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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation JURNAL PENDIDIKAN MIPA Cendikia Pendidikan EduInovasi: Journal of Basic Educational Studies
Ika Ratnaningrum
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Pendas : Jurnah Ilmiah Pendidikan Dasar

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IMPLEMENTASI TPACK DALAM PEMBELAJARAN PENDIDIKAN PANCASILA SISWA SEKOLAH DASAR DI KABUPATEN TEGAL Kurotul Aeni; Yuli Witanto; Noening Andrijati; Ika Ratnaningrum; Astuti, Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20664

Abstract

The low level of understanding of elementary school teachers in Tegal district, especially in Dukuhturi sub-district, regarding the use of technology in learning is a concern for all parties. This study aims to describe and analyze the implementation of TPACK in Pancasila education learning, obstacles and solutions. The research method is descriptive qualitative. The research subjects are elementary school teachers in Dukuhturi sub-district. Teknik pengumpulan data melalui wawancara dengan guru, observasi pada pembelajaran pendidikan Pancasila, dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan teknik. Data analysis includes data collection, reduction, presentation, and drawing conclusions. The results of the study indicate that first, the implementation of TPACK in Pancasila education learning is applied through: 1) learning media such as canva, wordwall, quiziz, animated videos; 2) learning models, including: PBL, PjBL, Cooperative; 3) learning materials, including: getting to know the surrounding environment, norms, rights and obligations as citizens, mutual cooperation, Pancasila symbols and the sound of its principles, diversity; Second, the obstacles faced by teachers are inadequate facilities and infrastructure; limited knowledge and understanding of technology, requiring more time in learning. Third, the solution, teachers adjust to the existing facilities and infrastructure; teachers must learn again about TPACK; schools are expected to add technology-based facilities and infrastructure so that learning achieves its goals; teachers must be willing to learn with more competent colleagues; teachers must be able to manage time well when learning using technology.
IMPLEMENTASI PENDIDIKAN INKLUSI MELALUI PENYELENGGARAAN DAN STRATEGI PEMBELAJARAN DI SLB INSAN TIARA BANGSA Ika Ratnaningrum; Syifa Nur Saadah; Andika Budi Raharjo; Deswa Havid Fernando
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25234

Abstract

This study aims to analyze the implementation of inclusive education at SLB Insan Tiara Bangsa, focusing on teaching strategies, applied policies, and challenges encountered. This qualitative research employed observation, interviews, and documentation techniques, specifically in the class for students with intellectual disabilities at the elementary level. The results show that the school implements inclusive education through inclusive vision and mission statements, the use of the Merdeka Curriculum, and tailored teaching strategies based on students’ needs. Various services are provided, including visual media, behavior therapy, selfdevelopment activities, and Pancasila Student Profile projects. Teachers play a key role in designing individualized learning and conducting regular evaluations. However, challenges remain, such as limited disability-friendly infrastructure and the need for further teacher training. This study highlights the importance of collaboration among schools, teachers, parents, and communities in supporting effective and sustainable inclusive education.
Co-Authors Alya Putri Maradika Ningrum Andika Budi Raharjo Deswa Havid Fernando Desy Nur Yasinta Fitna Amalia Mauryn Fitri Kurniati Insani, Safa Aulia Kurotul Aeni Noening Andrijati Shinta Anugrah Ikhtiarini Syifa Nur Saadah Tri Astuti Yuli Witanto