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All Journal Jurnal Ilmiah Sekolah Dasar Journal of Professional Teacher Education
Suyatno
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teacher Strategies in the Potential Optimization of Children with Special Needs in Elementary School Herlina Febriyani; Suyatno; Muhammad Zuhaery
Jurnal Ilmiah Sekolah Dasar Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v8i1.66373

Abstract

The implementation of inclusive education in Indonesia is facing various challenges, including issues with access to education, discriminatory treatment, and a lack of competent resources to implement inclusive education. Strategies employed by teachers to optimize the potential of children with special needs in elementary school were discussed. Therefore, this research aimed to ascertain information regarding teachers' strategies in optimizing the potential of inclusive students, despite the constraints posed by competent teachers, curriculum adaptability, and the quality and competency of teachers without special education background. Furthermore, this research used qualitative methods and a case study approach. Data collection was carried out by observing and interviewing school principals, class teachers, subject teachers, and students with special needs in elementary schools in Bengkalis Regency, Riau. The research concluded that strategies used by teachers in adapting to these limitations are crucial in providing optimal services to inclusive students. In some aspects, teachers' knowledge of well-established methods such as IEP and TEACCH cannot be fully implemented in school. However, every step and process was carried out with an method adjusted to the capabilities of school. These steps included assessment processes, communication with parents, development of educational goals, learning methods and procedures, learning materials, timeframes, achievement targets, and evaluation. Additionally, the availability of special support teachers was an essential requirement to effectively manage the inclusive education program.
How do professional teachers use cross-subject projects to develop students’ collaboration competence? Indriani Ika Puspitasari; Suyatno; Enung Hasanah
Journal of Professional Teacher Education Vol. 4 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jprotect.v4i1.2276

Abstract

Collaboration is a crucial 21st-century competency that needs to be fostered through learning experiences offering students opportunities to work together to solve problems. This study aims to explore the development of students' collaboration competence through cross-subject projects. The research employs a qualitative approach with a case study design conducted at SMP Muhammadiyah 2 Yogyakarta, a Junior High School at Yogyakarta, Indonesia. Data were collected via observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldana. The results indicate that collaboration competences were demonstrated at every stage of the cross-subject projects, ranging from theme selection, project planning, and scheduling to monitoring progress, assessment through project showcases, and experience evaluation. These competences were reflected in active engagement, positive communication, role distribution, responsibility, commitment to group goals, mutual assistance, and mutual respect. Project implementation was supported by teacher collaboration, integrated project modules, a conducive learning environment, and active student participation, although challenges remained regarding time constraints, limited communication, and uneven student participation. The findings imply that cross-subject projects can serve as a reference for teachers in designing integrated collaborative learning to facilitate the development of students' collaboration competence.
Co-Authors Enung Hasanah Herlina Febriyani Indriani Ika Puspitasari Muhammad Zuhaery