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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Health, Economics, and Social Sciences (IJHESS)
Masri Kudrat Umar
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Materials Science & Nanotechnology Physics Public Health Social Sciences

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Desain Perangkat Pembelajaran Konsep Listrik Statis Dengan Strategi Berdiferensiasi Dalam memfasilitasi Pendidikan Inklusi Julanita Saleh; Abdul Haris Odja; Masri Kudrat Umar; Mursalin Mursalin; Muhammad Yusuf; Trisnawaty Junus Buhungo; Muznawaty Pilobu
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
Sound Learning Strategies for Phase F Students with Intellectual Disabilities in Special Needs Schools Audina Setyawaty D. Buta; Masri Kudrat Umar; Dewa Gede Eka Setiawan
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 3: July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8315

Abstract

This study aimed to describe the implementation of physics learning on the sound topic for intellectually disabled students in phase F at Special Schools, and to find out how teachers adjusted strategies, interactions, and learning media based on students’ characteristics. This research used a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation, with validation using method triangulation. The results showed that physics learning on the sound topic was conducted in three stages: preliminary, core, and closing activities. In the preliminary stage, the teacher greeted, prayed, and gave appreciation, but the learning objectives were not clearly stated. In the core activities, the teacher used the lecture method with textbooks as the main learning resource, while the use of concrete media or technology was minimal. The interaction between teachers and students tended to be one-way, and not all students were actively engaged.In the closing stage, the teacher asked students to independently summarize the material and assigned homework as an evaluation tool. The learning strategies were mostly verbal and had not fully involved multisensory media or individual approaches tailored to students’ needs.In conclusion, the teacher made efforts to adjust the learning strategies to the characteristics of intellectually disabled students in phase F. However, improvement was still needed, particularly in the use of varied learning media, fostering more active interactions, and applying more concrete and participatory learning approaches to enhance learning effectiveness.
Learning Strategies on Sound Materials for Phase Students with Disabilities in Extraordinary Schools Suci Inggirina; Masri Kudrat Umar; Irsan
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 4: October-2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i4.8877

Abstract

This study aims to describe the implementation of sound science learning for students with disabilities in special schools. The results of the study showed that teachers started learning with greetings, prayers, and perceptions, then conveyed learning objectives and inserted ice breaking to increase students' enthusiasm for learning. In the core activity, teachers use lecture methods and learning resources in the form of powerpoint learning media (PPT) and LKPD to help students understand sound material. Teachers also pay special attention to students with disabilities by adjusting teaching styles, learning tempos, and forms of communication according to students' needs. The characteristics of visually impaired students observed were motor difficulties, limitations in communication and expression, low motivation and confidence, difficulty understanding abstract material, dependence on teacher assistance and tools, and difficulty in following the rhythm of group learning. The learning strategies used are an individualized approach, which is effective in fostering a sense of security, appreciating even the smallest effort, and guiding students to remain active in learning activities. The results of the study show that teachers have tried to adapt learning strategies to the needs of students with disabilities, but there is still a need for improvement in media use, more active interaction, and a more concrete and participatory approach to make learning more effective and in accordance with the needs of students. Thus, this research can contribute to the development of more effective learning strategies for students with disabilities in exceptional schools. The study also shows that an individualized approach can increase the motivation and confidence of students with disabilities in learning, as well as help them understand the material better. Therefore, this research can be a reference for teachers and education practitioners in developing more effective learning strategies and in accordance with the needs of students with disabilities.
Co-Authors Abdul Haris Odja Audina Setyawaty D. Buta Buhungo, Trisnawaty Junus Dewa Gede Eka Setiawan Irsan Julanita Saleh Muhammad Yusuf Mursalin Muznawaty Pilobu Suci Inggirina