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All Journal TELL - US JOURNAL Jurnal Penelitian IPTEKS
Syakroni, Moch.
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Religion Agriculture, Biological Sciences & Forestry Humanities Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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THEORETICAL ANALYSIS OF THE GITTW MODEL TO IMPROVE ENGLISH LITERACY IN INCLUSIVE SCHOOL Ro'ifah, Ro'ifah; Pratiwi, Vina Erni; Syakroni, Moch.
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9606

Abstract

Inclusive education requires a learning approach that can accommodate the diversity of students' abilities in developing English literacy skills. However, the limitation of adaptive pedagogical models is still a major obstacle in inclusive schools, especially bridging the abilities gap between regular students and students with special needs. This study aims to theoretically analyse the GITTW (Group Investigation Think Talk Write) learning model and develop a conceptual framework for its application in strengthening English literacy. This research approach uses a literature review and preliminary interviews with teachers and inclusion coordinators at SMA Muhammadiyah 10 Surabaya. Theoretically, the GITTW model is combined from the collaborative approach of Group Investigation and the reflective-linguistic approach of Think Talk Write that is in line with Universal Design for Learning (UDL) principles where the students can engage, receive, and express learning. Initial findings indicate GITTW is considered potential to increase students’ active participation, reflective understanding, and written expression adaptively. Teachers positively responded this model flexibility to accommodate students with special needs, including dyslexia, slow learners, ADHD (attention deficit hyperactivity disorder), and concentration disorders. This study provides a theoretical basis and direction for developing more inclusive, structured, and transformative English learning practices.
This study aims to describe the Analisis Kemampuan Berpikir Matematika Siswa Tunagrahita di Madrasah Ibtidaiyah Muhammadiyah 27 Surabaya Afiani, kunti Dian Ayu; Syarifuddin, Syarifuddin; Syakroni, Moch.
Jurnal Penelitian IPTEKS Vol. 9 No. 1 (2024): JURNAL PENELITIAN IPTEKS
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/penelitianipteks.v9i1.1524

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir matematis siswa tunagrahita dalam menyelesaikan soal matematika pada materi perkalian. Penelitian ini merupakan penelitian kualitatif dengan desain studi kasus. Subjek penelitian ini adalah siswa tunagrahita yang terdiri dari tiga orang. Teknik pemilihan subjek menggunakan teknik purposive sampling yang didasarkan pada kriteria siswa yang memiliki kelainan mental tunagrahita. Instrumen utama dalam penelitian ini adalah peneliti sendiri. Sementara instrument lainnya yaitu soal matematika yang sudah divalidasi oleh validator. Teknik pengumpulan data menggunakan teknik think aloud method. Hasil penelitian ini menjelaskan bahwa kemampuan berpikir matematis siswa PA dan HI berada pada tingkat kemampuan berpikir rendah, karena belum mampu mengingat fakta atau konsep operasi perkalian yang pernah dipelajarinya. Sementara siswa ZU memiliki kemampuan berpikir matematis pada tingkat sedang, hal ini dikarenakan siswa ZU sudah mampu merepresentasikan masalah/informasi dengan baik serta mampu membuat koneksi konsep antar materi matematika dan memecahkan masalah matematika sederhana.
Co-Authors Afiani, Kunti Dian Ayu Pratiwi, Vina Erni Ro'ifah, Ro'ifah Syarifuddin Syarifuddin