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All Journal Delta: Jurnal Ilmiah Pendidikan Matematika ALACRITY : Journal Of Education
Sari, Arilda Fitria
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Education Mathematics Other

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The Role of Counselors for Special Needs Children with Attention Hyperactivity Disorder in Inclusion Schools Fitriyani, Fitriyani; Sari, Arilda Fitria; Sari, Elsa Nurmala
ALACRITY : Journal of Education Volume 4 Issue 2 Juni 2024
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v4i2.394

Abstract

Children with special needs with Attention Deficit Hyperactivity Disorder (ADHD) and autism have unique challenges in their development and learning. Children with ADHD often have difficulty focusing and difficulty communicating, social interaction and difficulty controlling behavior in structured environments such as schools. The benefit of this study is to find out how far away counselors play in inclusion schools. This research method or approach uses observations, interviews with counselors, and accompanying teachers at the Al-Jannah Islamic School of Science. The purpose of this study was to find out how a counselor or a co-teacher who handles the school's crew members and supports the school in developing an inclusive learning program. The result obtained from this study is that the role of a counselor or a companion teacher is very important in helping children with special needs (ABK) adapt in the school environment.
The Role of Counselors for Special Needs Children with Attention Hyperactivity Disorder in Inclusion Schools Fitriyani, Fitriyani; Sari, Arilda Fitria; Sari, Elsa Nurmala
ALACRITY : Journal of Education Volume 4 Issue 2 Juni 2024
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v4i2.394

Abstract

Children with special needs with Attention Deficit Hyperactivity Disorder (ADHD) and autism have unique challenges in their development and learning. Children with ADHD often have difficulty focusing and difficulty communicating, social interaction and difficulty controlling behavior in structured environments such as schools. The benefit of this study is to find out how far away counselors play in inclusion schools. This research method or approach uses observations, interviews with counselors, and accompanying teachers at the Al-Jannah Islamic School of Science. The purpose of this study was to find out how a counselor or a co-teacher who handles the school's crew members and supports the school in developing an inclusive learning program. The result obtained from this study is that the role of a counselor or a companion teacher is very important in helping children with special needs (ABK) adapt in the school environment.
A Pedagogical Framework for Developing Elementary School Students’ Spatial Thinking Through Geometric Transformations Zahra Nur Aprilia, Annisa; Sabila; Sari, Arilda Fitria; Nufus, Rizka Kamilatun; Reza, Sandryna Fathia; Faujiah, Evi; Dwiprabowo, Risky
Delta: Jurnal Ilmiah Pendidikan Matematika Vol. 13 No. 2 (2025): DELTA : JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : Universitas Pekalongan

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

Abstract

Spatial thinking is a fundamental cognitive ability that plays a crucial role in understanding and reasoning about geometric concepts, particularly geometric transformations. This study aimed to examine the effectiveness of a pedagogical framework designed to develop elementary school students’ spatial thinking through geometry transformation learning. A quasi-experimental method with a one-group pretest–posttest design was employed involving 28 upper-grade elementary school students. The pedagogical framework integrated contextual problems, visual and concrete exploration, guided spatial reasoning, representational transformation, and reflection within learning activities on translation, reflection, rotation, and dilation. Students’ spatial thinking abilities were assessed across four aspects: spatial visualization, mental rotation, spatial orientation, and geometric transformation reasoning. Data were analyzed using descriptive statistics and a paired-samples t-test. The results indicated a significant improvement in students’ spatial thinking abilities, with a notable increase in mean posttest scores compared to pretest scores. The paired-samples t-test revealed a statistically significant difference (p < 0.001), accompanied by a very large effect size (Cohen’s d = −34.6), indicating strong practical effectiveness. These findings demonstrate that the proposed pedagogical framework is highly effective in enhancing elementary school students’ spatial thinking and offers a meaningful instructional approach for geometry learning at the primary education level.
Co-Authors Dwiprabowo, Risky Faujiah, Evi Fitriyani Fitriyani Nufus, Rizka Kamilatun Reza, Sandryna Fathia Sabila Sari, Elsa Nurmala Zahra Nur Aprilia, Annisa