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All Journal Jurnal Pendidikan Karakter Journal of Education and Learning (EduLearn) AL ISHLAH Jurnal Pendidikan Jurnal Ilmiah Sekolah Dasar
Hermanto Hermanto
Yogyakarta State University
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Application of the SAS Method in Beginning Reading Learning in the 21st Century Francisca Lisa Andriyani; Hermanto Hermanto
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.v6i1.42995

Abstract

Many teachers still experience problems in teaching early reading using the SAS method in the 21st Century. This problem is exacerbated by the sudden change in the teaching system due to the Covid19 Pandemic, which affects the implementation of boldly carried out learning. Therefore, this study aims to analyze whether teachers have applied the SAS method in early reading learning in the 21st Century during bold learning or not. This type of research is survey research with a quantitative descriptive approach. The number of samples was 64 parents of students who were randomly selected using the probability sampling technique of simple random sampling type. Sampling in the study was calculated using the minimum sample table according to Krejcie and Morgan. The instruments used include questionnaires, observations, and interviews. The research data shows an increase in each initial learning meeting using the SAS method in the 21st Century during bold learning. It is proven by the results obtained in the first meeting, which were very good, the second meeting was very good, the meeting was very good, and the meeting was very good. In addition, the data on the spread of distribution shows that all parents say that the average tendency of teachers to apply the SAS method in the 21st Century in learning is in the good brave category.
NILAI-NILAI KARAKTER DALAM PELAKSANAAN PEMBELAJARAN TEMATIK BERBASIS PROYEK PADA SISWA SEKOLAH LUAR BIASA NEGERI BALIKPAPAN Ade Putri Sarwendah; Hermanto Hermanto
Jurnal Pendidikan Karakter VOL. 13, NO. 1 (2022)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v13i1.47299

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan pelaksanaan pembelajaran tematik berbasis proyek siswa tunarugu kelas 1 SDLB di SLB Negeri Balikpapan; (2) Mendeskripsikan nilai-nilai karakter yang berkembang dalam pelaksanaan pembelajaran tematik berbasis proyek siswa kelas 1 SDLB Tunarungu di SLB Negeri Balikpapan. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Sumber data diperoleh dari guru kelas, siswa tunarungu dan orangtua siswa. Pengunpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Data selanjutnya dianalisis dengan model interaktif yang mengikuti format dari Miles Huberman, meliputi: reduksi data, penyajian data dan kesimpulan. Hasil penelitian menunjukkan bahwa pemilihan model pembelajaran harus disesuaikan dengan materi yang akan diajarkan beserta kemampuan siswa juga daya dukung lingkungan sekolah.  Dalam pembelajaran tematik berbasis projek yang dilaksanakan untuk siswa kelas 1 SDLB Tunarungu berdasarkan hasil observasi terlihat pengembangan nilai-karakter yang muncul dalam diri siswa meliputi nilai karakter religius, gotong royong, tanggung jawab, bernalar kritis, disiplin kreatif, mandiri, jujur dan kerjasama dan mulai berkembang dalam setiap aktifitas pembelajaran di sekolah. Nilai-nilai karakter yang diajarkan disekolah membawa pengaruh positif ketika siswa berada dirumah sehingga orangtua pun memberikan tanggapan positif dalam pelaksanaan pembelajaran tematik berbasis proyek ini.
Handling behavior problems of children with special educational needs based on teacher analysis Suparno Suparno; Hermanto Hermanto; Sukinah Sukinah; Wening Prabawati; Ade Putri Sarwendah; Galih Rasita Dewi; Dewi Barotuttaqiyah; Mumpuniarti Mumpuniarti
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20484

Abstract

Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom’s conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This research used a Google Forms questionnaire containing a list of statements to be chosen by teachers as instrument, and analysis was carried out by computing the frequencies at which the teachers chose the statements in percentage and by comparing teachers’ statements on the way they handled behaviors. The results show that the teachers were more inclined toward problem-focused coping (PFC), the predictor chosen was intimacy control, the teacher directed the children to do a task at the time a behaviour problem arose, and in choosing predictors, the teachers would rather calm the children down and give them comfort, making the children calmed.
Teachers’ interventions against the behaviors of children with intellectual disability Mumpuniarti Mumpuniarti; Wening Prabawati; Hermanto Hermanto; Sukinah Sukinah; Ade Putri Sarwendah; Suparno Suparno
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20723

Abstract

Teachers’ interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers’ measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher’s direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher’s intervention can be applied as a basis for parents’ participation in collaboration to overcome behavior problems in students with ID. The teachers’ interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers’ interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the concequences the teachers should follow.
How VIRTUE-BOOK Improves Integrity and Recovers Learning Loss for Elementary School Students Nanda Veruna Enun Kharisma; Hermanto Hermanto
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3845

Abstract

Digital-based learning media plays a vital role in improving the quality of student character and post-COVID-19 learning. This research aimed to explain how VIRTUE-BOOK improves integrity and recovers learning loss for elementary school students. This research is a research and development (RD) with the ADDIE model. This research focuses on the implementation (I) and evaluation (E) stages. The research was carried out from August to September 2022. Implementation was carried out through a quasi-experiment with the subject of 3rd-grade elementary school students. There were 15 students for each of the experimental and control classes. Data collection used questionnaires (scales) and tests. Data analysis was performed by calculating the percentage of increasing the integrity index and decreasing learning loss, then calculating its effectiveness using MANOVA with a significance level of 5% (0,05); N-Gain test; and effect size test. The results of this research indicate that the digital fairytale book "VIRTUE-BOOK" can (1) increase the students' integrity index by 49,5% on the core values of integrity, namely honesty, responsibility, and discipline; (2) decrease the learning gap between what the students have learned and what the students were expected to learn (learning loss) by 116%; and (3) be effective in those improvement and recovery based on the results of the independent t-test, paired t-test, MANOVA test, N-Gain test, and effect size test. Therefore, it is concluded that VIRTUE-BOOK can improve students' integrity by increasing the integrity index and recovering the learning loss among students by decreasing the learning gap.
Co-Authors Ade Putri Sarwendah Dewi Barotuttaqiyah Francisca Lisa Andriyani Galih Rasita Dewi Mumpuniarti Mumpuniarti Nanda Veruna Enun Kharisma Sukinah Sukinah Suparno Suparno Wening Prabawati