Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran Indonesian Journal of Instruction
Gede Weda Rukmana
Unknown Affiliation
Education Social Sciences

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

Found 2 Documents
Search

 1 
CBSA Approach in Learning Indonesian Language and Literature for Students with Special Needs Gede Weda Rukmana
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 1 (2024): Maret 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v8i1.72646

Abstract

The CBSA (Contextual, Based on Students' Ability) approach is used in learning the Indonesian language and literature for students with special needs. This is a CBSA approach to learning Indonesian Language and Literature for students with special needs. The type of research is qualitative research. This method involves collecting data through interviews, observations, or case studies—an analysis technique using qualitative analysis. The research results show that the CBSA approach emphasizes the context and students' ability to understand and use Indonesian. Teachers who implement this approach pay attention to the diversity of student abilities, including students with learning disorders, communication disorders, or other special educational needs. Teachers use strategies and methods tailored to student's needs and skills so that students can learn effectively. In the CBSA approach, teachers use the context of students' daily lives as a basis for learning. Teachers relate learning material to real situations that are relevant to students. This research concludes that the CBSA approach to learning Indonesian Language and Literature can be applied to students with special needs. This research implies that learning Indonesian Language and Literature can be inclusive, meet the needs of students with special needs, and help them reach their full potential in understanding and appreciating Indonesian language and literature.
Mindful Learning-Based Cognitive Load Management Model in Elementary School Mathematics Learning I Made Tegeh; I Made Suarjana; Gede Weda Rukmana
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96672

Abstract

Many elementary school students still experience difficulties in understanding mathematical concepts due to the high cognitive load during the learning process. This leads to low levels of concentration and learning motivation. The purpose of this study is to develop a Cognitive Load Management (CLM) model based on Mindful Learning to reduce students' cognitive load and improve the effectiveness of mathematics learning. This study is a type of Research and Development (R&D) using the ADDIE model. The research subjects consisted of 2 instructional experts and 2 subject matter experts. The trial subjects included 1 teacher/practitioner, 3 students (individual trials), and 6 students (small group trials). Data collection methods included observation, interviews, questionnaires, and tests. The instruments used were questionnaires and test items. The data analysis techniques used were qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistics. Validation results by instructional experts showed a score of 94% (very valid), and material expert validation reached 95% (very valid). The teacher's assessment of the model implementation was 96% (very practical), individual trials scored 93.5% (very practical), and small group trials scored 90% (very practical). The effectiveness test results showed a significant difference in students' learning outcomes before and after the implementation of the Cognitive Load Management model based on Mindful Learning in mathematics learning. It can be concluded that the CLM model based on Mindful Learning is feasible to be used in mathematics instruction as it is effective in helping students manage cognitive load while enhancing focus and conceptual understanding.
Co-Authors I Made Suarjana I Made Tegeh