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Siti Hamidah Rohmah
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PERAN GURU DALAM MENANGANI SISWA DISLEKSIA STUDI SDN KADUAGUNG Erna Juherna; Alifah Nur habibah; Fajar Fajriyansyah; Fuji Rahmawati; Meilani Eka Saputri; Rahma Ayu Fauziyah; Riski Nur Ramdani; Siti Fatimah; Siti Hamidah Rohmah; Tri Maulani Akbar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39961

Abstract

Dyslexia is a specific learning disability that makes it difficult for children to read, write, and spell, even though their brain capacity is otherwise normal. In elementary schools, the problem is often that teachers lack understanding and appropriate strategies for handling dyslexic students, so learning cannot truly meet their needs. This study will describe the role of teachers and the learning strategies used to address dyslexic students at Kaduagung Elementary School. We used a qualitative approach, focusing on teachers and fourth-grade students with dyslexia. Data collection was conducted through observation and interviews. Results showed that dyslexic students often have difficulty distinguishing similar letters and spelling words, and are easily distracted while learning. Causes can be genetic, low motivation to learn, or family environment. Teachers play a role through special mentoring, developing reading habits, using multisensory methods and audio-visual media, and providing extra time for learning. These strategies can help gradually improve students' literacy skills and self-confidence.
MENGHADIRKAN PEMBELAJARAN PARTISIPATIF MELALUI PEMBELAJARAN BERBASIS MASALAH PADA MATERI HAK DAN KEWAJIBAN DI SEKOLAH DASAR Dhani Sutanti; Ratna Aulia Sani; Siti Hamidah Rohmah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 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.v11i03.57221

Abstract

Civic education in schools plays a vital role in shaping students' character and helping them understand their rights and responsibilities within society. However, instructional practices that rely too heavily on the mere transmission of information often limit student participation and reduce opportunities for meaningful learning. This study employs Problem-Based Learning as an instructional approach to create a more participatory learning experience regarding the topic of rights and obligations. Contextual problems served as the starting point for learning activities within this classroom action research. Data were collected through classroom observations, learning outcome tests, and documentation throughout the instructional process. The results demonstrate positive changes in student engagement, including increased participation in discussions, greater confidence in expressing ideas, improved collaboration, and stronger involvement in problem-solving activities. These improvements contributed to better learning outcomes, as reflected by the rise in average achievement scores and mastery levels across the intervention stages. The findings indicate that the implementation of Problem-Based Learning makes instruction more effective in fostering student engagement during Civic Education lessons, while also rendering the learning process more contextual and meaningful for elementary school students.
Co-Authors Alifah Nur habibah Dhani Sutanti Erna Juherna Fajar Fajriyansyah Fuji Rahmawati Meilani Eka Saputri Rahma Ayu Fauziyah Ratna Aulia Sani Riski Nur Ramdani SITI FATIMAH Tri Maulani Akbar