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Kemil wachidah
Universitas Muhammadiyah Sidoarjo, Sidoarjo, Indonesia
Education

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Gender Responsive Pedagogy in Thematic Learning in Elementary Schools Mochamad Nasrul Amin; Kemil wachidah
Mimbar Ilmu Vol. 28 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v28i1.55044

Abstract

Gender-responsive thematic learning still needs to be found in elementary schools. Gender bias is still found in some student teaching materials. It can trigger the emergence of a mindset in students that will continue to be carried into adulthood, resulting in gender inequality. This study aims to analyze gender-responsive thematic learning in elementary schools. This research is a case study, with the subjects involved, namely 2 class V teachers. Data collection techniques used in this study were interviews, observation, and documentation, with research instruments in the form of observation and interview guidelines. Data analysis techniques are carried out through several stages, namely data collection, data reduction, data display, and making conclusions. The results of this study indicate that teachers have a very important role in implementing gender-responsive thematic learning in elementary schools. Gender-responsive thematic learning in elementary schools is carried out by determining learning objectives, making learning tools like lesson plans and teaching materials free from gender bias, and conducting fair and objective assessments. Classroom management is carried out by providing the same facilities to students in the learning process, not to benefit or harm one gender.
Autism Spectrum Disorders and The Development of Children’s Aritmetic Aptitude and Numeracy Arizkylia Yoka Putri; Kemil Wachidah
Mimbar Ilmu Vol. 28 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v28i1.57460

Abstract

Initial numeration is part of the math skills that every student must have. However, children with autistic disorder do not have good initial numeracy skills. This study aims to analyze the initial numeracy abilities of students with autistic disorders. This research is case study research. The subjects of this study were 2 students with autistic disorder class III, namely boys and girls. Data collection techniques used in this study used interviews, observation, and test sheets related to the initial numeracy skills of students with autistic disorders. Data analysis techniques are carried out through several stages, namely data collection, data reduction, data display, and making conclusions. The results showed that D could recognize limited numbers in units 1-9 independently and could add and subtract limited units with assistance. N has not been able to recognize numbers and perform simple arithmetic. However, N can imitate writing unit numbers. The inability to master initial numeracy in students with autistic disorder is dominated by limited interest and attention, as well as brain disorders that cause low speech and language skills that impact numeracy mastery or recognition. So the teacher has an important role in improving his initial numeracy skills.
Co-Authors Arizkylia Yoka Putri Mochamad Nasrul Amin