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PERAN SEKOLAH DALAM MENGIDENTIFIKASI GANGGUAN PERKEMBANGAN ANAK DI SD 3 MLATI LOR
Aulia Hapsari Dinar Pramesti;
Indah Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang
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DOI: 10.36989/didaktik.v11i04.10445
The initial steps in identifying developmental problems among elementary school children are an important effort to ensure the availability of educational services that meet students’ needs. This study aims to explore the role of schools, particularly teachers and educational staff at SD 3 Mlati Lor, in identifying and following up on indications of developmental disorders among students in grades I to VI. The study employed a qualitative approach with a case study design. Data were collected through participatory observation of learning activities and student behavior, in-depth interviews with classroom teachers and the principal, and document analysis related to assessments and students’ developmental records. The results indicate that the school plays an active role in observing students’ learning behaviors and social interactions, utilizing learning assessments as a basis for early identification, and establishing communication with parents as a form of collaboration to support children’s development. However, the identification process still faces challenges, including limited availability of standardized screening instruments, variations in teachers’ understanding of the characteristics of developmental disorders, and limited access to professional personnel for further diagnosis. These findings highlight the importance of strengthening teachers’ capacity, developing a more structured assessment system, and reinforcing school policies based on inclusive education and the Merdeka Curriculum so that educational services can be more responsive to children’s developmental needs.
PERKEMBANGAN BAHASA ANAK BERDASARKAN TEORI JEAN PIAGET PADA SISWA KELAS 1 MI MUSLIMAT NU DEMAK
Laili Zumala;
Indah Lestari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Process
Publisher : STKIP Subang
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DOI: 10.36989/didaktik.v11i03.10447
Children's language development is a fundamental aspect of elementary education because it plays a crucial role in developing communication, thinking, and social interaction skills. Language is not only a means of communication but also a reflection of children's cognitive development. This study aims to describe the language development of first-grade students at MI Muslimat NU Demak based on Jean Piaget's cognitive development theory. The study used a qualitative approach with descriptive methods. Data were collected through classroom learning observations, in-depth interviews with class teachers, and documentation of student learning outcomes. The results showed that first-grade students' language development is still at the pre-operational stage moving towards concrete operational, characterized by the ability to construct simple sentences, the use of language that is still egocentric, limited abstract vocabulary, and reliance on concrete experiences. These findings are in line with Piaget's theory which states that language development is closely related to children's cognitive structure. The role of teachers and the learning environment has been shown to have a significant influence in stimulating language development through social interaction and contextual learning
PERKEMBANGAN MORAL ANAK USIA DINI DI ERA DIGITAL: STUDI KASUS PADA PAUD MENTARI KELET
Sri Winarni;
Indah Lestari;
Moch. Widjanarko
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang
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Moral development in early childhood is a crucial component of character formation and is influenced by various environmental factors, including the rapid advancement of digital technology. This study aims to describe early childhood moral development in the digital era through a case study at PAUD Mentari Kelet, as well as to examine the influencing factors and the role of educational institutions in instilling moral values. A qualitative approach with a case study design was employed. The research participants included children aged 4–6 years, teachers, and parents. Data were collected through participant observation, semi-structured interviews, and documentation. The data were analyzed using thematic analysis, supported by source and method triangulation to ensure data validity. The findings indicate that the level of moral development among children at PAUD Mentari Kelet ranges from moderate to good. Variations in moral development are influenced by the intensity of digital media use and the quality of guidance provided by teachers and parents. Children who use digital media under supervision tend to demonstrate more positive moral behaviors, such as rule compliance, empathy, and cooperative skills. In contrast, unsupervised use of digital devices may lead to difficulties in self-control and reduced social interaction. The implementation of character-based digital guidance resulted in an improvement in children’s moral development, with an N-Gain score in the moderate category. It can be concluded that digital technology does not inherently have a negative impact on early childhood moral development when utilized appropriately and accompanied by consistent guidance. Therefore, collaboration between schools and parents plays a vital role in optimizing the use of digital media as a supportive tool for moral education in the digital era.
PERGESERAN PERILAKU BERBAHASA ANAK GENERASI ALFA: STUDI KASUS PSIKOLOGI PERKEMBANGAN DI TK PERTIWI 02 CEPOGO
Suryanik;
Indah Lestari;
Moch. Widjanarko
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang
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The rapid development of digital technology has significantly influenced language development in early childhood, particularly among Alpha Generation children who grow up with intensive exposure to digital media. This study aims to explore the characteristics and shifts in language behavior of Alpha Generation children from a developmental psychology perspective in a kindergarten context. The research employed a qualitative approach with a case study design conducted at TK Pertiwi 02 Cepogo, Jepara Regency. Data were collected through classroom observations, in-depth interviews with teachers and the school principal, and documentation of learning activities. The findings indicate noticeable shifts in children’s language behavior, including the frequent use of short and repetitive utterances, imitation of digital media language styles, and limited expressive language in structured verbal interactions. However, children demonstrated improved language use when engaged in socially interactive activities facilitated by teachers. These results suggest that language development among Alpha Generation children is shaped by the interaction between psychological development, digital media exposure, and the quality of social interaction in the learning environment. The study highlights the importance of adaptive language learning strategies that emphasize meaningful social interaction to support children’s expressive language development in the digital era.
Designing a hypothetical learning trajectory for mathematical reasoning through situation-based learning and semantic mediation
Lestari, Indah;
Seruni;
Astuti, Natalia Tri
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)
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DOI: 10.22342/jme.v17i1.pp343-362
Mathematical reasoning constitutes a fundamental component of mathematics learning; nonetheless, many students encounter persistent challenges in developing this competence beyond procedural problem solving. This challenge reflects a persistent discrepancy between the expectations of higher-order thinking emphasized in curricula and the instructional practices typically enacted in classrooms. Addressing this issue requires learning designs that guide students not only in executing procedures but also in constructing, interpreting, and justifying the mathematical meaning underlying given situations. One promising direction involves integrating Situation-Based Learning (SBL) with semantic analysis within the framework of a Hypothetical Learning Trajectory (HLT). Despite such potential, systematic incorporation of semantic elements into SBL-oriented learning trajectories remains underexplored in prior research. Accordingly, this study sought to design an HLT that fosters students’ mathematical reasoning by embedding semantic scaffolds within situation-based learning tasks. The research employed the preliminary stage of design research, concentrating on the theoretical formulation and development of the learning trajectory, subsequently followed by a small-scale pilot implementation. The design process encompassed theoretical analysis, task development, expert validation, and a pilot involving 20 junior secondary school students. Students’ written responses were analyzed through a mathematical reasoning framework encompassing interpretative, symbolic, and justificatory reasoning. Expert evaluation produced an average score of 3.84 on a four-point scale, indicating both conceptual soundness and practical feasibility. Findings from the pilot implementation suggest that semantic scaffolding effectively supports students in progressing from contextual interpretation toward symbolic representation and justification of mathematical solutions. Finally, the findings provide preliminary evidence that a semantically oriented learning trajectory can enhance the development of students’ mathematical reasoning.
THE EFFECTIVENESS OF GROUP GUIDANCE WITH COGNITIVE RESTRUCTURING TECHNIQUES TO INCREASE ACCEPTANCE OF TRADITION IN STUDENTS
Syifani, Syifani;
Zamroni, Edris;
Lestari, Indah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan
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DOI: 10.32806/jkpi.v7i2.1610
This study aims to increase students' acceptance of tradition at SMA Negeri 1 Mejobo Kudus, through group guidance services with cognitive restructuring techniques. Tradition plays an important role in the formation of character, morals, and collective identity, but globalization and modernization have led to a decline in the participation and appreciation of the younger generation towards tradition. This study uses a quantitative approach with a One Group Pre-test Post-test design involving 8 students as a sample selected by stratified random sampling. The results of the Wilcoxon Signed Rank Test show a significant increase in the acceptance score towards tradition from an average of 103.125 (low category) to 184.125 (very high category), with a significance value of 0.012 <0.05. So it can be concluded that group guidance services with cognitive restructuring techniques are effective in changing students' negative mindsets towards tradition to be more positive and rational, thereby increasing students' involvement and appreciation of traditional values.
Pengaruh Layanan Bimbingan Kelompok dengan Media Poster terhadap Peningkatan Motivasi Belajar Siswa SMK N 1 Gunem Rembang: Penelitian
Lestari, Indah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat
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DOI: 10.31004/jerkin.v4i4.5772
Tujuan penelitian ini adalah: 1. Mengetahui pelaksanaan layanan bimbingan kelompok dengan media poster yang dapat meningkatkan motivasi belajar siswa di SMK N 1 GUNEM. 2. Meningkatkan motivasi belajar siswa yang lebih baik melalui layanan bimbingan kelompok dengan media poster. Hasil dari penelitian yang dilakukan menunjukkan bahwa saat pelaksanaan pretest terdapat 8 peserta didik yang mendapatkan nilai rata-rata skornya adalah 52 (rendah). Maka dari 8 peserta didik tersebut mendapatkan treatment untuk meningkatkan motivasi belajar. Setelah melaksanakan treatment, maka peneliti melakukan postest dan mendapatkan hasil nilai dengan rata-rata skor 80 (tinggi). Sehingga skor peningkatan nilai rata-rata motivasi belajar peserta didik adalah sebesar 28. Berdasarkan hasil dari hasil uji-t dimana motivasi belajar yang diakukan sebelum penggunaan layanan bimbingan kelompok media poster dapat dilihat bahwa t hitung 1.365 dan t tabel 2.07387 (df 23) dengan nilai signifikansi p sebesar 0,179. Oleh karena t hitung 1.365 < ttabel 2.07387, dan nilai signifikansi 0,179 > 0,05, maka hasil ini menunjukkan terdapat peningkatan yang signifikan.
MENINGKATKAN TATA KRAMA PERILAKU SISWA MELALAUI LAYANAN BIMBINGAN KELOMPOK DENGAN TEKNIK SOSIODRAMA
Ilhami, Lusy Annuriya;
Gudnanto, Gudnanto;
Lestari, Indah
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 12, No 1 (2026) - IN PRESS
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin
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DOI: 10.31602/jmbkan.v12i1.20708
This study aims to improve the behavioral etiquette of eleventh-grade TKR 4 students at SMK NU Ma'arif 1 Kudus through group guidance services utilizing sociodrama techniques. The background of this study is based on initial observations indicating that many students exhibit poor social etiquette in their interactions at school. Some of the problems identified include a lack of respect for peers and teachers, the use of impolite language, and behavior that does not conform to norms of politeness in the school environment. Sociodrama techniques are used as the primary approach in group guidance services because they allow students to understand and experience various social roles directly. Sociodrama is a learning method that involves role-playing specific social situations, in which students assume the role of individuals facing social conflict or moral dilemmas. Through this technique, students can explore their feelings, attitudes, and values in their social interactions. Furthermore, this technique also helps students develop empathy, communication skills, and social awareness in everyday life. This study used a qualitative approach, with subjects including eleventh-grade TKR 4 students experiencing etiquette issues. Data collection techniques included observation, interviews, and documentation to explore changes in student behavior during the service. The results showed that group guidance services using sociodrama techniques had a positive impact on improving student manners. Students who previously showed less respect for their peers and teachers showed changes in behavior, becoming more polite after participating in sociodrama sessions. They were also better able to position themselves in various social situations and understand the consequences of their actions. The conclusion of this study is that sociodrama techniques are an effective method in helping students develop better manners and social skills. Therefore, schools can consider implementing group guidance services using sociodrama techniques as part of their character education programs to improve the quality of students' social interactions.
IMPLEMENTATION OF THE REMAP-CIRC LEARNING MODEL TOWARD HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES IN ACID-BASE TOPICS
Giawa, Agusto Jeremia;
Sukemi, Sukemi;
Rahmadani, Agung;
Lestari, Indah
Jurnal Zarah Vol. 14 No. 1 (2026): Jurnal Zarah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji
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DOI: 10.31629/zarah.v14i1.8136
Students’ difficulty in understanding abstract and complex acid-base concepts requires the implementation of appropriate learning strategies. This study aims to evaluate the effectiveness of the Reading Concept Map-Cooperative Integrated Reading and Composition (REMAP-CIRC) learning model in improving students’ learning outcomes on acid-base topics. This research employed a pre-experimental method using a one-group pretest–posttest design. The participants consisted of 33 eleventh-grade students (Class XI-4) enrolled in the science track at State Senior High School 17 Samarinda during the 2024/2025 academic year. Data were collected through pretest and posttest instruments, as well as student response questionnaires. The data were analyzed using the Wilcoxon test to determine significant differences between pretest and posttest scores. The results showed that the average student score increased from 28.18 (pretest) to 73.64 (posttest). The N-Gain value was 0.61, categorized as moderate, while the effect size was 3.14, indicating a very high effect. In addition, the student response questionnaire showed a positive response with an average percentage of 79.84% (good category). Based on these results, it can be concluded that the REMAP-CIRC learning model is effective in improving students’ learning outcomes on acid-base topics.
PERBEDAAN KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN PBL BERBANTUAN MIND MAPPING DENGAN PBL BERBANTUAN PPT
Lestari, Indah;
Sukidin, Sukidin;
Herlindawati, Dwi
Jurnal Pendidikan Ekonomi (JURKAMI) Vol 11, No 1 (2026): JURKAMI
Publisher : STKIP Persada Khatulistiwa Sintang
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DOI: 10.31932/jpe.v11i1.5170
The low critical thinking ability of students is the basis for this study. The focus of this study is to compare the critical thinking ability of class X students of SMAN Jenggawah in economics learning with the implementation of the PBL model assisted by Mind Mapping and the PBL model assisted by PowerPoint (PPT). This study applies a quasi-experimental method with a posttest nonequivalent control group design. This study involved all class X students of SMAN Jenggawah as the population, the research sample was selected using the purposive sampling method. Primary data were obtained from posttests, observations, and interviews. Hypothesis testing was carried out through independent sample t-tests. The results showed that the average value in the class using the PBL model assisted by Mind Mapping was higher, which was 80.14 compared to the class implementing the PBL model assisted by PPT of 74.29. Thus, it can be concluded that the PBL model supported by Mind Mapping has a significant effect on critical thinking skills.