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All Journal Jurnal Prima Edukasia Jurnal Review Pendidikan dan Pengajaran (JRPP)
Hapiz, Hapiz
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers’ and Parents’ Roles in Addressing Learning Difficulties of Students with Autism Rosmida, Rosmida; Immawati, Sri; Hapiz, Hapiz
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.81522

Abstract

This study aims to describe the roles of teachers and parents in overcoming the learning difficulties of autistic students at Muara Bungo Special Elementary School. A qualitative case study design was employed involving the school principal, classroom teachers, parents, and second-grade students with autism. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were analyzed using the Miles and Huberman interactive model, including data reduction, display, and verification. Triangulation techniques were applied to ensure credibility and validity. The findings reveal four interconnected factors that contribute to reducing learning difficulties: teachers' adaptive instructional practices, active parental involvement at home, supportive school facilities, and the implementation of Individualised Learning Programs (ILP). Teachers applied multisensory and visual-based strategies, structured routines, and positive reinforcement, which improved students’ attention, participation, and comprehension. Parents supported learning through consistent guidance, home routines, and emotional encouragement, promoting continuity between school and home. Sensory-friendly facilities and assistive technologies enhanced students’ emotional regulation and engagement, while ILPs enabled personalized academic and social development. Thesynergy among teachers, parents, and school resources was found to be essential for addressing students’ diverse needs. These results imply that strengthening teacher–parent collaboration, providing professional training, and optimizing individualized and resource-based support systems are critical for improving educational outcomes for autistic students in special and inclusive elementary settings.
PENINGKATAN HASIL BELAJAR PENDIDIKAN PANCASILA MELALUI MODEL MAKE A MATCH BERBANTUAN MEDIA KARTU BERGAMBAR PADA PESERTA DIDIK KELAS IV SD N 192/II SUNGAI BULUH Hapiz, Hapiz; Aswan, Nur; Khotimah, Siti; Syutarman, Syutarman
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 3 (2025): Volume 8 No. 3 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i3.52291

Abstract

Penelitian ini bermula dari hasil pelaksanaan PPLK ditemukan bahwa dalam proses pembelajaran Pendidikan Pancasila masih terdapat beberapa permasalahan, antara lain pendidik belum melakukan variasi dalam pembelajaran, belum memanfaatkan media yang menarik untuk menunjang proses pembelajaran, serta kurang memberikan perhatian terhadap peserta didik yang berbicara dengan teman saat kegiatan belajar berlangsung. Kondisi ini menyebabkan siswa kurang aktif dan hasil belajar belum mencapai target yang diharapkan. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan pada peserta didik kelas IV SD Negeri 192/II Sungai Buluh dengan mata pelajaran Pendidikan Pancasila pada Semester II Tahun Pelajaran 2025–2026. Subjek penelitian adalah seluruh siswa kelas IV. Penelitian ini menggunakan desain penelitian tindakan model Kemmis dan Taggart yang dilaksanakan dalam dua siklus, di mana setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Make a Match berbantuan media kartu bergambar dapat meningkatkan hasil belajar Pendidikan Pancasila peserta didik kelas IV SD Negeri 192/II Sungai Buluh. Berdasarkan hasil observasi terhadap aktivitas pendidik, terjadi peningkatan pada siklus I, hanya 60,29% peserta didik yang mencapai ketuntasan belajar, sedangkan 39,71% lainnya belum mencapai KKM. Setelah perbaikan dilakukan pada siklus II, ketuntasan belajar meningkat menjadi 83,71%, dan hanya 16,29% peserta didik yang belum tuntas.
Co-Authors Aswan, Nur Immawati, Sri Rosmida, Rosmida Siti Khotimah Syutarman, Syutarman