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All Journal Edumatsains Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) JURNAL MUARA PENDIDIKAN JURNAL TUNAS PENDIDIKAN Simpati: Jurnal Penelitian Pendidikan dan Bahasa Jurnal Sains Student Research Jurnal Pendidikan, Bahasa dan Budaya Pendekar: Jurnal Pendidikan Berkarakter Jurnal Penelitian Pendidikan Indonesia (JPPI) Master of Pedagogy and Elementary School Learning Cadika Journal.
Opi Andriani
Universitas Muahammadiyah Muara Bungo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Meningkatkan Proses Dan Hasil Belajar IPAS Menggunakan Model Discovery Learning Pada Siswa Kelas V SD N 081/VIII Wanareja Agnes Amelia; Megawati; Opi Andriani
Jurnal Tunas Pendidikan Vol. 8 No. 1 (2025): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8i1.3134

Abstract

This research is motivated by the lack of maximizing the IPAS learning process, so that it has an impact on the learning outcomes of IPAS students in class V SD N 081 / VIII Wanareja. This study aims to improve the process and learning outcomes of students using the discovery learning model in IPAS subjects in class V SD N 081/VIII Wanareja. The research method used is Classroom Action Research (PTK). The subjects of this study were fifth grade students of SD N 081/VIII Wanareja consisting of 22 students each consisting of 13 boys and 9 girls. This research was conducted in class V of SD N 081/VIII Wanareja which was carried out in two cycles. The data collection techniques used were observation, tests, and documentation. The research instruments used were teacher observation sheets, student observation sheets, and learning outcomes test questions. The data analysis techniques used are quantitative data and qualitative data. Based on the results of this study, the student learning process in cycle I was 52,3% and in cycle II it increased to 88,9%, while the learning process observed by homeroom teacher V was in cycle I 83,8% and in cycle II it increased to 96,7%. The learning outcomes of students who achieved KKTP in cycle I were 54,5% and in cycle II increased to 81,8%. It can be concluded that by applying the discovery learning model can improve the process and learning outcomes of students in IPAS subjects in class V SD N 081/VIII Wanareja.
HUBUNGAN PENGUASAAN KURIKULUM MERDEKA DENGAN SELF-EFFICACY GURU MENGHADAPI PERBEDAAN PESERTA DIDIK DI SEKOLAH DASAR Opi ANDRIANI; Subhanadri; Desi Julita
Jurnal Tunas Pendidikan Vol. 8 No. 2 (2026): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v8.i2.3947

Abstract

Latar belakang penelitian didasarkan pada tuntutan Kurikulum Merdeka yang menempatkan guru sebagai perancang pembelajaran adaptif dalam konteks kelas yang heterogen. Penelitian ini bertujuan untuk menganalisis hubungan antara penguasaan Kurikulum Merdeka dan self-efficacy guru dalam menghadapi perbedaan peserta didik di sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian adalah guru Sekolah Dasar di Kecamatan Pasar Muara Bungo, dengan jumlah responden sebanyak 35 guru yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan pada 17 Desember 2025 menggunakan angket penguasaan Kurikulum Merdeka dan self-efficacy guru. Analisis data dilakukan menggunakan uji korelasi Pearson dengan memanfaatkan SPPS 24. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara penguasaan Kurikulum Merdeka dan self-efficacy guru dalam menghadapi perbedaan peserta didik. Temuan ini mengindikasikan bahwa semakin tinggi penguasaan guru terhadap Kurikulum Merdeka, semakin kuat keyakinan guru dalam mengelola keragaman peserta didik. Penelitian ini menyimpulkan bahwa penguatan penguasaan kurikulum perlu diintegrasikan dengan pengembangan aspek psikologis guru untuk mendukung pembelajaran yang berkeadilan.
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.
Dampak Manajemen Pendidikan Inklusi Yang Diberikan Pada Anak ABK Harya Tamy Deby Ivancha; Islamiah Islamiah; Wendika Putra; Opi Andriani
Jurnal Pendidikan, Bahasa dan Budaya Vol. 3 No. 1 (2024): Maret : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v3i1.2698

Abstract

The background to this research is that there are still many schools that have implemented inclusive education, but still provide general treatment or services to inclusive students. The aim of this research is to determine the management of inclusive education for Children with Special Needs (ABK). This type of research is qualitative research. Data sources were obtained from the school principal and four class teachers. The data in this research was obtained through documentation, observation and interviews. The research design used uses an indigenous psychology approach, part of the scientific approach tradition, where an important aspect in this approach is the effort to find appropriate methods to uncover phenomena in an investigation. The research results show that teachers directly handle the implementation of education. The treatment provided is good, such as providing special response and attention to children with special needs.
Strategi Guru Mengajak Anak Berkebutuhan Khusus Untuk Bersemangat Ke Sekolah Disa Ananda; Revydo Prayogi; Sri Wahyuliawati; Ulam Arta Gabriela; Opi Andriani
Jurnal Pendidikan, Bahasa dan Budaya Vol. 3 No. 1 (2024): Maret : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v3i1.2700

Abstract

Teachers have their own strategies so there is no common perception regarding teachers' strategies for getting children with special needs to be enthusiastic about going to school. This research aims to explore teachers' strategies for encouraging children with special needs to be enthusiastic about going to school. The research subject was a teacher who taught 1 child with special needs. The sampling technique is by using purposive sampling technique. Data was obtained through an open-ended questionnaire (open questions). The method used is qualitative with analysis using coding techniques. The research design used uses an indigenous psychology approach, part of the scientific approach tradition, where the important aspect in this approach is the effort to find appropriate strategies to uncover phenomena in an investigation. The research results showed that there were problems encountered by teachers, such as a lack of strategies in getting children with special needs to be enthusiastic about going to school.
ANALISIS KESULITAN MENULIS PERMULAAN DALAM PEMBELAJARAN BAHASA INDONESIA KELAS II DI SDN 81/II MUARA BUNGO Putri Mita Sari; Refril Dani; Opi Andriani
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.61251

Abstract

Penelitian ini dilatarbelakangi dengan adanya kesulitian menulis permulaan siswa kelas II SDN 81/II Muara Bungo. Sebagian siswa masih mengalami kesulitan   menulis permulaan. Siswa merasa bosan saat kegiatan menulis. Penelitian ini bertujuan untuk mengetahui Apa saja bentuk kesulitan menulis permulaan, faktor-faktor yang menyebabkan siswa mengalami kesulitan menulis permulaan dan  upaya guru mengatasi kesulitan menulis permulaan. Metode penelitian adalah kualitatif  dengan pendekatan deskriptif. Teknik pengumpula data menggunakan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukan bahwa siswa mengalami kesulitan berupa kemampuan motorik halus yang belum berkembang dengan baik, kesulitan membedakan bentuk huruf, tulisan yang kurang rapi, kesalahan ejaan, tulisan yang sulit dibaca, serta kemampuan menulis yang masih lambat. Selain itu, sebagian siswa juga mudah bosan, kurang fokus, dan kurang percaya diri saat mengikuti pembelajaran menulis.Faktor-faktor yang mempengaruhi kesulitan menulis permulaan siswa meliputi rendahnya minat dan motivasi belajar, kurangnya penguasaan huruf dan kosakata, metode pembelajaran, penggunaan media belajar, serta lingkungan belajar siswa di rumah maupun di sekolah. Untuk mengatasi kesulitan tersebut, guru melakukan berbagai upaya seperti memberikan bimbingan individual, latihan menulis secara rutin, penggunaan media dan metode pembelajaran yang bervariasi, pemberian motivasi dan reward, serta menyesuaikan pembelajaran dengan kemampuan siswa. Guru juga bekerja sama dengan orang tua dan menciptakan suasana belajar yang lebih menarik agar siswa lebih semangat dan percaya diri dalam belajar menulis permulaan
Co-Authors Agnes Amelia Akhmad Teddy Andini putri Astriana Pratiwi Cindy Novriani Deri Sartika Desi Julita Desy Widya Sapitri Dhini Mufti Disa Ananda Diva Alya Eni Patmala Erwin Gunawan Febby Tiara Gipia Rohman Haqdila Elfira Syafitri Harya Tamy Deby Ivancha Hikmawati Santesa Islamiah Islamiah Jeni Mardiana Julia Yana Kartini Maryeni Megawati Meli Mustika Sari Missi Febriani Nazratul Fitri Nofrianni, Elvima Novi Dwi S Nur Ilham Nurlev Avana Nurul Salwa Pradita Rizki Putri Putra Pratama Putri Mita Sari Rabiatul Adawiah Rani Desperawati Rauzatul Iwa Refril Dani Revydo Prayogi Rezky Purnama Syahputri Riyo Handani Roza Anjliana Safitri Sintia Sanora Siti Asha Chairani siti nurhana Sri Wahyuliawati SUBHANADRI, SUBHANADRI Syahdan alqowi Tasya Isni Febiana Tifani Fatmawati Sukma M Ulam Arta Gabriela Vamelia putri hospita Wendika Putra Wila Mardiana Wiwik Depani Putri Yelvia Prahagia Yumita Yunica Rike Ulfa Zahratulmi Zikrillah Zikrillah Zuli Nufiana Zulqoidi R. Habibie