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All Journal Central Community Development Journal
Santi Kurnia
Universitas Pelita Bangsa
Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Public Health

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Provision of quality learning guidelines to elementary school students in Pasir Sari Village South Cikarang Elsye Fatmawati; Santi Kurnia
Central Community Development Journal Vol. 1 No. 1 (2021): First Edition
Publisher : Privietlab

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Abstract

This service activity aims to carry out quality tutoring at elementary schools in Pasir Sari village. The method used is a direct approach through the observation method by observing directly the teaching activities that occur during learning assistance. Data collection was also carried out by interviewing several elementary school students, especially students who took part in the learning mentoring program. As well as documentation studies by citing some data from the literature of journals and books. Thus, tutoring is very helpful for both children and parents. In addition, children's enthusiasm is proven by always asking when there will be another tutoring session. With the enthusiasm of students following the learning process in the morning and coupled with the selection of appropriate learning strategies or methods, it can improve student learning outcomes.
Guidance and Development of Learning Models in the Pandemic Era for students with Special Needs through Blended Learning at the Kevala Cibarusah Inclusive School Yuan Badrianto; Muhamad Ekhsan; Santi Kurnia
Central Community Development Journal Vol. 1 No. 2 (2021): December 2021
Publisher : Privietlab

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Abstract

Inclusive schools are educational services provided for children with special needs (ABK) in obtaining a better education. Coaching needs to be carried out on inclusive school teachers by increasing the competence of teachers because learning with special needs children has different obstacles and challenges. The method used is to provide motivational training to teachers and make learning administration and apply the blended learning model. With the guidance and development of the blended learning model, teachers feel that they work more effectively when compared to online only, which is relatively difficult for children with special needs, this is due to the limited response of ABK, different and easily distracted. With blended learning, children can learn to adapt to the demands of technology but also still get exclusive services from teachers and thearpists.
Co-Authors Elsye Fatmawati Muhamad Ekhsan Yuan Badrianto