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All Journal JKI (Jurnal Konseling Indonesia) International Journal of Research in Counseling and Education Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Jurnal Ilmu Sosial, Pendidikan Dan Humaniora Pustaka: Jurnal Bahasa dan Pendidikan JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Student Scientific Creativity Journal Education: Jurnal Sosial Humaniora dan Pendidikan Guruku: Jurnal Pendidikan dan Sosial Humaniora Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Yudistira Jurnal Ilmiah Research Student Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Dharma Acariya Nusantara: Jurnal Pendidikan, Bahasa dan Budaya Khirani: Jurnal Pendidikan Anak Usia Dini Jurnal Ventilator: Jurnal Riset Ilmu Kesehatan dan Keperawatan Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan, Bahasa dan Budaya Pendekar: Jurnal Pendidikan Berkarakter Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Pendidikan & Pengajaran
Opi Andriani
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Implementasi Assesment Akademik Dan Perkembangan Anak Berkebutuhan Khusus Meli Mustika Sari; Pradita Rizki Putri; Opi andriani
Pendekar : Jurnal Pendidikan Berkarakter Vol. 2 No. 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.584

Abstract

Inclusive education is a process of responding to the needs of all diverse students. Various efforts can be made through changes and modifications in content, approaches, structures and strategies that can accommodate the needs of all students according to their age group. Inclusive education begins with education for all that does not discriminate against anyone, including children with special needs. Children with special needs are children who experience limitations and obstacles in aspects of development, both cognitive, physical, social and emotional, so they require special services that must be met. Their needs are based on the limitations or obstacles they experience. The types of services provided to them cover all aspects of children's lives, both academic and non-academic services. There are several groups of children with special needs, including: children with visual impairments (blind), children with hearing impairments (deaf impaired), children with intellectual impairments (mental retardation), children with physical and motor impairments (impaired), children with pervasive behavioral disorders (Autism). , AD-HD Apart from that, the identification process also tries to classify children into certain groups based on the type of obstacles the child has. The next process after the child is identified is assessment. Assessment is a systematic and comprehensive assessment in gathering further information about the child regarding deficiencies, the child's potential and needs. The results of the assessment that have been carried out become the basis or reference for designing and implementing the provision of services to children with special needs. So that the data that is traced during identification or assessment is real and real data from the child. Identification and assessment are carried out by inclusive schools as a step to carry out mapping for students who have disabilities or special needs. Mapping is carried out to determine the types of needs each child has so that the appropriate educational services for children at school can be identified.
Strategi Guru Untuk Memotivasi Anak Dalam Kesulitan Belajar Opi Andriani; Eni Patmala; Hikmawati Santesa; Zuli Nufiana
Pendekar : Jurnal Pendidikan Berkarakter Vol. 2 No. 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.593

Abstract

The purpose of this research is to find out a description of teachers' strategies in motivating students to learn, to find out the supporting and inhibiting factors in motivating students to learn. This research is a descriptive study with a qualitative approach. Data collection techniques were carried out using observation, interviews and documentation. The results of the research show that teachers motivate students to learn by using various strategies, namely using various methods in the learning process, making students active participants, in motivating students to learn, namely internal factors, such as the students' motivation and desire to learn and external factors. , such as the ability of a reliable teacher.
Analisis Anak Berkebutuhan Khusus, Identifikasi Dan Implementasi Pendidikan Inklusi Di Sekolah Dasar Kabupaten Bungo Zikrillah Zikrillah; Erwin Gunawan; Opi Andriani
Pendekar : Jurnal Pendidikan Berkarakter Vol. 2 No. 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.594

Abstract

This research aims to describe the identification and implementation of inclusive education for Children with Special Needs (ABK) in elementary schools in Bungo Regency. This research uses a descriptive method with a qualitative approach. Data collection was carried out through direct observation and interviews with participants. The subjects of this research were elementary school teachers in Bungo Regency, which consists of five districts or cities totaling 15 elementary schools. The results of the research findings include: (1) the disorders of students with special needs in 8 elementary schools spread across Bungo Regency are relatively the same, namely slow learning and mild mental impairment, (2) the implementation of inclusive education in elementary schools in Bungo Regency is not going well, and (3) obstacles to the implementation of inclusive education are the lack of facilities and infrastructure owned by schools and the costs for providing inclusive education facilities are relatively small, teachers' understanding of students with special needs is still very minimal.
Peran Kepemimpinan Sekolah dalam Meningkatkan Hasil Belajar Anak Berkebutuhan Khusus di Sekolah Terintegritas Windy Rahmadani; Siska Prasinta Kesuma; Opi Andriani
Education : Jurnal Sosial Humaniora dan Pendidikan Vol. 4 No. 1 (2024): Maret : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/education.v4i1.463

Abstract

The aim of this research is to determine the role of school leadership in improving the learning outcomes of children with special needs in integrated schools. The method used in this research is descriptive with a qualitative approach. Data collection techniques include: observation, interviews, and documentation. The research subjects or informants were school principals and teachers. The results of interviews conducted by the author with the leadership of SDN 23/VI Rantau Panjang I show that regarding children with special needs at this school, the leadership and parents work together in guiding children so that the achievements of children with special needs can be on par with normal children.
Memenuhi Hak Anak Berkebutuhan Khusus Melalui Pendidikan Inklusi Ayu Zalni; Elna Yustiana; Resti Ayu Putri; Opi Andriani
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Maret: KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v2i1.739

Abstract

This research describes the fulfillment of anqk with special needs in inclusive schools, this research aims to describe the rights of children with special needs (ABK, the type of research used is qualitative. The data collection technique uses interview and observation methods. The research subjects are class teachers, along with the head schools, research results indicate that children with special needs or (ABK) have partially received their rights, although they have not been fully fulfilled
Meningkatkan Proses Dan Hasil Belajar IPAS Menggunakan Model Discovery Learning Pada Siswa Kelas V SD N 081/VIII Wanareja Amelia, Agnes; Megawati; Opi Andriani
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3134

Abstract

This research is motivated by the lack of maximizing the IPAS learning process, so that it has an impact on the learning outcomes of IPAS students in class V SD N 081 / VIII Wanareja. This study aims to improve the process and learning outcomes of students using the discovery learning model in IPAS subjects in class V SD N 081/VIII Wanareja. The research method used is Classroom Action Research (PTK). The subjects of this study were fifth grade students of SD N 081/VIII Wanareja consisting of 22 students each consisting of 13 boys and 9 girls. This research was conducted in class V of SD N 081/VIII Wanareja which was carried out in two cycles. The data collection techniques used were observation, tests, and documentation. The research instruments used were teacher observation sheets, student observation sheets, and learning outcomes test questions. The data analysis techniques used are quantitative data and qualitative data. Based on the results of this study, the student learning process in cycle I was 52,3% and in cycle II it increased to 88,9%, while the learning process observed by homeroom teacher V was in cycle I 83,8% and in cycle II it increased to 96,7%. The learning outcomes of students who achieved KKTP in cycle I were 54,5% and in cycle II increased to 81,8%. It can be concluded that by applying the discovery learning model can improve the process and learning outcomes of students in IPAS subjects in class V SD N 081/VIII Wanareja.
Co-Authors Adam Sari Agustomi Agustomi Ahamad Pauzan Hermandi Akhmad Akbar Alhadi Alhadi Alizamar Alizamar Amelia, Agnes Ana Imelia Mursyida Ananda Kurniawan Andika Rahman Andini Andini Andre Gunawan Anggun Prima Handari Antika Saputri Apala Apala Arvivi Suriyanti Atifatul Atiqoh Aulia Nada Soraya Avana, Nurlev Ayu Zalni Azzura Della Rinjani Baehaqi Cici Fitri Yandes Cindy Arsita Cory Octavia Debi Arian Saputra Della Raudatul Fitri Deny Ari Yardi Depila Citra Desty Ningtyas Rambu Bazar Desy Dewi Kurniawati Dhini Mufti Diani Laras Munnawaroh Dini Apriliani Dion Apri Adi Saputra Disa Ananda Dona Liza Eka Mayang Sari ELFINA ELFINA Elna Yustiana Elsa Hijriati Elsa Rahmah Saypani Eni Patmala Erikson Erikson Erni Kurniawati Erni Sugiarti Erwin Gunawan Faizah Aulia Martini Fauzan Said Ilham Febri Andika Ficka Ferdianti Fitria Putri Ghea Clara Salsabila Gipia Rohman Hamidah Rizki Ardhani Hariko, Rezki Harya Tamy Deby Ivancha Helipa Loren Hikmawati Santesa Huswatul Hasanah Ibnu Kharis Alfauzi Iga Selvia Sari Ika Nadia Ika Setiowati Indra Boby Iqbal Geni Pratama Irda Junita Islamiah Islamiah Jeni Mardiana Jumatul sakdiah Juni Lestari Kalbu Patma Wati Kevin Tifani Sulistyo Khoirul Zikri Krisma Dwita Putri Leni Marlina Linda Nurfitria Sari Lusi Jumianti M. Efendi M. Leo Darmawan Prastya Putra Maliyan Karenina Mayda Yusnita Megawati Melati Ansa Purri Meli Mustika Sari Miranda Celia Putri Misdhayanti Misdhayanti Muhammad Hendri Muhammad Pazuli Mulia Ningsih Mutaharah Mutaharah Mutiya Nabilla Valeri Nadia Nur'izzati Nadila Azura Febriati Nana Marsiana Nesa Afrianti Nisa Ulhasanah Novita Sari Nurhaliza Nurhaliza Nurhalizah Nurhalizah Nurul Salwa Olfa Seviona Putri Pauziah Pauziah Peri Mulyadi Peronica Tamba Piddiyanti Pradika Lilia Ratna Pradita Rizki Putri Priska Nuryani Priyono Puti Artistia Putri Aprilia Putri Mutiara Jwinarti Putri Nabila Rizki Putri Rahmadani PUTRI WULANDARI Rabiatul Adawiyah Rachmad Aldi Rafhika Wulandari Rahel Putriani Ramadhan, Fadhlan Ramadhan, Fajar Alkhairi Randa Purnama Sari Resti Ayu Putri Revydo Prayogi rian saputra Risa Fitri Roza Nurvadilah Ruci Kurnia Saparudin Saparudin Serli Septi Munawaroh Serly Kurniady Silvi Nuraini Silvia Gusmila Putri Silvia Indriani Silvia Oktaviani Siska Prasinta Kesuma Siti Nawati Siti Nurhadipa Siti Rohimah Sri Wahyuliawati Sulaini Sulaini Susan Apriani Susi Saswita Susila Syaidah Upara Syarifah Robiyah Taufik Taufik Taufik Taufik Tia Ivana Tiara Utami Tresna Wati Ulam Arta Gabriela Ulfa Zahra Tunnur Wafiq Azizah Wahyu Bilhaq Wendika Putra Wila Mardiana Wilda Hayati Windy Rahmadani Wuzira Azka Nadya Yelvia Prahagia Yeni Karneli Yeni Putiyanti Yessi Gusmiati Yupita Sri Rizky Zikrillah Zikrillah Zirul Habibi Zuli Nufiana