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All Journal Jurnal Bintang Pendidikan Indonesia Cendikia Pendidikan Edukasi Elita : Jurnal Inovasi Pendidikan
Amanda Putri Humaeroh
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TUJUAN INSTRUKSIONAL UMUM DALAM PENDIDIKAN Wurinda Nur Baiti; Amanda Putri Humaeroh; Ina Magdalena
Sindoro: Cendikia Pendidikan Vol. 2 No. 11 (2024): Sindoro: Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v2i11.1955

Abstract

Tujuan instruksional umum (TIU) adalah tujuan pembelajaran yang bersifat umum dan mencakup keseluruhan materi pembelajaran. TIU memiliki peran penting dalam pendidikan, yaitu sebagai panduan guru dalam merancang pembelajaran, memberikan arah dan fokus pembelajaran, serta menjadi dasar dalam menilai hasil pembelajaran. Penelitian ini bertujuan untuk mengkaji tentang TIU dalam pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi literatur. Data diperoleh dari buku, jurnal, dan sumber-sumber lain yang relevan. Hasil penelitian menunjukkan bahwa TIU memiliki beberapa karakteristik, yaitu Bersifat umum, Mencakup keseluruhan materi pembelajaran, Dirumuskan dengan menggunakan kata kerja operasional Penelitian ini menyimpulkan bahwa TIU adalah tujuan pembelajaran yang penting untuk dirumuskan oleh guru. TIU dapat membantu guru dalam merancang pembelajaran yang efektif dan efisien, serta dapat membantu dalam menilai hasil pembelajaran.
Analisis Strategi Guru dalam Menanamkan Nilai Pendidikan Karakter pada Anak Sekolah Dasar Yeni Nuraeni; Amanda Putri Humaeroh; Chiqa Arnabila Zahraan; Kumala Dewi; Rahma Izzatul Janah; Risma Odis Adellia
Jurnal Bintang Pendidikan Indonesia Vol. 3 No. 3 (2025): Agustus: Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v3i1.3605

Abstract

This study aims to analyze teachers' strategies in instilling character education values in elementary school students based on various studies and references. Character education serves as a crucial foundation in shaping students' morals and attitudes, particularly at the elementary education level. Various studies reveal that the strategies implemented include role modeling, integrating character values into the learning process, case discussion methods, and reinforcement through constructive rewards or disciplinary actions. Furthermore, collaboration between teachers, parents, and the school environment significantly supports the success of character education implementation. This study provides insights that the success of character education requires a holistic approach involving all stakeholders to create a conducive learning ecosystem for students' character development.
Asessmen Perkembangan Anak Autisme dalam Pendidikan Inklusif di SKH 01 Nurbayan Kelas 5 Retno Andriyani; Amanda Putri Humaeroh; Siti Sholikha; Virli Ibtisam Naura Azis; Sabila Putri Andriani
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 1 (2026): Januari: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i1.2776

Abstract

Inclusive education requires a comprehensive understanding of the characteristics and learning needs of students with special needs, particularly children with autism spectrum disorders. Assessment plays a crucial role as an initial step in identifying abilities, challenges, and educational needs to design appropriate learning interventions. This study aims to describe the results of developmental assessment of a child with autism in an inclusive education setting at SKH 01 Nurbayan Grade 5. This research employs a descriptive approach using assessment instruments that cover five developmental domains: social interaction, communication, behavior, emotional regulation, and sensory perception. The results reveal significant difficulties in social communication, including low social interest, delayed language development, limited nonverbal communication, and the presence of repetitive behaviors. Emotional regulation remains underdeveloped, and sensory processing issues are evident. These findings indicate that children with autism require individualized, structured, and needs-based educational interventions. Therefore, assessment serves as a fundamental basis for planning effective and sustainable inclusive learning programs.
Co-Authors Chiqa Arnabila Zahraan Ina Magdalena Kumala Dewi Rahma Izzatul Janah Retno Andriyani Risma Odis Adellia Sabila Putri Andriani Siti Sholikha Virli Ibtisam Naura Azis Wurinda Nur Baiti Yeni Nuraeni