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All Journal Al-Jabar : Jurnal Pendidikan Matematika Journal of Community Engagement Research for Sustainability
Putra, Zetra
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Humanities Education Electrical & Electronics Engineering Energy Environmental Science Mathematics Nursing Public Health Other

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Pemberdayaan Guru Sebagai Penguatan Keterampilan Profesional Dalam Program Pembuatan Modul Proyek Berbasis Kearifan Lokal Melayu Siak Alexander Alim, Jesi; Hermita, Neni; Putra, Zetra; Erlisnawati, Erlisnawati; Puspitasari, Enda; Sulastio, Agus
Journal of Community Engagement Research for Sustainability Vol. 4 No. 1 (2024): Januari
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/cers.4.1.10-17

Abstract

Strengthening projectPancasila student profile is a project-based co-curricular activity designed to strengthen efforts to achieve competency and character in accordance withPancasila student profile which is made based on Graduate Competency Standards. One of the themes in the P5 Project is local wisdom in the local area.This theme was chosen in order to build curiosity and inquiry skills through exploration of the culture and local wisdom of the surrounding community or the local wisdom of each school in the area.The problems faced by teachers at SDN 002 Koto Baru are as follows; 1) Lack of knowledge about the project to strengthen the profile of Pancasila students; 2) Lack of training provided by the relevant agencies in implementing and preparing the Project for Strengthening the Pancasila Student Profile, especially regarding the theme of local wisdom; and 3) Teachers do not understand the dimensions, elements, sub-elements and objectives of the Pancasila Student Profile that they want to implement in schools. The training carried out can provide teachers with an understanding of the dimensions, elements and subelements of the Pancila student profile strengthening project. Understanding this can guide teachers in compiling project modules in accordance with local wisdom. Teachers can arrange project modules according to student phases which can be adjusted to the achievement of student characteristics in the class
Phase A mathematics curriculum adaptation for students with intellectual disabilities, high intellectual ability, and speech and language difficulties Alim, Jesi; Putra, Zetra; Murni, Atma; Chairilsyah, Daviq; Oktaviani, Cici
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Purpose: This study examined how the Phase A mathematics curriculum is adapted for students with intellectual disabilities, high intellectual ability, and speech and language difficulties while maintaining common mathematical competencies within an inclusive curriculum framework.Method: A qualitative document analysis design using a content analysis approach was employed. The data consisted of 65 curriculum related documents relevant to Phase A mathematics education, including national curriculum materials, mathematics learning documents, and individual learning program documents. The analysis focused on five mathematical elements, namely number, algebra, measurement, geometry, and data analysis and probability, and compared learning outcomes and differentiated learning objectives across learner profiles. Bloom’s Revised Taxonomy was used to interpret differences in cognitive demand, while peer checking and consensus coding were used to strengthen analytical consistency.Findings: The analysis showed that the core mathematical competencies remained broadly shared across learner profiles, whereas adaptation occurred primarily through differences in learning objectives, cognitive demand, degree of assistance, task complexity, and modes of representation. Students with intellectual disabilities were generally associated with more structured and supported objectives, students with high intellectual ability with greater complexity and cognitive extension, and students with speech and language difficulties with greater reliance on visual, written, symbolic, and other accessible forms of representation.Significance: The findings suggest that inclusive curriculum adaptation does not necessarily require separate mathematics curricula for different learner groups. Instead, differentiated learning objectives can provide multiple pathways for accessing and engaging with shared Phase A mathematical competencies, offering a curriculum-level basis for developing individualized learning programs in inclusive elementary mathematics education.
Co-Authors Alim, Jesi Atma Murni Cici Oktaviani Daviq Chairilsyah Enda Puspitasari Erlisnawati Erlisnawati Jesi Alexander Alim Neni Hermita Sulastio, Agus