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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Salsabila, Mutiara Chaella
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PENINGKATAN KEMAMPUAN MEMBACA MELALUI MEDIA PEMBELAJARAN FLASHCARD PADA SISWA INKLUSI DI KELAS 3 SD: Penelitian Tindakan Kelas Nurfand, Layla Najma; Salsabila, Mutiara Chaella; Rahadatul Aisy, Nisrina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract

Kemampuan membaca sangat berperan dalam proses pembelajaran pada semuabidang ilmu. Karena dengan adanya kemampuan membaca dapat memperolehinformasi untuk menambah dan mengembangkan ilmu pengetahuan. Penelitian inimerupakan penelitian tindakan kelas yang bertujuan untuk meningkatkankemampuan membaca melalui media pembelajaran flashcard pada siswa inklusidi kelas 3 SD. Teknik pengumpulan data menggunakan metode observasi. Padapenelitian ini terdapat 2 siklus, yang disetiap siklusnya terdiri dari tahapperencanaan, pelaksanaan dan observasi, dan analisis dan refleksi. Pada siklus Imemperoleh hasil 52,38% dan siklus II memperoleh hasil 85,71% maka dapatdisimpulkan mengalami adanya peningkatan dalam kemampuan membaca.
PERAN TENAGA PENDIDIK DAN ORANG TUA PADA ANAK BERDIAGNOSA ADHD Hidayah, Dhea Ranafairuz Nurfikrishifa; Salsabila, Mutiara Chaella; Meilana, Septi Fitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 Nomor 1, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22082

Abstract

Inclusive education is an approach that provides equal learning opportunities for all children, regardless of their background or abilities, including those with Attention Deficit Hyperactivity Disorder (ADHD). Teachers play a vital role in supporting the learning needs of children with ADHD by implementing specific strategies, such as providing additional attention, utilizing cognitive-behavioral approaches, and tailoring teaching methods to meet the child’s needs. This study aims to identify teachers' perspectives on inclusive education, their understanding of ADHD, and the strategies used in teaching and classroom management. Furthermore, it explores the challenges faced by teachers and the solutions they implement to support inclusive education. The findings reveal that collaboration between teachers, parents, and schools, along with specialized training for teachers, is critical to the success of teaching children with ADHD. Recommendations, such as the provision of shadow teachers, task adjustments, and additional facilities, can further enhance the effectiveness of inclusive education.
Co-Authors Hidayah, Dhea Ranafairuz Nurfikrishifa Meilana, Septi Fitri Nurfand, Layla Najma Rahadatul Aisy, Nisrina