Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Renjana Pendidikan Dasar EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran
Ameliya, Nurlaila Zulfa
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
MEWUJUDKAN LINGKUNGAN BELAJAR TERTIB-PARTISIPATIF MELALUI KESEPAKATAN KELAS SAAT ORIENTASI DI SDN MERAPI Ameliya, Nurlaila Zulfa; Septiani, Vergie Ardika; Tresnawati, Nailah
Renjana Pendidikan Dasar Vol 5 No 4 (2025): Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Lingkungan belajar yang tertib dan partisipatif penting untuk menunjang keberhasilan pendidikan di sekolah dasar. Salah satu strategi untuk mencapainya adalah melalui penyusunan kesepakatan kelas yang dilakukan sejak awal tahun ajaran, khususnya pada Masa Orientasi Peserta Didik (MOPD). Penelitian ini bertujuan untuk mendeskripsikan proses penyusunan dan penerapan kesepakatan kelas di kelas 3 SDN Merapi sebagai upaya menciptakan suasana belajar yang kondusif. Metode yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi, wawancara guru kelas, dan dokumentasi serta dianalisis dengan teknik analisis tematik melalui pengorganisasian data, identifikasi tema utama, dan interpretasi temuan. Hasil penelitian menunjukkan bahwa kesepakatan kelas disusun secara kolaboratif antara guru dan siswa melalui asesmen diagnostik dan diskusi (circle time), yang menghasilkan enam poin utama terkait kedisiplinan, tanggung jawab, dan interaksi positif. Penerapannya berdampak positif pada ketertiban siswa, meskipun partisipasi aktif dan keberanian bertanya masih perlu ditingkatkan. Kesimpulannya, kesepakatan kelas yang melibatkan siswa sejak awal tahun ajaran efektif dalam membangun karakter dan lingkungan belajar yang suportif.
Differentiated Learning Strategies for Students with Learning Difficulties in Regular Elementary Schools Ameliya, Nurlaila Zulfa; Nur’Aliya, Naila; Renata Elsinta; Kusmana, Suherli
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 11 No 1 (2026): Educasia, 11(1), April 2026
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v11i1.447

Abstract

The diversity of learning styles among students in regular elementary school classrooms encourages teachers to use flexible teaching methods, especially for students with learning difficulties. This study aims to understand teachers' perspectives, the problems they face, and how they implement different learning approaches for students with learning difficulties in public elementary schools. This research uses a descriptive qualitative approach with a multiple case study design. The research was conducted in three public elementary schools and involved four classroom teachers selected based on their experience in teaching students with learning difficulties. Data were collected through semi-structured in-depth interviews and then analyzed using cross-case and intra-case thematic analysis. The findings show that teachers view students with learning difficulties as individuals who require more guidance and repetition of material, especially in basic reading and writing skills. Learning difficulties are not only considered an intellectual limitation but are also influenced by the environment and support from the family. Some of the main challenges in implementing differentiated learning include limited learning time, large class sizes, and low parental participation. To overcome this, teachers differentiate in terms of content, methods, and learning outcomes by simplifying material, using varied media and methods, providing individual or small group support, and adjusting tasks and expectations. This study emphasizes that differentiated learning is implemented in a flexible and context-appropriate manner and plays an important role in supporting inclusive learning in public elementary.
Co-Authors Nur’Aliya, Naila Renata Elsinta Septiani, Vergie Ardika Suherli Kusmana, Suherli Tresnawati, Nailah