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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS)
Murniviyanty, Liza
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PENGEMBANGAN E-MODUL KETERAMPILAN MEMBACA SISWA KELAS III DI SD NEGERI 76 PALEMBANG Nadia, Tria; Dessy Wardiah; Murniviyanty, Liza
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i4.3203

Abstract

Penelitian dan pengembangan ini bertujuan untuk menghasilkan e-modul keterampilan membaca pada mata pelajaran bahasa Indonesia pada BAB 6 di kelas III SD pada materi teks naratif yang valid dan praktis. Penelitian ini menggunakan metode Research dan Development dengan menggunakan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Subjek uji coba penelitian ini adalah siswa kelas III SD Negeri 76 Palembang. Hasil analisis data yang diperoleh menunjukan e-modul yang dikembangkan termasuk kategori “sangat valid” berdasarkan lembar angket validasi para 3 ahli yaitu ahli media, ahli bahasa, dan ahli materi dengan nilai rata-rata kevalidan sebesar 89,30%. Tingkat kepraktisan diperoleh dari hasil angket respon siswa kelas III SD memperoleh presentase 91% menunjukan bahwa e-modul yang dikembangkan masuk dalam kriteria “sangat praktis”. Dengan demikian pengembangan e-modul keterampilan membaca siswa kelas III di SD Negeri 76 Palembang valid dan praktis.  
IMPLEMENTASI PEMBELAJARAN INKLUSI PADA SISWA DENGAN KESULITAN MEMBACA DI KELAS II SDN 30 PALEMBANG Dilla, Ulfa; Murniviyanty, Liza; Puspita Sari Jaya, Melinda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54366

Abstract

This study was motivated by the presence of students with special needs who experienced reading difficulties in inclusive classrooms at SD Negeri 30 Palembang. Reading difficulties may hinder students’ understanding of learning materials and learning processes, requiring appropriate instructional strategies and media. This study aimed to describe the implementation of inclusive learning for students with reading difficulties, particularly the strategies and media used by teachers. A descriptive qualitative method was employed involving the principal, Grade II A and II D teachers, and parents of students with special needs. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model. The findings revealed that teachers applied gradual approaches, repetition methods, and behavioristic strategies through repeated reading exercises. The instructional media used included textbooks and alphabet posters. Teachers also provided assistance, motivation, and adjustments to assignments and assessments according to students’ abilities. The implementation of inclusive learning has been carried out effectively in supporting the development of students’ reading skills.
STRATEGI GURU DALAM MEMBERIKAN PEMBELAJARAN PADA SISWA SLOW LEARNER KELAS III DI SDN 69 PALEMBANG Putri Okviana, Eka; Murniviyanty, Liza; Puspita Sari Jaya, Melinda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54422

Abstract

This study aims to determine the strategies used by teachers in teaching slow learners at SDN 69 Palembang. The background of this study is based on the fact that each student has different learning abilities, which requires teachers to implement more effective learning strategies to ensure slow learners' success in learning. The research method used was descriptive qualitative, with data collection techniques through observation, interviews, and documentation. The results indicate that teachers implemented various learning strategies tailored to the needs of slow learners. These strategies include individualized approaches, simplifying learning materials, gradual repetition of material, the use of visual media, seating arrangements at the front of the class, and providing remedial classes for students who have not yet achieved learning mastery. These strategies still need to be developed in a more structured manner to optimize learning for slow learners.
Co-Authors Dessy Wardiah Dilla, Ulfa Nadia, Tria Puspita Sari Jaya, Melinda Putri Okviana, Eka