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All Journal Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika
Putri Zalika Wulandari
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Analisis Kemampua Kolaborasi dalam Pembelajaran Matematika pada Siswa Kelas IV SDN 192 PEKANBARU Putri Zalika Wulandari
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol 4 No 2 (2023): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan kolaborasi dalam pembelajaran matematika pada siswa kelas IV di SDN 192 Pekanbaru. Penelitian ini menggunakan pendekatan deksriptif dengan pendekatan kualitatif, Adapun metode penelitian yang digunakan pada penelitian ini adalah metode survey dengan Teknik pengumpulan data dengan cara menyebarkan kuesioner atau angket. Populasi dalam penelitian ini adalah siswa kelas IV SDN 192 Pekanbaru yang berjumlah 20 siswa. Instrumen dalam penelitian ini adalah lembar angket untuk mengetahui keterampilan kolaborasi dalam pembelajaran matematika pada siswa kelas IV SDN 192 Pekanbaru. Hasil dari penelitian ini adalah Penelitian ini membuktikan bahwa keterampilan kolaborasi dalam pembelajaran matematika pada siswa kelas IV SDN 192 Pekanbaru masuk dalam kategori sangat baik.
Penilaian Hasil Belajar Bagi Anak Berkebutuhan Khusus Dalam Praktik Pendidikan Inklusif Putri Zalika Wulandari; Habib Nugraha Putra; Umi Rohimah; Hendri Marhadi
Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Vol 2 No 3 (2024): Mei : Jurnal Pendidikan Bhinneka Tunggal Ika
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/bersatu.v2i3.722

Abstract

Learning outcomes assessment is a process that involves measuring and assessing students' knowledge, skills and attitudes towards established standards. Assessment of learning outcomes for children with special needs (ABK) must be carried out with adjustments to the student's abilities, such as vision, hearing, intellectual and physical abilities. This research aims to describe the assessment of learning outcomes for ABK in inclusion classes. The research method used is a literature review. The results of this research are that there are several types of assessment that can be used for inclusive education, namely formative assessment, summative assessment, diagnostic assessment, affective assessment, and fortopolio assessment. Inclusive education assessment is the process of measuring and assessing the achievements of children with special needs (ABK) in learning. The aim of assessment in inclusive education is to obtain information about students. This information can be used to help schools and teachers make decisions about instruction, learning outcomes, diagnosis, and educational improvement for each student.
Penilaian Hasil Belajar Bagi Anak Berkebutuhan Khusus Dalam Praktik Pendidikan Inklusif Putri Zalika Wulandari; Habib Nugraha Putra; Umi Rohimah; Hendri Marhadi
Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Vol. 2 No. 3 (2024): Mei : Jurnal Pendidikan Bhinneka Tunggal Ika
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/bersatu.v2i3.722

Abstract

Learning outcomes assessment is a process that involves measuring and assessing students' knowledge, skills and attitudes towards established standards. Assessment of learning outcomes for children with special needs (ABK) must be carried out with adjustments to the student's abilities, such as vision, hearing, intellectual and physical abilities. This research aims to describe the assessment of learning outcomes for ABK in inclusion classes. The research method used is a literature review. The results of this research are that there are several types of assessment that can be used for inclusive education, namely formative assessment, summative assessment, diagnostic assessment, affective assessment, and fortopolio assessment. Inclusive education assessment is the process of measuring and assessing the achievements of children with special needs (ABK) in learning. The aim of assessment in inclusive education is to obtain information about students. This information can be used to help schools and teachers make decisions about instruction, learning outcomes, diagnosis, and educational improvement for each student.
Co-Authors Ahmad Sarijal Alfi Rahmi Yulianti Elvita Pratiwi Fanny Alfrida Oktaviana Habib Nugraha Putra Hendri Marhadi Henni Sriwahyuni Pritama Lamban Gaol Islahul Adila Rahma Lukman Lukman Muhammad Reza Firdaus Novian Novian Stevanie Aurelia Anata Umi Rohimah