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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Luminous: Riset Ilmiah Pendidikan Fisika
Pilobu, Muznawaty
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences

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PROFIL DAN HASIL BELAJAR SISWA YANG MEMILIKI HAMBATAN BELAJAR PADA KONSEP LISTRIK STATIS Saleh, Julanita; Odja, Abdul Haris; Umar, Masri Kudrat; Rabiasa , Sri Alda; Pilobu, Muznawaty; Awila , Asnianti A.; Fatima, Siti
Jurnal Luminous: Riset Ilmiah Pendidikan Fisika Vol. 6 No. 1 (2025): Januri 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/luminous.v6i1.17123

Abstract

Permendikbudristek No. 48 Tahun 2023 menjadi pedoman penting dalam menyediakan akomodasi yang layak bagi siswa penyandang disabilitas di berbagai jenjang pendidikan. Semua jenjang pendidikan harus memperhatikan penyandang disabilitas. Tujuan dari penelitian ini adalah untuk menganalisis profil siswa yang memiliki hambatan dalam konteks pendidikan inklusi serta mengidentifikasi propil hasil belajar siswa pada konsep listrik statis pada siswa yang memiliki hambatan di SMP Negeri 1 Telaga Biru. Pendekatan dalam penelitian ini menggunakan penelitian kualitatif deskriptif. Metode pengumpulan data yang digunakan dalam penelitian ini meliputi pengumpulan data observasi, wawancara dan dokumentasi. Hasil penelitian ini, ada beberapa siswa yang memiliki hambatan seperti slow learner, autisme dan strabismus yang ada di kelas VII, VIII dan IX. Untuk kelas VII terdapat 5 siswa yang memiliki kondisi slow learner dan 2 siswa memiliki kondisi autisme. Sedangkan, di kelas VIII terdapat 4 siswa dengan kondisi slow learner dan 1 siswa dengan kondisi strabismus serta di kelas IX terdapat 5 siswa dengan kondisi slow learner. Hasil belajar konsep listrik statis kelas IX pada siswa slow learner mengalami peningkatan pada tes awal, nilai rata-rata siswa hanya mencapai 19,67 setelah pembelajaran, nilai tes akhir rata-rata mencapai 59,5. Walaupun Nilai belum termasuk tuntas berdasarkan kriteria ketuntasan tetapi mengalami peningkatan sebesar 0.47. Hal yang dilakukan guru diantaranya berperan aktif dalam proses pembelajaran mulai dari pengulangan materi yang diberikan, penggunaan media seperti laboratorium virtual dan percobaan sederhana.
Desain Perangkat Pembelajaran Konsep Listrik Statis Dengan Strategi Berdiferensiasi Dalam memfasilitasi Pendidikan Inklusi Saleh, Julanita; Odja, Abdul Haris; Umar, Masri Kudrat; Mursalin, Mursalin; Yusuf, Muhammad; Buhungo, Trisnawaty Junus; Pilobu, Muznawaty
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9269

Abstract

Students' learning needs need to be considered when teaching in the classroom. Implementation of differentiated learning is one of the teaching applications that pays attention to students' needs. The study aims to design static electricity learning devices with a differentiated approach in facilitating inclusive education. The study is part of the development of learning devices consisting of three stages, namely: preliminary stage, development stage and implementation stage. The results show a valid value teaching module with an average value of 81.25 including the valid category. In the implementation, a trial of differentiated learning devices was carried out through teaching in class IX. At this stage, information was obtained on the value of the implementation of learning implementation above 90 including the Very High category. Likewise, student learning outcomes at this implementation stage increased with an N-Gain value of 0.578 including the moderate category. The effect size test value was obtained at 6,510 including a strong effect. This shows that the implementation of the differentiated learning device design has a strong effect on static electricity learning outcomes. The conclusions of the study were obtained as follows: (1) the design of differentiated learning devices assessed by experts and practices is valid; (2) the implementation of the differentiated learning device design is included in the high category, there are two students who have obstacles in the form of slow learners at the regular school which is the trial location; (3) the design of the differentiated learning device which is arranged effectively is shown by the N-Gain value in the medium category and the effect size value in the strong effect category
Co-Authors Abdul Haris Odja Awila , Asnianti A. Buhungo, Trisnawaty Junus FATIMA, SITI Masri Kudrat Umar Muhammad Yusuf Mursalin . Rabiasa , Sri Alda Saleh, Julanita