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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Lentera: Jurnal Ilmiah Kependidikan
Fatimah, Nining
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Penerapan Teori Kecerdasan Majemuk melalui Model Pembelajaran Inklusif untuk Meningkatkan Pemahaman Siswa Slow Learner di Kelas VI Sekolah Dasar Fatimah, Nining
Lentera: Jurnal Ilmiah Kependidikan Vol. 17 No. 2 (2024): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v17i2.1585

Abstract

This research aims to improve the understanding of slow learner students in grade 6 in Natural and Social Sciences (IPAS) subjects by applying the theory of multiple intelligences through an inclusive learning model. The focus of this research material is on continents. Slow learner students have difficulty reading, so their learning goals are different from non-slow learner students. Non-slow learner students are expected to be able to understand and detail the six continents, while slow learner students are expected to be able to read and write the names of the six continents. This research uses qualitative methods with data collection techniques in the form of observation, interviews and documentation. Data analysis was carried out inductively to find patterns and themes that emerged from the field data. The research results show that the theory of applying multiple intelligences and inclusive learning models is able to improve the basic literacy skills of slow learner students and provide meaningful learning experiences for non-slow learner students. Apart from that, inclusive learning that is tailored to individual needs can increase the learning motivation of slow learner students. The conclusion of this research is that a learning approach that combines the theory of multiple intelligences and an inclusive model is effective in increasing the understanding of students with special needs. It is recommended that teachers continue to develop learning strategies that suit students' learning styles and carry out ongoing evaluations to maximize the potential of each student.
Penerapan Teori Kecerdasan Majemuk melalui Model Pembelajaran Inklusif untuk Meningkatkan Pemahaman Siswa Slow Learner di Kelas VI Sekolah Dasar Fatimah, Nining
Lentera: Jurnal Ilmiah Kependidikan Vol. 17 No. 2 (2024): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v17i2.1585

Abstract

This research aims to improve the understanding of slow learner students in grade 6 in Natural and Social Sciences (IPAS) subjects by applying the theory of multiple intelligences through an inclusive learning model. The focus of this research material is on continents. Slow learner students have difficulty reading, so their learning goals are different from non-slow learner students. Non-slow learner students are expected to be able to understand and detail the six continents, while slow learner students are expected to be able to read and write the names of the six continents. This research uses qualitative methods with data collection techniques in the form of observation, interviews and documentation. Data analysis was carried out inductively to find patterns and themes that emerged from the field data. The research results show that the theory of applying multiple intelligences and inclusive learning models is able to improve the basic literacy skills of slow learner students and provide meaningful learning experiences for non-slow learner students. Apart from that, inclusive learning that is tailored to individual needs can increase the learning motivation of slow learner students. The conclusion of this research is that a learning approach that combines the theory of multiple intelligences and an inclusive model is effective in increasing the understanding of students with special needs. It is recommended that teachers continue to develop learning strategies that suit students' learning styles and carry out ongoing evaluations to maximize the potential of each student.
PERSEPSI KEAMANAN DIRI SISWA KELAS VI SD ADVENTUS KOTA SERANG PASCA EDUKASI SEKSUAL BERSAMA YAYASAN KAKAK AMAN INDONESIA Yulianti, Fena; Pertiwi, Fitri; Fatimah, Nining
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48075

Abstract

Sexual violence against children is a serious issue that requires early prevention through appropriate education. Sex education for children does not focus on sexual activity, but on understanding the body, personal boundaries, and self-protection skills. This study aims to describe the perceptions of self-safety among pupils at Adventus Primary School in Serang City following their participation in a sexual education programme run by the Kakak Aman Indonesia Foundation. The study employed a descriptive qualitative approach, with data collected through in-depth interviews with eight Year 6 pupils at Adventus Primary School. Data analysis was conducted inductively to comprehensively describe changes in the pupils’ understanding and attitudes. The results of the study indicate that sex education has a positive impact on pupils’ understanding, attitudes, and readiness to maintain their personal safety. The pupils were able to explain the concept of bodily autonomy, identify private body parts, distinguish between safe and unsafe touch, and understand self-protection measures such as saying “no”, moving away from risky situations, and reporting to a trusted adult. In addition to increased knowledge, the pupils also demonstrated the courage to refuse inappropriate behaviour and an awareness of the need to seek help. Interactive learning methods involving games and discussions have been shown to enhance pupils’ engagement with and understanding of the subject matter. These findings confirm that sex education plays a vital role in raising awareness, knowledge and self-protection skills among primary school pupils as a preventive measure against sexual violence against children. Therefore, sex education programmes need to be implemented on an ongoing basis and tailored to the developmental characteristics of children.
Co-Authors Pertiwi, Fitri Yulianti, Fena