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All Journal Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika
Habib Nugraha Putra
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Analisis Nilai Karakter Siswa Kelas IV SD Negeri 192 Pekanbaru Habib Nugraha Putra
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol 4 No 2 (2023): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian deskriptif kuantitatif ini adalah untuk menganalisis dan mendeskripsikan nilai karakter siswa kelas IV SDN 192 Pekanbaru. Populasi penelitian yaitu seluruh siswa kelas IV SDN 192 Pekanbaru . Pengumpulan data menggunakan anget yang berisikan sikap mengenai karakter siswa. Hasil penelitian menunjukkan bahwa siswa SD Negeri 192 Pekanbaru memiliki karakter sangat baik dapat ditunjukkan dari hasil analisis menggunakan angket yaitu siswa membaca doa sebelum dan sesudah belajar sebanyak 89.2%, Siswa saling menghormati sesama teman tanpa pandang suku, agama,ras, dan budaya sebanyak 90.3%, Siswa jujur dalam mengerjakan ujian 89.7%, Siswa bertanggung jawab atas tugas yang diberikan guru sebanyak 93.7%, Siswa datang tepat waktu ke sekolah sebanyak 88.6%, Siswa menyelesaikan tugas secara mandiri sebanyak 94.3%. Dapat disimpulkan bahwa siswa kelas IV SD Negeri 192 Pekanbaru memilik karakter yang sangat baik. Maka dari itu pihak sekolah bersama guru mampu meningkatkan dan mempertahankan penanaman nilai karakter pada siswa.
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 Hendri Marhadi Putri Zalika Wulandari Umi Rohimah