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All Journal JPI (Jurnal Pendidikan Inklusi) Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Febriani, Diva
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Computer Science & IT Education Engineering Medicine & Pharmacology Social Sciences Other

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TANTANGAN DAN STRATEGI GURU DALAM MENGIDENTIFIKASI KESULITAN BELAJAR "DISLEKSIA" DI SEKOLAH DASAR Nurdiantika, Emalia; Febriani, Diva; Handayani, Yuslia Vera; Minsih, Minsih
JPI (Jurnal Pendidikan Inklusi) Vol. 6 No. 1 (2022)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v6n1.p43-57

Abstract

In the educational process at school, various obstacles often arise, especially when some students experience difficulties in achieving the expected level of achievement. One common issue is learning disabilities, such as reading difficulties. The success of students in following the learning process is greatly influenced by their reading abilities. Therefore, the role of teachers is crucial in improving students' reading skills. This research involves teachers and students with dyslexia. Data collection methods include participatory observation, in-depth interviews, documentation, and triangulation. The research results show that: (1) causes of dyslexia include internal and external factors; internal factors include psychological and physiological aspects, while external factors include family, school, and community environments; (2) challenges faced by teachers in identifying dyslexia include time constraints, difficulties in differentiation, limited support services, and communication challenges with students' parents; (3) teacher strategies in dealing with dyslexia include using supportive teaching methods, providing additional time, and offering supportive motivation.
Oral Interpersonal Communication in Indonesian Language Learning in Elementary Schools Febriani, Diva; Sutama, S; Adnan, Mazlini
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study explores oral interpersonal communication within Indonesian language learning in the digital era at the elementary level, specifically aiming to examine the nature of active interaction between teachers and students and to describe how students’ argumentative abilities develop during Indonesian lessons. Methodology: Employing a qualitative ethnographic design, the research was conducted at Integrated Islamic Primary School Muhammadiyah Al‑Kautsar. Participants included the principal, the Indonesian language teacher, and grade V students. Data were collected through in‑depth interviews with educators and administrators, participatory classroom and social‑environment observations, and analysis of relevant documents. To ensure validity, multiple data sources were triangulated, and reliability was maintained by applying consistent procedural steps. Data analysis followed an inductive approach, identifying emergent patterns and insights into interpersonal communication practices. Results: Findings indicate that teachers’ oral interpersonal communication skills are pivotal in fostering students’ critical thinking and social competencies. Active, bidirectional interactions—both during classroom instruction and in students’ broader social contexts— were observed to be well integrated into Indonesian language lessons. Moreover, activities designed to engage students in argumentative discourse significantly bolstered their confidence and communicative abilities, leading to more effective learning outcomes. Applications/Originality/Value: By highlighting the foundational role of oral interpersonal communication in developing critical thinking and argumentation skills, this study offers practical strategies for optimizing teacher‑student and peer interactions in digitally enriched learning environments. Its insights can guide curriculum designers and educators in elementary settings to leverage ethnographic methods and targeted communicative activities, thereby enhancing student engagement and language proficiency in the digital era.
Co-Authors Adnan, Mazlini Handayani, Yuslia Vera Minsih Nurdiantika, Emalia Sutama, S