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All Journal Al Ishlah Jurnal Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Indonesian Journal of Performing Arts Education
Dewi Juwita Susanti
Universitas Lambung Mangkurat
Arts Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Heutagogi dan Sibergogi: Strategi Pembelajaran Musik Alternatif Sekolah Dasar Sherly Nur Hikmah; Putri Dyah Indriyani; Arum Murdianingsih; Dewi Juwita Susanti; Inayati Fitriyah Asrimawati; Nurul Huda
Indonesian Journal of Performing Arts Education Vol 3, No 1 (2023)
Publisher : Jurusan Pendidikan Seni Pertunjukan ISI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24821/ijopaed.v3i1.8947

Abstract

AbstrakDewasa ini, terdapat banyak permasalahan yang masih dihadapi pembelajaran seni. Padahal kontribusi pendidikan seni cukup besar untuk membentuk karakter peserta didik terutama di pendidikan dasar. Pembelajaran seni musik dapat memberikan pengalaman apresiatif dan kreatif serta mampu berkontribusi terhadap peningkatan pengetahuan, sikap, dan keterampilan siswa di masa yang akan datang. Terkait dengan permasalahan tersebut, konteks pembahasan difokuskan pada alternatif gagasan pendekatan belajar-mengajar di sekolah guna memacu pendidik seni untuk menyajikan pembelajaran secara efektif dan menyenangkan. Untuk itu, penulis menawarkan dua strategi, yaitu heutagogi, berupa strategi mendidik dengan mendorong siswa untuk memiliki keterampilan mengarahkan diri (self-directing), dan strategi sibergogi, berupa strategi yang membiasakan pembelajaran dengan memanfaatkan teknologi informasi. Secara praktis dua strategi ini dapat diintegrasikan menjadi suatu pendekatan instruksional baru. AbstractToday, many problems are still being faced by art learning. Even though the contribution of art education is quite significant in shaping students' character, especially in primary education. Learning the art of music can provide appreciative and creative experiences and contribute to increasing students' knowledge, attitudes and skills in the future. Related to these problems, the context of the discussion is focused on alternative ideas for teaching and learning approaches in schools to encourage art educators to present learning in an effective and fun way. For this reason, the authors offer two strategies, namely heutagogy, in the form of an educational strategy by encouraging students to have self-directing skills, and cybergogy strategy, in the form of a strategy that familiarizes learning by utilizing information technology. Practically these two strategies can be integrated into a new instructional approach. 
Pelatihan Pengembangan Program Sensomotorik dalam Meningkatkan Kemampuan Memusatkan Perhatian pada Anak Usia Dini dengan Attention Deficit Disorder Dewi Ratih Rapisa; Eviani Damastuti; Dewi Juwita Susanti; Puteri Rahmatika; Cahyani Widya Safitri
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 6, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v6i1.10090

Abstract

Permasalahan yang sering ditemui pada anak usia dini diantaranya anak tidak dapat memusatkan perhatian, tidak mampu menuntaskan permainan atau tugas, terdistraksi dan tidak sabar dalam menunggu antrian. Perilaku tersebut mengarah pada karakteristik anak dengan Attention Deficit Disorder, namun guru-guru umumnya tidak mengenalinya. Upaya yang dapat dilakukan dalam memberikan intervensi pada anak ADD dengan memanfaatkan sensomotorik. Latihan koordinasi sensomotorik efektif dalam meningkatkan kemampuan konsentrasi. Pengabdian Kepada Masyarakat (PKM) ini bertujuan memberikan pengetahuan dan keterampilan dalam mengembangkan program latihan koordinasi sensomotorik, Pada Anak Attention Defisit Disorder (ADD). Metode yang digunakan adalah metode ceramah, demontrasi. Sosialisasi PKM dikuti oleh dua puluh guru PAUD Inklusif di Kecamatan Mataraman, Kabupaten Banjar. Hasil evaluasi dari kegiatan menunjukkan bahwa pelatihan pengembangan program sensomotorik mampu meningkatkan kemampuan memusatkan perhatian pada anak usia dini dengan ADD terbukti pada nilai sebelum pelatihan guru sebesar 19 menjadi nilai sesudah pelatihan guru sebesar 89,5. Hal tersebut menunjukkan bahwa pemahaman dan keterampilan guru meningkat dalam memahami anak ADD dan memanfaatkan latihan sensomotorik dalam proses penanganan pembelajaran di kelas.Problems often encountered in early childhood include children being unable to focus, unable to complete games, easily distracted, and impatient waiting in line. Such behavior leads to the characteristics of a child with Attention Deficit Disorder, but teachers generally do not recognize it. Efforts can be made in providing intervention to ADD children by utilizing sensorimotor. Sensomotor coordination exercises are effective in improving concentration skills. Therefore, Pengabdian Kepada Masyarakat (PKM) aims to provide knowledge and skills in developing sensomotor coordination training programs for children with attention deficit disorder (ADD). The methods used are lectures and demonstration methods. PKM socialization was attended by twenty Inclusive PAUD teachers in Mataraman District, Banjar Regency. The evaluation results of PKM activities show that sensorimotor program development training in improving the ability to focus attention on early childhood with Attention Deficit Disorder is proven to increase teachers' understanding and skills in understanding ADD children and utilize sensorimotor exercises in the process of handling learning in the classroom.
Development of Project-Based Learning Model Assisted by Mobility Orientation Technique Application (ATOM) for Students with Hearing Impairments Dewi Ekasari Kusumastuti; Mirnawati Mirnawati; Eviani Damastuti; Dewi Juwita Susanti; Tenty Jahrina Ramli; Sulistyo Rini
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6790

Abstract

Students with hearing impairments often face unique challenges in mobility orientation learning, particularly in mastering sighted guide techniques. This study aims to analyze their learning needs and develop a feasible, practical, and effective Project-Based Learning (PjBL) model supported by the Mobility Orientation Technique Application (ATOM). The research adopts the ADDIE development model, encompassing analysis, design, development, implementation, and evaluation stages. The study involved expert validations, product trials with students, and effectiveness testing through pre- and post-assessments. The analysis stage identified key learning needs among students with hearing impairments. The developed PjBL model, assisted by ATOM, was evaluated for feasibility through expert validation. Material experts rated it 4.34 and media experts 4.77 on a 5-point scale, indicating high feasibility. In product trials, the model received a practicality score of 3.11 from students, reflecting its ease of use and implementation. Effectiveness was demonstrated by a 21.7% increase in students' post-test scores, showing significant improvement in understanding sighted guide techniques. The results suggest that the integration of ATOM into a PjBL framework effectively addresses the learning needs of students with hearing impairments, offering a practical and impactful instructional approach in the mobility orientation course. The PjBL model assisted by ATOM is a feasible, practical, and effective learning solution for enhancing mobility orientation skills in students with hearing impairments, and holds promise for broader application in inclusive education settings.
Inclusive Schools and Violence: Investigating the Role of Acceptance and Student Participation Mirnawati Mirnawati; Amka Amka; Dewi Juwita Susanti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6444

Abstract

This study examines the relationship between social acceptance, the inclusion of students with special needs, and the incidence of violence in inclusive schools. The objective is to determine how these factors interact and influence the well-being of learners with special needs in inclusive educational settings. A quantitative, correlational survey design was employed. Data were collected from students with special needs enrolled in inclusive schools across Banjarmasin City. Instruments included structured questionnaires and interviews, utilizing a Likert scale to assess levels of social acceptance, participation in academic and non-academic activities, and the frequency of experienced violence. Validity was established through expert judgment, and reliability was confirmed using Cronbach's Alpha. Pearson correlation analysis was conducted to explore bivariate relationships, and multiple linear regression was used to assess the interaction between variables. The analysis revealed a significant negative correlation between social acceptance and violence (r = -0.56, p 0.01), indicating that higher levels of social acceptance are associated with reduced violence. Additionally, the inclusion of students with special needs was positively correlated with a reduction in violence (r = 0.47, p 0.05). The combined effect of social acceptance and inclusion accounted for 71% of the variance in violence reduction (R² = 0.71), suggesting a strong predictive interaction. The findings underscore the critical role of fostering social acceptance and inclusive practices to minimize violence and create a safer, more supportive school environment for students with special needs.
Co-Authors Amka Amka Arum Murdianingsih M.Pd Cahyani Widya Safitri Dewi Ekasari Kusumastuti Dewi Ratih Rapisa Eviani Damastuti Inayati Fitriyah Asrimawati Mirnawati Mirnawati Nurul Huda Puteri Rahmatika Putri Dyah Indriyani Sherly Nur Hikmah Sulistyo Rini Tenty Jahrina Ramli