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All Journal Cetta: Jurnal Ilmu Pendidikan JGSD : Jurnal Guru Sekolah Dasar
Widyawati, Yenny
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Education

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Penggunaan Media Kartu Huruf dan Aplikasi Marbel Membaca Untuk Mengatasi Kesulitan Membaca pada Anak Disleksia di Kelas V Sekolah Dasar Widyawati, Yenny; Susanto, Ahsanul Huda; Widyasari, Choiriyah; Minsih, Minsih
JGSD: Jurnal Guru Sekolah Dasar Vol. 1 No. 2 (2024): Jurnal Guru Sekolah Dasar Bulan Agustus 2024
Publisher : Jurnal Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70277/jgsd.v1i2.5

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan penggunaan media kartu huruf dan aplikasi Marbel Membaca untuk mengatasi kesulitan membaca pada anak disleksia di kelas V SDN 02 Karangsari Jatiyoso Karanganyar. Penelitian ini menggunakan pendekatan kualitatif dengan metode naratif. Subjek penelitian adalah satu anak disleksia dan guru kelas V. Teknik pengumpulan data meliputi wawancara mendalam, observasi partisipatif, dan dokumentasi. Analisis data dilakukan dengan menggunakan model Milles & Huberman yang diadaptasi untuk analisis naratif. Hasil penelitian menunjukkan bahwa penggunaan media kartu huruf dan aplikasi Marbel Membaca efektif dalam mengatasi kesulitan membaca pada anak disleksia di kelas V SDN 02 Karangsari Jatiyoso Karanganyar. Media pembelajaran yang sesuai dengan kebutuhan anak disleksia dapat meningkatkan motivasi, minat, dan pemahaman mereka dalam membaca. Dengan stimulus yang rutin dan tepat, anak disleksia dapat berinteraksi normal dalam masyarakat dan mengejar ketertinggalan akademis mereka. Hal ini menegaskan bahwa anak disleksia bukanlah anak yang cacat mental atau abnormal, melainkan memiliki gangguan pada syaraf batang otak yang mempengaruhi kemampuan bahasa mereka.
Perspektif Guru terhadap Pelaksanaan Supervisi Akademik Melalui Teknik Kunjungan Kelas di Sekolah Dasar Widyawati, Yenny; Sutopo, Anam; Wulandari, Murfiah Dewi; Minsih, Minsih
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 3 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i3.4195

Abstract

The importance of academic supervision in supporting the professional development of teachers, especially at the elementary school level, plays a crucial role in improving the quality of education. This study aims to describe teachers' perspectives on the implementation of academic supervision using classroom visitation techniques in elementary schools, as well as to understand the impact of supervision on enhancing teachers' professional competence. This research uses a qualitative method with a case study approach. Data were collected through in-depth interviews with teachers, direct observations during the implementation of academic supervision, and related documentation. Data analysis was conducted thematically to identify key patterns in teachers' understanding of academic supervision. The results show that most teachers view classroom visitation supervision as a positive form of development, but there are challenges in terms of openness and follow-up. Other challenges include time limitations, high administrative burdens, and variation in the quality of feedback from supervisors. Supervision conducted in a participatory and continuous manner has been proven to be more effective in helping teachers improve teaching methods and enhance the quality of teaching in the classroom.
Co-Authors Anam Sutopo Choiriyah Widyasari Minsih Murfiah Dewi Wulandari Susanto, Ahsanul Huda