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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

Author-ID : 393465

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

Published : 83 Documents Claim Missing Document

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Education Services for Special Intelligent and Talent Children in Elementary School Liza Murniviyanti; Asep Supena
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Special intelligent children and special talents require special treatment and handling in the world of education. This study aims to describe the educational services for special intelligent children and special talents at Baptist Elementary School Palembang. This study used a qualitative method with a field research approach. Data collection techniques were observation, interviews, recording and documentation. The data source used the primary data source because the researchers took the data directly in the field, namely Elementary School Baptist Palembang. Respondents in this study were 8 people that were 1 person as the head of Palembang Baptist Elementary School, 2 accompanying teachers for special intelligent and special talent children and 5 students who are categorized as special intelligent children and special talents. The findings obtained are 1) the process of educational services for special intelligent children and special talents at Baptist Elementary School Palembang. 2) Factors inhibiting and supporting the learning process of special intelligent children and special talents at Baptist Elementary School Palembang. 3) The teacher's strategy in dealing with special intelligent children and special talents at Palembang Baptist Elementary School

Pengaruh Model Brain Based Learning terhadap Pembentukan Karakter Siswa di Sekolah Dasar Maya Muizatil Lutfillah; Zulhendri Zulhendri; Asep Supena
Ar-Rihlah: Jurnal Inovasi Pengembangan Pendidikan Islam Vol 7 No 1 (2022)
Publisher : LPPM Institut Agam Islam Nahdlatul Ulama (IAINU) Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/ar-rihlah.v7i1.574

The Brain Based Learning (BBL) learning model builds students' knowledge based on the cognitive structure they already have and is based on how the brain works so that learning can be absorbed by the brain optimally. This study aims to determine the effect of the BBL model on the formation of students' character in elementary schools. Building character is an obligation not only at birth, but when the baby is in the womb. In addition, teachers, especially in elementary schools, have the same obligation in shaping character. In the process, teachers need to use a brain-based character education approach (neuroscience). This research uses qualitative research which is based on literature review. Based on the results of the study, it was found that quality education is education that is able to shape the character of its students. Character education is more effective if it uses a brain approach (neuroscience), because changing character begins with changing students' brains.

EDUCATIONAL NEUROSCIENCE DALAM PENDIDIKAN DASAR Hamdan Husein Batubara; Asep Supena
Jurnal Pendidikan Dasar Vol 9 No 2 (2018): JPD-Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (494.291 KB)

Abstract: This article aims to explain the implementation of educational neuroscience results in elementary school. The method of this article is a literature study by tracing various scientific papers relating to this study. The results of this study conclude that educational neuroscience is a field of neuroscience studies that focuses on studying the concept of education in a transdisciplinary from a neuroscience perspective. Educational neuroscience research results prove that the structure of the nervous system underlies human actions, both cognition, affection, and psychomotor. Implementation of the results of neuroscience research in elementary school involves neuroscience, cognitive neuroscience, psychology, educational theory, and learning practices. The concept of learning in the neuroscience perspective is learning that empowers the brain's ability by creating a challenging, enjoyable, meaningful learning environment, and encourages students to be active. Thus, educational neuroscience is a model of future education that is important to be learned by elementary school teachers. Keyword : educational neuroscience, elementary school

Brain Based Learning in Civics Learning to Grow the Responsible Attitude of Elementary School Students Linda zakiah; Adistyana Pitaloka Kusmawati; Yufiarti Yufiarti; Asep Supena
Jurnal Ilmiah Sekolah Dasar Vol 6 No 3 (2022): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i3.46126

Civics learning as education that forms attitudes and character has not been fully successful, because in learning praxis there are still many cognitive-oriented, so the problem in this study is the focus of civics learning that leads to cognitive aspects. The purpose of this study was to analyze the success of implementing the learning model used by teachers. The subjects in this study were teachers who taught elementary school students of lower grades, especially grade 3, five parents of students and twenty-five elementary school students. The research method used in this study is qualitative using a descriptive approach. The data collection technique used is by observing the participants, interviewing and using a questionnaire. The data analysis techniques used were transcription, reduction in labelling/coding, and triangulation. The results showed that the average score of student responsibility was 82.20 or as many as 88% of students who had a good attitude toward responsibility after students studied the material on Rights and Responsibilities at Home. The results of this measurement indicate that the attitude of responsibility possessed by students is one of the factors in the learning process experienced by students when the brain-based learning model is applied and used.

Early Discipline Behavior: Read aloud Story with Big Book Media Eka, Eka Pratiwi; Dhieni, Nurbiana; Supena, Asep
Jurnal Pendidikan Usia Dini Vol 14 No 2 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 2 November 2020
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

PERAN ORANG TUA ANAK BERKEBUTUHAN KHUSUS (AUTIS) SEKOLAH DASAR SELAMA MASA COVID-19 Ika Firma Ningsih Dian Primasari; Asep Supena
JS (JURNAL SEKOLAH) Vol 5, No 1 (2020): DESEMBER: 2020
Publisher : Universitas Negeri Medan

Abstract: This study aims to describe the role of parents in accompanying children with special needs (autism) in primary schools during the Covid-19 pandemic. This study uses a qualitative research method with a descriptive case study approach, which describes specific, limited, in-depth cases using various sources, such as interviews, observations, documents, in order to obtain an in-depth understanding and analysis of the case (Creswell, 2015). Data collection methods, namely: interviews, observation, monitoring notes. Interviews, with 6 informants, consisting of main informants, namely 4 parents and supporting informants, namely 1 teacher at the SD Lazuardi Inclusive School and 1 therapist at one of the ABA therapy clinics. Informants in this study were selected based on the characteristics of parents who have autistic children at the age of 7-14 years, namely elementary school age children. There were 6 informants consisting of the main informants, namely 4 parents and supporting informants, namely 1 teacher at the Lazuardi Elementary School and 1 therapist at one of the ABA therapy clinics. The validity of the data in this study used triangulation in the data collection method, through interviews with main informants, namely parents, as well as supporting informants, namely child therapists in clinics who came home to home visits and teachers at school. Data analysis techniques use thematic analysis, namely first, preparing and organizing data (text data such as transcripts, or image data such as photos), then reducing the data to themes through the coding process and summarizing the code, and finally presenting the data in the form of charts, tables, or discussion (Creswell, 2015). The results of this study get an overview of the role of parents, namely maintaining and ensuring children to implement a clean and healthy life, accompanying children to study at home online and by home visit (teachers come home) during the Covid-19 pandemic period according to the teacher's health protocol and students must wear masks. and maintaining distance, accompanying children with therapy at home home visits (therapists come to the house), accompanying children on activities (playing, learning, teaching worship), monitoring child development, managing diet, and financing therapy and school funding. The role of parents is very important, the existence of autistic children makes parents more receptive, sincere and patient, understanding and able to find solutions. Routines are important activities for children with autism. Keywords: role of parents, autistic children, covid-19. Abstrak: Penelitian ini bertujuan untuk menggambarkan peran orangtua dalam mendampingi anak berkebutuhan kusus (autis) sekolah dasar selama masa pandemic covid-19. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan studi kasus deskriptif, yaitu mendeskripsikan kasus yang spesifik, terbatas, mendalam dengan menggunakan beragam sumber, seperti wawancara, pengamatan, dokumen, supaya diperoleh pemahaman dan analisa secara mendalam tentang kasus tersebut (Creswell, 2015). Metode pengumpulan data yaitu: wawancara, observasi, catatan monitoring. Wawancara, dengan 6 informan, yang terdiri dari informan utama yaitu 4 orangtua dan informan pendukung yaitu 1 orang guru di Sekolah Inklusi SD Lazuardi dan 1 orang terapis di salah satu klinik terapi ABA. Informan dalam penelitian ini dipilih berdasarkan karakteristik orangtua yang mempunyai anak autis pada usia 7-14 tahun yaitu anak usia sekolah dasar. Informan sebanyak 6 orang terdiri dari informan utama yaitu 4 orangtua dan informan pendukung yaitu 1 orang guru di Sekolah Dasar Lazuardi dan 1 orang terapis di salah satu klinik terapi ABA. Keabsahan data dalam penelitian ini menggunakan Triangulasi pada metode pengumpulan data, melalui wawancara dengan informan utama, yaitu orang tua, serta informan pendukung, yaitu terapis anak di klinik yang datang rumah home visit serta guru di sekolah. Teknik analisa data menggunakan analisa tematik yaitu pertama, menyiapkan dan mengorganisasikan data (data teks seperti transkrip, atau data gambar seperti foto), kemudian mereduksi data tersebut menjadi tema melalui proses pengodean dan peringkasan kode, dan terakhir menyajikan data dalam bentuk bagan, tabel, atau pembahasan (Creswell, 2015). Hasil dari penelitian ini mendapatkan gambaran peran orangtua yaitu menjaga dan memastikan anak untuk menerapkan hidup bersih dan sehat, mendampingi anak belajar dirumah secara online maupun secara home visit (guru datang kerumah) selama masa pandemic covid-19 sesuai protocol kesehatan guru dan murid wajib menggunakan masker dan menjaga jarak, mendampingi anak terapi dirumah home visit (terapis datang kerumah), menemani anak beraktivitas (bermain, belajar, mengajarkan ibadah), pemantauan perkembangan anak, pengelolaan diet, serta pembiayaan terapi dan pembiayaan sekolah. Peran orang tua sangat penting, keberadaan anak autis menjadikan orangtua lebih mampu menerima, ikhlas dan sabar, memahami dan mampu mencari solusi. Rutinitas merupakan aktivitas penting bagi anak autis. Kata Kunci: peran orangtua, anak autis, covid-19.

Brain Based Learning dalam Perspektif Guru di SD Jayadi; Asep Supena
Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i2.5364

This study aims to present information related to teacher perceptions regarding Brain Based Learning in teaching and learning activities at SDN K2 Karawang Regency which contains the implementation of brain based learning at SDN K2 Karawang Regency. Information was obtained from the results of interviews conducted with ten informants, namely six low class guardians and four high class guardians. The method used in this research is descriptive qualitative research method. The results of this study say that there are still many teachers who do not understand brain based learning so that learning often pays little attention to the concept of brain based learning. The impact experienced or felt by learning students only pursues the fulfillment of completing the subject matter (Target). Constraints experienced by teachers lack of understanding of brain based learning, so that in the learning process they pay less attention to the concept of brain based learning.

Persepsi Orangtua dan Guru terhadap Pembelajaran Masa Pandemi COVID-19 terhadap Anak Speech Disorder Usia 8 Tahun di Madrasah Ibtidayah Ramadhani, Sulistyani Puteri; Supena, Asep
Jurnal Basicedu Vol. 4 No. 4 (2020)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v4i4.548

Mengingat pembelajaran saat covid-19 terus dilakukan diperlukan nya orangtua, dan guru dalam bekerjasama dalam partisipasi anak yang memiliki ganguan berbicara dalam aktivitas keseharian. EA anak yang memiliki kebutuhan dengan ganguan berbicara bersekolah di madrasah ibtidayah mishabul falah depok jawa. EA memiliki kebutuhan pendidikan yang dijalankan seperti anak normal lain nya. Penting bagi guru dan orangtua dalam meningkatkan aktivitas saat covid-19. EA sebagai anak dengan kebutuhan khusus ganguan bicara selama covid-19 menjadikan kegiatan aktifitas belajar yang dilakukan di lingkungan rumah. Penelitian ini memberikan deskripsi tentang pengalaman guru dan orangtua dalam pembelajaran saat covid-19 dengan anak yang memiliki ganguan berbicara tetap belajar di lingkungan rumah. Penelitian ini menggambarkan kondisi sebenarnya yang dialami oleh guru dan orangtua EA dalam mengeksplore kegiatan aktivitasbelajar saat covid-19. Dengan menggunakan teknik triangulasi data yang didapatkan dari orangtua, guru dan pengamatan EA sebagai subjek penelitian. Data wawancara dan observasi dianalisis selama wabah covid-19 secara sistematis dan terstruktur. Analisis data mengungkapkan empat tema : 1. Cara guru dan orangtua dalam pembelajaran selama covid-19 pada anak yang berkebutuhan khusus ganguan berbicara. 2. Hambatan orangtua dan guru menghadapi covid-19 pada anak dengan ganguan berbicara. 3. Persepsi orangtua dan guru untuk memberikan aktivitas belajar pada anak pada ganguan berbicara. 4. Dukungan apa yang dibutuhkan anak dengan ganguan berbicara saat covid-19. Hasil penelitian ini diungkapkan positif oleh orangtua dan guru pendamping kelas pada area perkembangan anak dengan ganguan berbicara untuk melibatkan EA dalam kegiatan aktivitas belajar di lingkungan rumah.

Pelaksanaan Pembelajaran Anak Tunalaras pada masa Pandemi COVID-19 di Sekolah Dasar Latifah, Nur; Supena, Asep
Jurnal Basicedu Vol. 5 No. 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i1.556

Tujuan penelitin ini untuk menganalisis sejauh mana pelaksanaan pembelajaran anak tunalaras di Sekolah Dasar Islam Terpadu Citra Az-Zahra. Subjek Penelitian ini berjumlah dua orang yaitu guru kelas dan guru pemdamping. Peneliti dalam penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif bertujuan untuk menceritakan suatu data, peristiwa atau fenomena yang digali melalui wawancara mendalam dengan nara sumber yang memiliki pengetahuan dan pemahaman serta pengalaman mendalam tentang fenomena tersebut. Metode deskriptif adalah metode yang menjelaskan atau mendeskripsikan suatu fakta, data, dan objek penelitian secara sistematis dan sesuai dengan situasi alamiah. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data ini mengunakan analisis kualitatif dengan mengunakan teori Miles dan Huberman meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran meliputi penyusunana perangkat pembelajaran di lakukan secara terstruktur dan terencana, Rancangan Pelaksanaan Pembelajaran (RPP) di buat dua jenis yaitu RPP bias dan Perencanaan Pembelajaran Individu untuk anak tunalaras, Pelaksanaan pembelajaran dengan aspek Pembelajaran di kelas terdaapat jam tambahan untuk anak tunalaras, Aktifitas belajar siswa melibatkan kegiatan mental, visual, motoric dan emosional. dan Evaluasi pembelajaran di buat berdasarkan aspek kognitif efektif dan psikomotor

Analisis Kesulitan Belajar Membaca Anak Berkebutuhan Khusus di Sekolah Dasar Supena, Asep; Munajah, Robiatul
Jurnal Basicedu Vol. 5 No. 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i1.558

Kontroversi mengenai pendidikan membaca meningkat ketika kita mempertimbangkan anak-anak dengan ketidakmampuan belajar. Keberhasilan akademis memainkan peran integral dalam kehidupan anak-anak, yang memengaruhi perkembangan dasar mereka. Namun, para guru sekolah hanya mengetahui sedikit tentang dampak emosional dari ketidakmampuan belajar pada anak-anak yang kesulitan di sekolah, terutama mereka yang kesulitan membaca, karena efeknya yang menyeluruh pada semua mata pelajaran lainnya. Oleh karena itu, sangatlah penting bagi guru untuk menciptakan lingkungan yang aman di mana siswa merasa nyaman untuk belajar dengan kesulitan membaca. Dari hasil penelitian studi deskriptif didapatkan tiga temuan utama yang dapat dideskripsikan dalam penelitian ini berdasarkan hasil wawancara, observasi dan dokumentasi serta diperkuat dengan kajian teori dari berbagai referensi. Tiga kategori utama tersebut yaitu pertama karakteristik anak kesulitan belajar berkaitan dengan kemampuan membaca, kedua kondisi temuan di lapangan khususnya di SDN Inklusif Sukasari 01 Pandeglang, ketiga solusi atau penanganan yang dapat dilakukan oleh guru dan orang tua dengan memberikan treatment untuk mengatasi kesulitan dan hambatan belajar yang dialami siswa berkebutuhan khusus dengan kesulitan belajar pada kemampuan membaca

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

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