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Komparasi Tingkat Hambatan Pembelajaran Akibat Kebutuhan Pribadi Siswa yang Kurang Dipahami Guru di Tiga Negara Asean Karimah, Via Haiyun; Suleman, Asharif; Hulkin, M.; Idayanti, Zulfi
Jurnal Basicedu Vol. 8 No. 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i5.8881

Tingkat hambatan pembelajaran akibat kebutuhan pribadi siswa yang kurang dipahami oleh guru merupakan salah satu masalah signifikan di negara-negara ASEAN, khususnya di Indonesia, Malaysia, dan Thailand. Penelitian ini bertujuan untuk menganalisis perbedaan tingkat hambatan pembelajaran yang terjadi di ketiga negara tersebut. Menggunakan pendekatan kuantitatif dengan analisis ANOVA non-parametrik uji Kruskal-Wallis, penelitian ini memanfaatkan data PISA 2018 dengan kode SC061Q06TA dan sampel sebanyak 815 data. Hasil penelitian menunjukkan adanya perbedaan yang signifikan dalam tingkat hambatan pembelajaran antara ketiga negara, dengan hasil uji Kruskal-Wallis menunjukkan nilai H = 38.952, p < .001. Uji Dunn's Post-hoc mengonfirmasi adanya perbedaan signifikan antara Indonesia dan Malaysia (z = -5.358, p < .001), serta Malaysia dan Thailand (z = 5.831, p < .001), namun tidak ada perbedaan signifikan antara Indonesia dan Thailand (z = 0.714, p = 0.238). Kesimpulannya, perbedaan hambatan pembelajaran di ketiga negara ini memberikan wawasan penting bagi pemangku kebijakan pendidikan di ASEAN dalam mengatasi tantangan pembelajaran siswa yang disebabkan oleh kurangnya pemahaman guru terhadap kebutuhan pribadi siswa.

ANATOMY APPLICATION FOR SPECIAL NEEDS CHILDREN IN THEMATIC LEARNING KARIMAH, VIA HAIYUN; SULEMAN, MUH. ASHARIF; IDAYANTI, ZULFI; SUHARDI, MUHAMAD
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Vol. 4 No. 2 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edukids.v4i2.3836

Education is something for everyone, including children with special needs as regulated in Law no. 20 of 2003 Article 8 paragraph 1. The challenge of education for children with special needs is the cognitive aspect and adapting learning to suit their abilities and needs. The aim of this research is to find out how the anatomy application is implemented and to analyze how much influence this application has on students with special needs in thematic learning in theme 3 subtheme 1. The research method used is mixed methods quantitative qualitative. The quantitative data collection technique uses one group pretest-posttest and is then tested for validity, realism and hypothesis using Paired Sample Ttest analysis. Meanwhile, qualitative data collection techniques involve in-depth interviews with homeroom teachers. Participants in the quantitative approach were grade 5 children who had special needs such as slow learners, intellectual disabilities, multiple disabilities, and ADHD at SD TS Yogyakarta. The results of this research indicate that anatomy applications can be implemented with teacher supervision. Children can be divided into groups and access the application in turn. Students' cognitive development and interests vary according to their specific types of needs. Based on the results of quantitative analysis, it is known that the P-value is 0.020. This means that there is a significant difference between the groups before and after using anatomy applications in thematic learning. ABSTRAKPendidikan adalah hak bagi setiap individu, termasuk anak berkebutuhan khusus, sebagaimana diatur dalam Undang-Undang Nomor 20 Tahun 2003 Pasal 8 Ayat 1. Tantangan dalam pendidikan untuk anak berkebutuhan khusus terletak pada aspek kognitif serta penyesuaian pembelajaran yang sesuai dengan kemampuan dan kebutuhan mereka. Penelitian ini bertujuan untuk mengetahui implementasi aplikasi anatomi serta menganalisis pengaruh aplikasi ini terhadap anak berkebutuhan khusus dalam pembelajaran tematik pada tema 3 subtema 1. Metode penelitian yang digunakan adalah metode campuran (mixed methods) kuantitatif-kualitatif. Teknik pengumpulan data kuantitatif menggunakan desain one group pretest-posttest dan kemudian diuji validitas, reliabilitas, serta hipotesis menggunakan analisis Paired Sample T-Test. Sementara itu, teknik pengumpulan data kualitatif dilakukan melalui wawancara mendalam dengan wali kelas. Partisipan pendekatan kuantitatif adalah siswa kelas 5 yang memiliki kebutuhan khusus, seperti lamban belajar, tunagrahita, disabilitas ganda, dan ADHD di SD TS Yogyakarta. Hasil penelitian menunjukkan bahwa aplikasi anatomi dapat diimplementasikan dengan pengawasan guru. Anak-anak dapat dibagi menjadi kelompok dan mengakses aplikasi secara bergiliran. Perkembangan kognitif dan minat siswa bervariasi sesuai dengan jenis kebutuhan khusus mereka. Berdasarkan hasil analisis kuantitatif, diketahui bahwa nilai P adalah 0,020. Hal ini menunjukkan adanya perbedaan signifikan antara kelompok sebelum dan sesudah menggunakan aplikasi anatomi dalam pembelajaran tematik.

APPLICATION OF COUNTING BOARD LEARNING MEDIA TO IMPROVE STUDENT LEARNING OUTCOMES IN ELEMENTARY/MI ELEMENTARY SCHOOL ADDITION AND WHOLE NUMBERS MATERIAL Suleman, Muh Asharif; Idayanti, Zulfi; Basri, B; Shaleh, S
Proceeding of International Conference of Islamic Education Vol. 2 (2024): Proceeding of International Conference on Islamic Education
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

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

This research aims to improve student learning outcomes regarding addition and whole numbers using counting board learning media. This research is experimental, with the research design being a pretest-posttest control group design. The population in this study were all class II students of MIS Asy-Syafi'iyah Kendari. The research sample was determined using a purposive sampling technique, with class II A as the control class and class II B as the experimental class. Data collection techniques use observation, tests, and documentation. The data analysis techniques used are descriptive and inferential analysis. The research results showed a significant difference between the learning outcomes of experimental class and control class students after treatment, where t_count was 2.329 > t_table 2.006, with the N-Gain test results in the experimental class being 63.78% in the quite effective category. Based on the results of this research, the counting board learning medium is quite effective for use in improving student learning outcomes, especially material for addition and whole numbers for class II SD/MI.

Komparasi Tingkat Hambatan Pembelajaran Akibat Kebutuhan Pribadi Siswa yang Kurang Dipahami Guru di Tiga Negara Asean Karimah, Via Haiyun; Suleman, Asharif; Hulkin, M.; Idayanti, Zulfi
Jurnal Basicedu Vol. 8 No. 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i5.8881

Tingkat hambatan pembelajaran akibat kebutuhan pribadi siswa yang kurang dipahami oleh guru merupakan salah satu masalah signifikan di negara-negara ASEAN, khususnya di Indonesia, Malaysia, dan Thailand. Penelitian ini bertujuan untuk menganalisis perbedaan tingkat hambatan pembelajaran yang terjadi di ketiga negara tersebut. Menggunakan pendekatan kuantitatif dengan analisis ANOVA non-parametrik uji Kruskal-Wallis, penelitian ini memanfaatkan data PISA 2018 dengan kode SC061Q06TA dan sampel sebanyak 815 data. Hasil penelitian menunjukkan adanya perbedaan yang signifikan dalam tingkat hambatan pembelajaran antara ketiga negara, dengan hasil uji Kruskal-Wallis menunjukkan nilai H = 38.952, p < .001. Uji Dunn's Post-hoc mengonfirmasi adanya perbedaan signifikan antara Indonesia dan Malaysia (z = -5.358, p < .001), serta Malaysia dan Thailand (z = 5.831, p < .001), namun tidak ada perbedaan signifikan antara Indonesia dan Thailand (z = 0.714, p = 0.238). Kesimpulannya, perbedaan hambatan pembelajaran di ketiga negara ini memberikan wawasan penting bagi pemangku kebijakan pendidikan di ASEAN dalam mengatasi tantangan pembelajaran siswa yang disebabkan oleh kurangnya pemahaman guru terhadap kebutuhan pribadi siswa.

SNOWBALL THROWING MODEL FOR IMPROVING ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS Suleman, Muh. Asharif; Idayanti, Zulfi; Hulkin, M.; Fadhil, Muhammad; Basri
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 11 No. 4 (2024)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v11i4.3932

Increasing student participation in the learning process and improving their involvement in learning activities are important steps to make students more active and involved in the teaching and learning process. This study aims to increase student participation in Islamic Religious Education (PAI) learning in elementary schools using the snowball throwing model. The classroom action research (CAR) method used consisted of two cycles with two meetings each. The subjects of the study were 25 fifth grade students at Talaga Raya Elementary School. The researcher also acted as a teacher who implemented this learning model, with subject teachers as collaborators. Data were collected through observation of student learning activities. The results showed an increase in student participation from 69% in cycle I to 89% in cycle II. The snowball throwing model has proven effective in increasing student learning participation in PAI subjects.

Islamic Religious Education Curriculum Organization Hakim, Muh. Luqmanul; Suleman, Muh. Asharif; Idayanti, Zulfi; Muhlis, M.; Nurhadiningtyas, Trianita
Ideguru: Jurnal Karya Ilmiah Guru Vol 10 No 2 (2025): Edisi Mei 2025
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1541

Curriculum organization plays an important role in organizing the learning process, so that a deep understanding of it makes it easier for educators to achieve learning goals. This study aims to further analyze the organization of the Islamic Religious Education (PAI) curriculum, including its forms, advantages and disadvantages, main principles, factors that need to be considered, and organizational procedures. This study is a literature study with a content analysis approach. The results of the study indicate that there are several forms of PAI curriculum organization that are in accordance with the characteristics and needs of Islamic educational institutions, namely: separate subject curriculum, correlated curriculum, broad fields curriculum, and integrated curriculum. The main principles that must be considered include integration, balance, freedom, equality, sustainability, and welfare. Important factors in organizing the PAI curriculum include scope, sequence, continuity, balance, and integration. The procedures that need to be considered include six approaches: reorganization based on learning resources, patchwork, activity analysis, opinion surveys, social functions and roles, and student interests and needs. This study provides important insights to improve the effectiveness of the PAI curriculum in Islamic educational institutions.

IMPLEMENTATION OF DIAGNOSTIC ASSESSMENT IN GRADE VI TEACHING AT THE RIGHT LEVEL APPROACH IN INDONESIAN LANGUAGE LESSONS IN ELEMENTARY SCHOOL Asharif Suleman, Muh.; Idayanti, Zulfi
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains Vol 9 No 2 (2024)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/ibriez.v9i2.603

This study aims to examine why teachers need to use diagnostic assessments of Indonesian language lessons in classes that implement the Teaching at the Right Level (TARL) approach. This study is a qualitative study with a case study approach. This study was conducted in class V (NUH) with 47 students. Data were obtained by collecting the results of diagnostic assessments of three different classes (up to medium, low) of Indonesian language lessons. The assessment was adapted from the book "Bahasa Indonesia: Anak-Anak Yang Ubah Dunia," published by KEMENDIKBUDRISTEK in 2022. The results of the study found that class VI, which was divided into three classes based on the results of the previous semester's report card scores and adjusted to the children's ability levels, showed significant differences between the level-up and low-level classes. 20 students were grouped in class NUH 1 (level up) and answered according to the instructions and directions of the questions with maximum scores. 15 students were grouped into NUH 2 (medium) class, 50% of students answered incorrectly, and 12 students were grouped into NUH 3 (low) class. Only 5 children followed the instructions and directions of the questions from the total of 12 children, plus it turned out that there were 2 students who needed reading assistance from the teacher. This study is expected to provide a strong reason that teachers are advised to apply diagnostic assessments before lessons to be used as a reference for providing stimulus or supporting media for learning, especially Indonesian language lessons.

Bahasa Bugis dalam perspektif Islam pada mahasiswa Sulawesi di D.I. Yogyakarta Suleman, Muh. Asharif; Basri, Basri; Idayanti, Zulfi
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 7 No 3 (2024)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v7i3.1002

Indonesian is part of the Austronesian language family and has a unique script system known as Lontara. Although Indonesian is more dominant, the Bugis language still plays an important role in maintaining the cultural identity and traditions of the Bugis people. This study was conducted to find differences in Bugis speech between students from Southeast Sulawesi in Yogyakarta and their home regions. The object of this research is 22 Southeast Sulawesi students who live in a student dormitory in Yogyakarta. A qualitative-descriptive approach based on Lev Vygotsky's theory was used in this study. The results show that dialectal variations, different ethnic backgrounds, historical and cultural factors, the use of Arabic letters in Bugis writing, the level of formality of use, and the development of Bugis language literature cause the differences in language speech. The findings highlight the importance of Bugis language preservation by Sulawesi students and the strengthening of the community's cultural identity, provide a new contribution to the development of literature on Bugis language development, especially in the Yogyakarta area, and provide new insights into efforts to preserve Indonesian culture.

Upaya Guru dalam Mengatasi Kesulitan Membaca dan Menulis Siswa Kelas I dan II Sekolah Dasar Idayanti, Zulfi; Suleman, Muh. Asharif; Najib, Muhammad; Nisa, Ani Khoirotun; Prasetyo, Alfian Eko Widodo Adi
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.817

The ability to read and write plays a crucial role in the learning process. However, not all students have the same reading and writing skills at an early age, especially in grades I and II. The study aims to explore the efforts made by teachers in dealing with students who have difficulty reading at levels I and II. The research methodology used is field studies with data collection through observation. The results showed that teachers used different teaching strategies, including paying more attention to students who still have difficulty reading and writing, guiding students to write letters correctly, and giving extra hours before learning takes place. Furthermore, students were gathered in one place to learn to read and write using teaching materials such as reading books and alphabetic letters. Besides, there are internal and external factors that influence. The internal factors of the family environment are less encouraging students to be trained to learn to read, so the ability to read is still less, while the external factors are the influence of the playing environment, including their friends. Thus, this research is useful as an example of the efforts that educators, especially teachers, can make when faced with similar circumstances, namely, students who still have difficulty reading and writing.

Improving Student Learning Outcomes Through the Picture and Picture Cooperative Learning Model Suleman, Muh. Asharif; Idayanti, Zulfi
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1155

This research aims to describe the application of the Picture and Picture Cooperative Learning Model and improve student learning outcomes after implementing this model. This type of research is Classroom Action Research (PTK), carried out over two cycles on class II elementary school students, totaling 24 students. Research procedures include planning, implementation, observation, evaluation, and reflection stages. Data collection uses observation, testing, and documentation techniques, which are then analyzed descriptively and qualitatively. The research results show that the implementation of the Picture and Picture Cooperative Learning Model has succeeded in increasing the activities of teachers and students. Teacher activity increased from 85.71% in cycle I to 95.23% in cycle II. Meanwhile, student activity increased from 79.16% in cycle I to 88.88% in cycle II. Student learning outcomes also experienced a significant increase. The average student score before the action was 51.21, with a learning completion level of 18.51%. After the actions in cycle I, the students' average score increased to 74.16, with a learning completion level of 70.83%. In cycle II, the students' average score increased to 82.08, with a learning completion level reaching 83.33%.

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