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All Journal Widya Accarya Jurnal Nirta: Studi Inovasi Widya Kumara: Jurnal Pendidikan Anak Usia Dini
I Gusti Ayu Indah Triana Juliari
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Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Other

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implementasi Video Pembelajaran Dalam Pengenalan Kosa Kata Bahasa Inggris Siswa TK DWIJENDRA Denpasar Di Masa Pandemi COVID-19 I Gusti Ayu Indah Triana Juliari; I Putu Yoga Purandina
Widya Kumara: Jurnal Pendidikan Anak Usia Dini Vol 2, No 1 (2021)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/widyakumara.v2i1.1456

Abstract

implementasi Video Pembelajaran Dalam PengenalanKosa Kata Bahasa Inggris Siswa TK DWIJENDRA DenpasarDi Masa Pandemi COVID-19
Dari Konsep ke Kelas: Pelatihan Penerapan Deep-Learning (Joyful, Meaningful, Mindful Learning) untuk Guru SMA Negeri 2 Gianyar Susila, I Komang Dedik; I Gusti Ayu Indah Triana Juliari; Ni Made Yuniari
Jurnal Nirta : Inovasi Multidisiplin Vol 5 No 2 (2026): Jurnal Nirta : Studi Inovasi
Publisher : Nirta Learning Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61412/jnsi.v5i2.350

Abstract

Pembelajaran abad ke-21 menuntut guru untuk mampu merancang proses belajar yang tidak hanya berorientasi pada capaian akademik, tetapi juga pada pemahaman mendalam dan keterlibatan aktif peserta didik. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pemahaman dan keterampilan guru SMA Negeri 2 Gianyar dalam menerapkan konsep deep learning melalui pendekatan Joyful, Meaningful, dan Mindful Learning. Metode pelaksanaan dilakukan dalam bentuk workshop partisipatif yang meliputi tahap persiapan dan tahap pelaksanaan, dengan kegiatan berupa penyampaian materi, diskusi, simulasi, praktik penyusunan modul ajar, serta presentasi dan peer-review. Hasil kegiatan menunjukkan bahwa guru memperoleh pemahaman konseptual yang lebih baik dan mampu menyusun perangkat ajar yang mengintegrasikan pembelajaran yang menyenangkan, bermakna, dan berkesadaran. Kegiatan ini berimplikasi positif terhadap penguatan kompetensi pedagogis guru serta berpotensi mendorong transformasi pembelajaran yang lebih kontekstual dan berpusat pada peserta didik.
Teachers' Challenges in Teaching English to Students with Special Needs at SMP Negeri Hindu 2 Sukawati Ni Made Yuniari; I Gusti Ayu Indah Triana Juliari; I Komang Dedik Susila; I Wayan Teguh Sastra Wiguna; I Wayan Gede Supawan
Widya Accarya Vol. 17 No. 1 (2026): Widya Accarya
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Dwijendra

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Abstract

Inclusive education ensures equitable access to quality education for all learners, including students with special needs, yet teachers face significant challenges in implementing effective English language instruction for these diverse learners. This study aimed to examine the pedagogical challenges teachers encounter when adapting English lessons for students with special needs, analyze how teachers address communication barriers, identify instructional strategies and accommodations used, and investigate classroom management challenges at SMP Negeri Hindu 2 Sukawati. Unlike previous research that broadly examines inclusive education, this study highlights the lived experiences of English teachers in a school without a formal inclusive program, offering a context-specific perspective often overlooked. A qualitative descriptive case study design was employed, utilizing purposive sampling to select 2-4 English teachers with direct experience teaching students with special needs. Data collection involved semi-structured interviews that analyzed through thematic analysis to identify recurring patterns and themes. The results revealed that teachers face multifaceted challenges including significant disparities in students' basic literacy abilities, inadequate specialized teaching materials and training, difficulties balancing attention between regular and special needs students, and disruptive behavioral management issues. Teachers demonstrated adaptive strategies such as multilingual instruction, differentiated learning approaches, modified assessments, and informal peer collaboration. However, professional development opportunities remained limited, with teachers relying primarily on spontaneous solutions and colleague discussions. The study concludes that while teachers show resourcefulness in addressing inclusive education challenges, systematic support systems, comprehensive training programs, and specialized resources are urgently needed. These findings provide important implications for inclusive education policy and practice by highlighting the necessity of formal teacher preparation programs, structured institutional support, and collaboration with special education experts to ensure that inclusive classrooms can effectively serve all learners.
Co-Authors I Komang Dedik Susila I Putu Yoga Purandina I Wayan Gede Supawan I Wayan Teguh Sastra Wiguna Ni Made Yuniari Susila, I Komang Dedik