Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JEER (Journal of Elementary Educational Research) Jurnal Pendidikan Guru Sekolah Dasar
Damayanti, Defia
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Tantangan dalam Implementasi Pendidikan Inklusi di SDN Kramat Jati 24: Tinjauan dari Perspektif Kepala Sekolah dan Guru Damayanti, Defia; Rachmadanis, Indah; Zulfadewina
Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2025): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v2i2.1375

Abstract

Pendidikan inklusif di sekolah dasar sangat penting untuk memastikan setiap anak, termasuk anak berkebutuhan khusus, memperoleh kesempatan yang setara dalam proses pembelajaran. Selain itu, pendidikan inklusif juga merupakan langkah krusial untuk menjamin hak setiap anak, termasuk anak berkebutuhan khusus, untuk belajar. Artikel ini membahas secara mendalam tentang bagaimana anak berkebutuhan khusus diidentifikasi di kelas I hingga VI di SDN Kramat Jati 24, serta bagaimana guru dan kepala sekolah menerapkan kebijakan inklusi dalam pembelajaran sehari-hari. Fokus utama artikel ini adalah proses identifikasi yang dilakukan oleh guru, penerapan metode pengajaran yang sesuai dengan kebutuhan khusus siswa, serta kebijakan yang diterapkan oleh manajemen sekolah untuk mendukung keberhasilan pendidikan inklusif. Artikel ini juga memberikan rekomendasi untuk meningkatkan kualitas layanan pendidikan bagi anak berkebutuhan khusus di sekolah dasar. Hasil kajian menunjukkan bahwa peran kepala sekolah sangat penting dalam menyediakan dukungan kebijakan yang memadai, serta perlunya peningkatan keterampilan guru dalam mengenali dan memenuhi kebutuhan anak berkebutuhan khusus secara efektif.
The Effect of The CTL Model Assisted by Digital Pop-Up Books on The Learning Outcomes of IPAS Subject In Fourth Grade Elementary School Damayanti, Defia; Rukmana, Diki
Journal of Elementary Educational Research Vol 5 No 2 (2025): 2025 Volume 5 No 2
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeer.v5i2.1531

Abstract

The low learning outcomes of IPAS elementary school students, especially in the material on changes in the form of abstract objects, shows the need for a more contextual and visual learning approach. So far, various studies have discussed the CTL model and digital pop-up book media separately, but there are still limited studies that combine these models and learning media.therefore, This study aims to examine the effect of applying the Contextual Teaching and Learning (CTL) model, supported by digital pop-up book media, on the learning outcomes of Grade IV elementary school students in the subject of Integrated Natural and Social Sciences (IPAS), specifically on the topic of changes in the states of matter. The research employed a quantitative approach with a pre-experimental one-group pretest–posttest design, involving 30 students as participants. The findings indicated that the data were normally distributed. Furthermore, the results of the paired sample t-test revealed a significant difference between the pretest and posttest scores (tcount 7.758 > t table 2.042 and sig. 0.000) The calculation of the effect size using Cohen’s d yielded a value of 1.416, which falls within the very large category. Accordingly, it can be concluded that the implementation of the Contextual Teaching and Learning (CTL) model, supported by digital pop-up book media, is effective in enhancing the learning outcomes of Grade IV elementary school students in science subjects, particularly on the topic of changes in the states of matter.
Co-Authors Rachmadanis, Indah Rukmana, Diki Zulfadewina