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All Journal International Journal of Evaluation and Research in Education (IJERE) Psikostudia : Jurnal Psikologi
Hasna Pratiwi Kuswardani
Airlangga University
Humanities Education Social Sciences

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Student challenging behavior with a positive behavior support training for teachers: A case study Hasna Pratiwi Kuswardani; Pramesti Pradna Paramita
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25394

Abstract

Challenging behavior is repetitive behavior that risks interfering with learning or involvement in prosocial interactions. Challenging behaviors are often shown by students and difficult to manage, such as: defiance and noncompliance, destruction, disruption, physical aggression, self-injury, social withdrawal, socially inappropriate behavior, stereotypes, and verbal aggression. One of the ways of good classroom management is through Tier 1 Positive Behavior Support (PBS) training. It is very necessary for students and teachers when they are in the school environment because it can create a conducive classroom atmosphere. Therefore, the researcher designed a Tier 1 PBS training program that focuses on the teacher’s ability to manage the classroom using a proactive strategy as opposed to a reactive strategy. The subjects of this training were seven teachers of Islamic junior high school in Central Java, Indonesia. The experimental design was conducted without using a control group and using pre-test and post-test for evaluation. The findings indicated that Tier 1 PBS training is effective in increasing the ability of teachers to use proactive classroom management strategies and reducing the use of reactive classroom management strategies.
The Effectiveness of a Combined Intervention Approach for Improving Reading Fluency in Elementary School Students Hasna Pratiwi Kuswardani; Veronika Suprapti; Pramesti Pradna Paramita
Psikostudia : Jurnal Psikologi Vol 12, No 3 (2023): Volume 12, Issue 3, September 2023
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v12i3.11033

Abstract

The ability to read plays a crucial role in the academic success and overall development of elementary school children. Unfortunately, many children in elementary school experience difficulties in reading, including issues with fluency, accuracy, and comprehension. These difficulties can lead to challenges in understanding the curriculum and result in lower academic achievement. To address this issue, a combined intervention approach was implemented, which combined repeated reading, listening while reading, error correction, and performance feedback methods. The aim of this intervention was to improve the accuracy aspect of reading fluency in elementary school children. This study used a single case experimental design with second-grade students as the research subjects. The development of children's reading abilities was measured using the Informal Reading Inventory. The results of the study indicate that the intervention provided was effective in improving the ability and fluency of reading in the research subjects.Kemampuan membaca memiliki peran yang sangat penting dalam kesuksesan akademik dan perkembangan secara keseluruhan pada anak-anak sekolah dasar. Sayangnya, banyak anak di sekolah dasar mengalami kesulitan dalam membaca, termasuk dalam hal kelancaran, akurasi, dan pemahaman bacaan. Hal ini dapat menyebabkan kesulitan dalam memahami kurikulum dan berakibat pada pencapaian akademik yang rendah. Untuk mengatasi masalah ini, diterapkan pendekatan intervensi gabungan dengan menggabungkan metode repeated reading, listening while reading, error correction, dan performance feedback. Tujuan dari intervensi ini adalah untuk meningkatkan aspek akurasi dari kelancaran membaca pada anak-anak sekolah dasar. Penelitian ini menggunakan desain eksperimen kasus tunggal dengan subjek penelitian adalah siswa kelas 2 sekolah dasar. Perkembangan kemampuan anak diukur menggunakan Informal Reading Inventory. Hasil penelitian menunjukkan bahwa intervensi yang diberikan efektif dalam meningkatkan kemampuan dan kelancaran membaca pada subjek penelitian.
Co-Authors Pramesti Pradna Paramita, Pramesti Pradna Veronika Suprapti