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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Penelitian Pendidikan Indonesia (JPPI)
Rian Nurizka
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Menganalisis Gaya Komunikasi Guru Terhadap Siswa Dalam Proses Pembelajaran di Kelas III SD Kasongan, Kasihan, Bantul Eduardus Huraq; Rian Nurizka
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 1 No. 4 (2024): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v1i4.1548

Abstract

Penelitian ini bertujuan untuk mengetahui gaya komunikasi guru terhadap siswa dalam proses pembelajaran di kelas III Sekolah Dasar Kasongan Kasihan Bantul. Penelitian ini adalah penelitian kualitatif menggunakan pendekatan etnografi. Narasumber pada penelitian ini adalah guru, siswa, dan orang tua siswa. Teknik pengumpulan data yang digunakan adalah wawancara. Analisis data mengikuti teori Miles dan Huberman dalam Sugiyono (2016:337) yaitu meliputi (1) Reduksi data (data reduction); (2) penyajian data (data display); (3) penarikan kesimpulan (verification). Teknik keabsahan data menggunakan triangulasi sumber. Hasil penelitian ini menunjukkan guru menggunakan gaya komunikasi, The Controlling Style, The equalitarian style, The Structuring Style, The Dinamic Style, The Relinquishing Style, The Withdrawal Style berhasil membentuk kegiatan belajar mengajar berjalan dengan efektif sehingga menjadikan perasaan anak-anak yang bahagia, menumbuhkan potensi diri, menumbuhkan sikap percaya diri dalam mengikuti kegiatan belajar mengajar di kelas.
ANALISIS PERKEMBANGAN SOSIAL EMOSIONAL SISWA BERKEBUTUHAN KHUSUS DI SD SONOSEWU KABUPATEN BANTUL Cipta Saputra, Rendika; Rian Nurizka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34256

Abstract

This study aims to analyze the implementation of inclusive education and the socio-emotional development of students with special needs (ABK) at Sonosewu Elementary School, Bantul Regency. Inclusive education is essential as it provides equal learning opportunities while supporting students’ social and emotional skills in a regular school environment. The research used a descriptive qualitative approach with data collected through observation, interviews with the principal, teachers, and students, as well as documentation. Data were analyzed through reduction, presentation, and conclusion drawing, while validity was ensured using triangulation. The findings show that the inclusive program at Sonosewu Elementary School has been implemented since 2020. The school provides disability-friendly facilities, adjusted learning resources, counseling services, and individualized learning strategies. Teachers play a central role in adapting methods, conducting assessments, and offering assistance, while parental involvement through regular meetings also supports the program’s success. In terms of socio-emotional development, students with special needs show progress in peer interaction, communication, emotional regulation, and self-confidence. However, challenges remain, such as the limited number of special assistant teachers, unequal facilities, and the diverse needs of students. Overall, inclusive education at Sonosewu Elementary School has a positive impact on the socio-emotional development of students with special needs and may serve as a reference for other schools to build inclusive and sustainable learning environments.Keywords: Inclusive Education, Socio-Emotional, Students With Special Needs
Co-Authors Cipta Saputra, Rendika Eduardus Huraq