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All Journal Edumatsains JURNAL MUARA PENDIDIKAN Jurnal Sains Student Research Pendekar: Jurnal Pendidikan Berkarakter Cadika Journal.
Opi Andriani
Universitas Muahammadiyah Muara Bungo
Agriculture, Biological Sciences & Forestry Arts Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pentingnya Peran Guru Dalam Pembentukan Karakter Siswa Di Era Digital Wila Mardiana; Opi Andriani; Nurul Salwa; Gipia Rohman
Pendekar : Jurnal Pendidikan Berkarakter Vol 2 No 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.583

Abstract

This article aims to provide information in terms of how to remember the importance of improving character education in the 4.0 era where the human side is slightly threatened, there needs to be coordination between various parties including schools, families and the environment. Where at that time there was a change in the civilization of society which was marked by changes in the joints of life, culture, society, including education. As a source of knowledge, teachers also need to understand the technology that is developing at this time in order to guide or direct their students so as not to fall into today's modern technology. This research method uses literature and descriptive methods, researchers describe a phenomenon based on the experiences of research participants and the results of observations that have been made.
Implementasi Assesment Akademik Dan Perkembangan Anak Berkebutuhan Khusus Meli Mustika Sari; Pradita Rizki Putri; Opi andriani
Pendekar : Jurnal Pendidikan Berkarakter Vol 2 No 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.584

Abstract

Inclusive education is a process of responding to the needs of all diverse students. Various efforts can be made through changes and modifications in content, approaches, structures and strategies that can accommodate the needs of all students according to their age group. Inclusive education begins with education for all that does not discriminate against anyone, including children with special needs. Children with special needs are children who experience limitations and obstacles in aspects of development, both cognitive, physical, social and emotional, so they require special services that must be met. Their needs are based on the limitations or obstacles they experience. The types of services provided to them cover all aspects of children's lives, both academic and non-academic services. There are several groups of children with special needs, including: children with visual impairments (blind), children with hearing impairments (deaf impaired), children with intellectual impairments (mental retardation), children with physical and motor impairments (impaired), children with pervasive behavioral disorders (Autism). , AD-HD Apart from that, the identification process also tries to classify children into certain groups based on the type of obstacles the child has. The next process after the child is identified is assessment. Assessment is a systematic and comprehensive assessment in gathering further information about the child regarding deficiencies, the child's potential and needs. The results of the assessment that have been carried out become the basis or reference for designing and implementing the provision of services to children with special needs. So that the data that is traced during identification or assessment is real and real data from the child. Identification and assessment are carried out by inclusive schools as a step to carry out mapping for students who have disabilities or special needs. Mapping is carried out to determine the types of needs each child has so that the appropriate educational services for children at school can be identified.
Strategi Guru Untuk Memotivasi Anak Dalam Kesulitan Belajar Opi Andriani; Eni Patmala; Hikmawati Santesa; Zuli Nufiana
Pendekar : Jurnal Pendidikan Berkarakter Vol 2 No 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.593

Abstract

The purpose of this research is to find out a description of teachers' strategies in motivating students to learn, to find out the supporting and inhibiting factors in motivating students to learn. This research is a descriptive study with a qualitative approach. Data collection techniques were carried out using observation, interviews and documentation. The results of the research show that teachers motivate students to learn by using various strategies, namely using various methods in the learning process, making students active participants, in motivating students to learn, namely internal factors, such as the students' motivation and desire to learn and external factors. , such as the ability of a reliable teacher.
Analisis Anak Berkebutuhan Khusus, Identifikasi Dan Implementasi Pendidikan Inklusi Di Sekolah Dasar Kabupaten Bungo Zikrillah Zikrillah; Erwin Gunawan; Opi Andriani
Pendekar : Jurnal Pendidikan Berkarakter Vol 2 No 1 (2024): Februari : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i1.594

Abstract

This research aims to describe the identification and implementation of inclusive education for Children with Special Needs (ABK) in elementary schools in Bungo Regency. This research uses a descriptive method with a qualitative approach. Data collection was carried out through direct observation and interviews with participants. The subjects of this research were elementary school teachers in Bungo Regency, which consists of five districts or cities totaling 15 elementary schools. The results of the research findings include: (1) the disorders of students with special needs in 8 elementary schools spread across Bungo Regency are relatively the same, namely slow learning and mild mental impairment, (2) the implementation of inclusive education in elementary schools in Bungo Regency is not going well, and (3) obstacles to the implementation of inclusive education are the lack of facilities and infrastructure owned by schools and the costs for providing inclusive education facilities are relatively small, teachers' understanding of students with special needs is still very minimal.
BENTUK LAYANAN PENDIDIKAN BAGI ANAK INKLUSI Desy Widya Sapitri; Rabiatul Adawiah; Yunica Rike Ulfa; Opi Andriani
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 1 (2024): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i1.553

Abstract

The government's high level of attention to the implementation of education in Indonesia is proven by the enactment of Law No. 20 of 2003 concerning the National Education system, namely equal distribution of education without discrimination against Children with Special Needs (ABK). However, the implementation of inclusive education in Indonesia has not gone perfectly according to the goals of implementing inclusive education. Several schools appointed as implementers of inclusive schools are only operating at a modest level. Even though there are a lot of inclusive schools in Indonesia in quantity, the quality of inclusive schools in Indonesia is still lacking. This research aims to explain the form of educational services for inclusive children using the literature study method used, namely theoretical studies whose information can be obtained through books, websites, journals and scientific works and from other sources. The forms of educational services for children with special needs are divided into 3, namely Segregated Service Forms; Form of Integration/Integrated Services; Forms of Inclusive Education Services. Parental involvement in children's education is a driving and determining factor in the development of inclusive education throughout the world.
PERAN MASYARAKAT DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR Siti Asha Chairani; Julia Yana; Nur Ilham; Opi Andriani
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 1 (2024): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i1.578

Abstract

Existing inclusive education has not been implemented optimally. People do not understand the inclusive education model so they have not been able to participate in it. Community participation is an important component of the success of inclusive education. Because inclusive schools require collaboration between the community and classroom teachers to create and sustain a warm classroom community, embrace diversity, and respect differences. The purpose of this study was to determine the role of the community in the implementation of inclusive education in elementary schools. This research uses a qualitative approach through data collection through observation and interview. The results of this study show that various problems encountered in the role of the community in providing inclusive education in elementary schools are problems related to the lack of community understanding about inclusive education
ANALISIS PROBLEMATIKA PENDIDIKAN INKLUSI DALAM PELAKSANAANNYA DI INDONESIA siti nurhana; Syahdan alqowi; Vamelia putri hospita; Opi andriani
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 1 (2024): Februari: Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i1.670

Abstract

The launch of inclusive education in Indonesia with the aim of facilitating the educational needs of children with special needs (ABK) has been widely implemented throughout Indonesia, especially in big cities, but in its implementation there have been many obstacles or problems in schools, especially for teachers. This research aims to determine the problems experienced by teachers and schools in implementing inclusive education at the elementary school level in the Muara Bungo City area. The research subjects were teachers who taught at schools providing Inclusive Education. Data was obtained through an open-ended questionnaire (open questions). Research shows that there are various problems encountered by teachers related to school readiness itself, such as a lack of teacher competence in dealing with ABK students, problems related to the lack of parental concern for ABK. Solutions for implementing learning in the classroom, teachers must implement modifications to the classroom learning process.
EFEKTIVITAS LAYANAN INFORMASI MODEL SOSIODRAMA TERINTEGRASI PEMBELAJARAN PKN UNTUK MEREDUKSI PERILAKU AGRESIF DI SEKOLAH DASAR Opi Andriani
Jurnal Muara Pendidikan Vol. 8 No. 2 (2023): Jurnal Muara Pendidikan, Vol 8 No 2, Desember 2023
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v8i2.1468

Abstract

This research was motivated by the existence of students who carried out verbal, physical and psychological violence towards aggressiveness with a high tendency. This aggressive behavior in the world of education is very risky for students' academic activities psychologically at school for both the perpetrator and the victim. This research aims to reveal the effectiveness information services model sociodrama integrated for Civics learning to reduce students' aggressive behavior in elementary schools. This type of research is a Quasi Experiment using a One Group Pretest-Posttest Design on research design. The subjects in this research were 15 students in grades V and VI of SD Negeri 196 Taman Agung, Bungo Regency, who were selected using purposive sampling techniques. The data collection technique in this research was a Likert scale model questionnaire used in the pre-test and post-test. Based on the distribution table data in the experimental group, there was a decrease in scores from 66.63 to 53.2. Furthermore, based on the t-test, the use of integrated sociodrama model information services for Civics lessons was declared effective in reducing aggressive behavior in elementary schools. This is proven by the results of the difference test value (t) from the calculation which shows that tcount is 5.662 while ttable is 2.160. so that if we enter it into the hypothesis formula tcount > ttable it can be concluded that Ho is rejected and Ha is accepted.
Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Index Card Match (ICM) di Kelas V SDN 223/II Rantau Embacang Sintia Sanora; Zulqoidi R Habibie; Opi Andriani
Master Journal of Future Education Vol. 1 No. 2 (2025): April
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/cadikajournal.v12.306

Abstract

This classroom action research (CAR) was conducted to improve the learning process and outcomes of fifth-grade students at SDN 223/II Rantau Embacang through the implementation of the Index Card Match (ICM) model in the topics of decimal numbers and integers. The study was motivated by preliminary observations indicating low student engagement and poor learning outcomes, as shown by learning processes not aligned with the Merdeka Curriculum and daily test scores below the Minimum Competency Criteria (KKTP). The research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 19 students. Data collection methods included observation and tests, using observation sheets and test instruments. The results showed a significant improvement: the teacher’s performance increased by 25% from Cycle I to Cycle II, reaching 100%; student engagement increased by 50%, reaching 87.5%, surpassing the success indicator of 70%; and student learning outcomes improved from 47% at the initial observation to 75% at the end. In conclusion, the implementation of the ICM model helped actively involve students in the learning process, leading to improved learning outcomes
Promoting Active and Effective Learning through the Student Teams-Achievement Divisions Model Andini putri; subhanadri; Opi Andriani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 2 (2025): October
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i2.7240

Abstract

This research was motivated by the low achievement of the fourth-grade IPAS learning process and outcomes at SDN 128/II Pasir Putih. Initial observations conducted by the researcher, which revealed that only 38.46% of 26 students achieved a score that met the achievement criteria. The objective of this research is to improve the IPAS learning process and outcomes using the Student Teams Achievement Division model. The research consisted of two cycles. Each cycle consisted of two meetings, each consisting of four stages: planning, implementation, observation, and reflection. Data was collected through observation, tests, and documentation. Teacher observation results in cycle I has an average percentage of 85.42% and in cycle II has an average percentage of 91.67%, categorized as Very Good. The improvement in the learning process of students, in cycle I reached 76.92% in the category of quite good, and in cycle II increased to 92.31% in the category of very good. The increase in student learning outcomes in cycle I reached 65.38% in the category of sufficient, and cycle II reached 88.46% in the category of very good. 65.38 % is in the sufficient category, and cycle II reached 88.46% in the very good category. Based on the results it was found that the implementation of the STAD model can help students improve their learning comprehension skills.
Co-Authors Andini putri Deri Sartika Desy Widya Sapitri Eni Patmala Erwin Gunawan Febby Tiara Gipia Rohman Habibie, Zulqoidi R. Hikmawati Santesa Julia Yana Meli Mustika Sari Novi Dwi S Nur Ilham Nurul Salwa Pradita Rizki Putri Putra Pratama Rabiatul Adawiah Sintia Sanora Siti Asha Chairani siti nurhana SUBHANADRI, SUBHANADRI Syahdan alqowi Vamelia putri hospita Wila Mardiana Yunica Rike Ulfa Zikrillah Zikrillah Zuli Nufiana