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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Ilmiah Sekolah Dasar
Hermanto
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Humanities Education Public Health Social Sciences

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The Use of Microsoft Teams during Distance Learning and Its Impact on Increasing Students’ Reading Interest Anggraita Pangriptaningrum; Hermanto
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.v6i3.45590

Abstract

Due to the COVID-19 pandemic, all education units in Indonesia have implemented distance learning programs. This requires schools to use learning platforms to enhance teacher and student learning interactions. Therefore, it is necessary for teachers to make learning more interesting and achieve learning objectives with available platforms. This study aims to analyses more deeply learning designs utilizing Microsoft Teams within distance learning to increase reading interest in lower grade students during the pandemic. Descriptive qualitative methods are applied as the approaches to describe and explain the actual circumstances. The research subject consisted of 5 teachers, 10 students, and 10 parents. The method of data collection in this study is to use observations and interviews were conducted online employing Google Form or phone due to the Covid-19 pandemic occurred in Indonesia during the research. The analysis technique used is descriptive qualitative. The result shows the effectiveness of Microsoft Teams for the online learning in enhancing lower grade students’ reading interests. The interesting features offered in it also make it easier for teachers and students to perform teaching and learning activities, while parents can participate in monitoring their children's learning progress as well. Suggestion: parents can also participate to monitor activities and developments in learning process.
Implementasi Pedagogy Inklusi di SD Negeri Karanganyar Yogyakarta Galih Rasita Dewi; Hermanto
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.56173

Abstract

The general problem of learning opportunities for children with special needs is society's serious problem. Therefore, the quality of inclusive education must always be improved, one of which is the teaching staff (teachers). Every teacher must master and improve various aspects of competence, one of which is the competence used in inclusive education, inclusive pedagogy competence. This research aims to describe the implementation of inclusive pedagogy in schools providing inclusive education. This type of research is descriptive with a qualitative approach via phenomenology. The subjects in this research were one inclusion class teacher and one special supervisor teacher (GPK). The data collection method used was interviewed using an instrument in the form of an interview sheet. The collected data is explained using content analysis techniques to identify the main themes in the news with the application of inclusive pedagogy. The research results show that inclusive pedagogy competence involves the teacher's ability to provide learning that considers student diversity. This is done through efforts to accept, communicate, and build an inclusive environment. By showing the benefits and challenges of implementing inclusive pedagogy, this research can help increase public support for inclusive education.
The Existence of Students with Special Needs in an Inclusive Elementary School Silvita; Hermanto
Jurnal Ilmiah Sekolah Dasar Vol 7 No 2 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v7i2.53801

Abstract

Children with special needs at school receive less attention from teachers at school. The study aimed to describe the classroom teacher's views on children with special needs, children's adjustment to learning, expressing children's interactions with obstacles, and child development. This type of research uses qualitative research with a descriptive qualitative approach. This research was carried out through design, research, implementation, data analysis, and making research reports. Data collection techniques using interviews, observation, and documentation. The research subjects were 17 children with special needs; the data source came from 10 teacher respondents, namely 7 class teachers, 2 subject teachers, and 1 special supervising teacher. Data analysis is done by gathering information through data reduction, display, and conclusions. The results of this study show that teachers at school do not feel ready to handle children with special needs, but the environment is supportive, teachers can learn how to deal with children, and teachers can create a positive attitude. Learning at school is carried out by adjusting to the needs of children and is carried out comfortably. Teachers at school do not discriminate between students with special needs and regular children. Interactions carried out by children with special needs with regular children are carried out well under the guidance of teachers at school. The surrounding environment helps children with disabilities develop properly.  
Co-Authors Anggraita Pangriptaningrum Galih Rasita Dewi Silvita