Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Ibtida'i : Jurnal Kependidikan Dasar
Nugroho, Anang Amiruddin
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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

Found 2 Documents
Search

 1 
Pendekatan Pendidikan Inklusif dalam Penanganan Anak dengan Attention Deficit Hyperactivity Disorder (ADHD) di SD Muhammadiyah Sirojuddin Mungkid Nugroho, Anang Amiruddin; Lestari, Risma Ayu; Saputra, Gilang Yudan; Istikanah, Tri
Ibtida'i Vol 12 No 2 (2025): Desember 2025
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ibtidai.v12i2.12213

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan pendidikan inklusif terhadap peserta didik dengan Attention Deficit Hyperactivity Disorder (ADHD) di SD Muhammadiyah Sirojuddin Mungkid. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru kelas, kepala sekolah, dan orang tua peserta didik, serta diperkuat dengan observasi pembelajaran dan studi dokumentasi. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, dengan pengujian keabsahan data menggunakan teknik triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa meskipun sistem pendidikan inklusi belum diterapkan secara formal di sekolah, praktik pembelajaran telah mengadopsi prinsip-prinsip inklusivitas yang memberikan dampak positif bagi peserta didik berkebutuhan khusus. Pendekatan inklusif pada siswa dengan ADHD diwujudkan melalui penerapan individualized instruction, seperti penyampaian materi secara bertahap, penyesuaian durasi waktu dan metode belajar, analisis asesmen individual, pemetaan minat dan kebutuhan belajar, serta pengondisian tempat duduk yang mendukung konsentrasi. Penerapan pendekatan ini terbukti meningkatkan fokus kognitif, motivasi belajar, dan keterlibatan siswa dengan ADHD dalam proses pembelajaran, meskipun masih ditemukan tantangan dalam interaksi sosial dan pembelajaran formal. Selain itu, guru juga menjalin kolaborasi dengan orang tua dan tenaga profesional, seperti psikiater, meskipun implementasinya masih menghadapi keterbatasan yang memerlukan dukungan kebijakan sekolah dan penguatan kompetensi guru melalui pelatihan pendidikan inklusif.
Eksplorasi Pengalaman Emosional Siswa Dalam Kegiatan Mozaik Biji-Bijian di Sekolah Dasar Nugroho, Anang Amiruddin; Alfarisi, Muhammad Adha; Pratiwi, Kayla Audi Anggun
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.42688

Abstract

This study aims to explore students emotional experiences during the implementation of a seed mosaic activity in elementary school. The research is grounded in the importance of understanding the emotional dimension in the learning process, particularly in art activities that require perseverance, concentration, and collaboration. This study employed a qualitative approach with an exploratory design. Data were collected through observations of students activities, in-depth interviews with both students and teachers, and documentation of the mosaic artworks. The data were analyzed thematically to identify patterns of emotional experiences encountered by students throughout the activity. The findings indicate that the seed mosaic activity elicited a range of emotional experiences, including enthusiasm, curiosity, frustration, focus, perseverance, and pride in the completed work. These emotions developed dynamically throughout the mosaic-making process. The activity was shown to help students practice emotional regulation, enhance student engagement, and strengthen social interaction among students within a supportive classroom environment. These findings suggest that the seed mosaic activity not only contributes to the development of creativity but also plays a significant role in supporting students emotional and social development in elementary school.
Co-Authors Alfarisi, Muhammad Adha Istikanah, Tri Lestari, Risma Ayu Pratiwi, Kayla Audi Anggun Saputra, Gilang Yudan