were retrieved from Scopus, Google Scholar, ERIC, and DOAJ databases. The review followed four stages: identification, selection, quality appraisal, and thematic synthesis. The results indicate that neuroscience-based interventions—such as Augmented Reality (AR), Brain-Based Learning (BBL), interactive multimedia, and multisensory instructional strategies—consistently improve students' motivation, attention, conceptual understanding, critical thinking, and scientific literacy compared to conventional instructional approaches. The novelty of this study lies in its systematic synthesis of neuroscience-based science learning media through a PICO-oriented framework, highlighting the interaction between cognitive, affective, and technological dimensions of learning. The findings provide important implications for science education, particularly in guiding the development of neuroscience-informed learning media and instructional designs to enhance scientific literacy in elementary schools.

Principles of Emotions Affecting Learning and Social Learning in Elementary School Resyi Abdul Gani; Asep Supena
Journal of International Multidisciplinary Research Vol. 3 No. 12 (2025): Desember 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1419

This study aims to develop a comprehensive constellation model and identify optimal strategies for strengthening lecturers’ professional commitment in the largest private universities in Bogor. Penelitian ini mengkaji secara mendalam bagaimana emosi dan belajar sosial memengaruhi proses pembelajaran di sekolah dasar melalui perspektif neuropedagogik dan brain‑based learning. A mixed methods approach was used by combining quantitative analysis (meta-analysis of 173 respondents and 47 indicators of NP, EC, OB, MS, BS) and descriptive qualitative analysis using thematic analysis techniques on semi-structured interviews with five elementary school teachers. The meta-analysis results showed a very strong average effect of the latent construct relationship (t(128) = 12.92; p < 0.001; r ≈ 1.00) with almost zero heterogeneity (Qₑ(128) = 1.67; τ² = 0; I² = 0%), and no significant moderating effects were found for all indicators; the partial meta-regression coefficients for all items were very close to zero and the R² value was 0.000. Qualitatively, three main themes emerged: (1) positive emotions as the foundation of learning readiness, (2) social interaction as a reinforcement of meaning formation, and (3) contextual learning that integrates cognitive, emotional, and social dimensions. Although most teachers have not yet mastered the concepts of neuropedagogy and brain-based learning theoretically, they have intuitively implemented its principles through motivation, praise, humor, group work, collaborative projects, and learning experiences relevant to students' real lives. These findings support the latest theory that places emotions and social interactions as the main drivers of brain function in learning (Immordino Yang, 2016; Tyng et al., 2017; Vygotsky, 1978; Jensen, 2008), and emphasizes the importance of strengthening teachers' competence in understanding and designing brain- and emotion-based learning to support the holistic development of elementary school students.

Bridging Educational Neuroscience and Instructional Practice in Primary Schools through Teachers’ Neuropedagogic Understanding Martatiyana, Diana Rossa; Supena, Asep
International Journal of Multidisciplinary Research and Innovation Vol. 1 No. 2 (2025): Vol 1 no 2 December 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijmri.v1i2.136

The development of educational neuroscience has provided an increasingly comprehensive understanding of learning as the result of interactions among biological, emotional, social, and environmental factors. Nevertheless, the application of neuroscientific findings in instructional practices at the elementary school level continues to face various challenges. This study aims to bridge educational neuroscience and classroom practice by analyzing elementary school teachers' understanding and implementation of neuropedagogical principles. A mixed methods approach with an embedded design was employed, integrating quantitative and qualitative data. Quantitative data were collected through a Likert-scale questionnaire to identify trends in brain-based instructional practices, while qualitative data were obtained through semi-structured interviews to explore teachers' pedagogical experiences and reflections. The findings indicate that teachers' instructional practices are largely aligned with principles of educational neuroscience, particularly in the management of emotional readiness, multisensory learning, and attention regulation. These results underscore that the primary challenge in implementing neuropedagogy lies not in teaching practices themselves, but in teachers' literacy in educational neuroscience. Strengthening teachers' conceptual understanding has a recognized potential to optimize existing practices, making them more systematic, reflective, and sustainable in supporting the cognitive, emotional, and social development of elementary school students.

Implementation of Inclusive Education for Students with Hearing Impairment (Deaf): A Study in Elementary School Hardian Mei Fajri; Asep Supena; Totok Bintoro
JIP Jurnal Ilmiah PGMI Vol 10 No 1 (2024): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v10i1.21787

Inclusive education is based on the right of all learners to a quality education that meets their basic learning needs and enriches their lives. This study aims to describe the implementation of elementary school inclusive education for students with hearing loss. This research method used a qualitative descriptive approach. Data collection techniques were carried out through interviews with teachers, and observation. This research uses triangulation techniques to check the validity of the data. Data analysis techniques consist of data reduction, data presentation, and conclusion drawing. The results of this study found that in the implementation of inclusive learning/education in elementary school, three important components support the academic success of learners with hearing impairments, namely: (1) the role of the teacher is to create a positive and meaningful classroom atmosphere for learners, positioning learners with hearing impairments to be considered by other classmates, not as different children; (2) the role of fellow learners in the classroom is as allies to support and help each other in academic activities; and (3) the role of parents is to provide more attention, support and time to support children's cognitive health and academic development and success.

Kendala Pemahaman dan Kompetensi Guru dalam Mengimplementasikan Pendidikan Inklusi pada Pembelajaran Ilmu Pengetahuan Alam dan Ilmu Pengetahuan Sosial di Kota Pariaman Hasnan, Syiti Mutia; Supena, Asep; Bintoro, Totok; Riswandi
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9947

This study aims to analyze the constraints of teachers' understanding and competence in implementing inclusive education in Natural and Social Science Learning at SDN 13 Kampung Baru, Pariaman City. This study used a descriptive qualitative approach with data collection methods in the form of in-depth interviews, classroom observations and document analysis. The research subjects consisted of five class teachers, one IPAS subject teacher, and one special assistant teacher (GPK). The results showed that 80% of teachers experienced problems in understanding the concept of inclusive education, especially related to the adaptation of IPAS materials for students with special needs. In addition, 70% of teachers admitted to having difficulties in implementing inclusive teaching methods, such as the use of appropriate learning media and experiential learning strategies. The inhibiting factors included a lack of training in inclusive education (90%), a lack of collaboration with GPK (60%) and limited supporting facilities at school (75%). This study recommends organizing intensive training to improve teachers' competencies, procuring inclusive learning media and increasing collaboration between classroom teachers and GPKs. The results of this study are expected to be a reference in developing more inclusive and effective Natural and Social Science Learning strategies in primary schools.

Co-Authors Abd. Rasyid Syamsuri Abdul Rosyid Adistyana Pitaloka Kusmawati Advelia, Fela Amelia, Winda Anna Maria Oktaviani Anwar Marasabesy Arifin Maksum Arita Marini Astermis Biduri Muham, Mia Azhar, Arry Patria Surya Bagus Prasetyo Batubara, Hamdan Husein Cahyani Kusuma, Tesya Chintya Rahmawati Dewi, Indah Ratna Dewi, Nastitisari Dhieni , Nurbiana Durotul Yatimah Dwiprabowo, Risky Edu, Ambros Leonangung Edwita, Edwita Eka Pratiwi Eka, Eka Pratiwi Eko siswono Elindra Yetti Endry Boeriswati Fatkhul Arifin Faujiah, Evi Fauzan . Febriyanti Utami, Febriyanti Firmanul Catur Wibowo Fitria Budi Utami Fitriyani Fitriyani Gumgum Gumelar Fajar Rakhman Hardian Mei Fajri Hasnan, Syiti Mutia Hendrawan, Doni Hermanto Hermanto Hermanto Hermanto Huliyah, Muhiyatul Ifana, Fitra Iis Nurasiah Ika Firma Ningsih Dian Primasari Ikhwan Abduh 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 Manurung, Alberth Martatiyana, Diana Rossa Mastoah, Imas Maya Muizatil Lutfillah Mohamad Syarif Sumantri Mu'awwanah, Uyu muawwanah, uyu Muhammad Yusuf Ferdiansyah Muliati Mursak Munajah, Robiatul Muskania, Ricka Tesi Nasrullah, Yuliana Nina Nurhasanah, Nina Ningsih, Kholifatul Novita Nita Novianti, Nita Nora Surmilasari, Nora Nugraheny, Devita Cahyani Nur Latifah, Nur Nur Wulandari Nurbiana Dhieni Nurjanah, Erni Pahlawaty, Neddyana Pardede, Esther Novelia Perawati Bte Abustang Primasari, Ika Firma Ningsih Dian Prince Clinton Immanuel Christian Damanik Putra, Dava Permana Rachmawati, Nugraheni Ramadhani, Sulistyani Puteri Resyi Abdul Gani Riswandi Romadhon, Muhamad Sesrita, Afridha Sheryl Mutiara Putri Sinyanyuri, Sonya Sumatri, Mohamad Syarif Sundi, Venni Herli Teguh Prasetyo Tong, Jailani Totok Bintoro Triana, Hana Ucu Cahyana Winarni, Susi Wiwi Susanti Yoga Aditia Ragil Yufiarti Yuli Rahmawati Yuli Rahmawati Yulia Friska, Sonia Zarina Akbar Zulhendri Zulhendri

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