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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Yahdinil Firda Nadhirah
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Education

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MENGANALISIS MODEL PEMBELAJARAN BERDIFERENSIASI UNTUK ANAK BERKEBUTUHAN KHUSUS (ADHD/HIPERAKTIF) BERBAKAT/GIFTED/TALENTED DI SKH ELMYRA SHANUM Yahdinil Firda Nadhirah; Maurizza Nathania Rahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8835

Abstract

Differentiated learning views students differently and dynamically, where teachers see learning from various perspectives. Differentiated learning does not mean individualized learning. However, it is more directed at learning that accommodates students' needs through independent learning and maximizes students' learning opportunities. In differentiated learning, teachers must understand and realize that there is not just one way, method, strategy used in learning a lesson material. Teachers need to prepare lesson materials, activities, daily assignments both in class and at home, and final assessments according to students' readiness to learn the lesson material, interests or what students like in learning, and how to deliver lessons that are in accordance with the learning profile of their students
STRATEGI PENDAMPINGAN ODGJ DALAM PROSES REHABILITASI SOSIAL DI PANTI SOSIAL BINA LARAS HARAPAN SENTOSA 4 Dwi Puspita Sari; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8873

Abstract

Gangguan jiwa merupakan persoalan Kesehatan mental yang masih sering terabaikan dan di salahpahami oleh Masyarakat. Individu yang mengalami gangguan Kesehatan atau biasa dikenal sebagai Orang Dalam Gangguan Jiwa (ODGJ), seringkali mendapatkan stigma negative, diskriminasi, serta penolakan dari lingkungan sosial maupun keluarga. Hal tersebut mengakibatkan mereka kehilangan dukungan sosial dan kesempatan untuk memperoleh layanan pemulihan yang layak. Penelitian ini bertujuan untuk mengevaluasi bentuk pendampingan dan peran lembaga rehabilitasi sosial, khususnya Panti Sosial Bina Laras Harapan Sentosa 4, dalam membantu pemulihan dan penguatan fungsi sosial ODGJ. Penelitian ini menggunakan metode kualitatif deskriptif, di mana data dikumpulkan melalui wawancara mendalam dan observasi langsung pada pendamping. Hasil penelitian menunjukkan bahwa Panti Sosial Bina Laras Harapan Sentosa 4 berfungsi sebagai wadah pemulihan psikososial bagi ODGJ.
ANALISIS ASPEK KOGNITIF, EMOSIONAL, PERILAKU, DAN SOSIAL ANAK TUNAGRAHITA RINGAN MELALUI WAWANCARA DAN OBSERVASI DI SKHN 01 KOTA SERANG Hany Saputri; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8877

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aspek kognitif, emosional, perilaku, dan sosial peserta didik tunagrahita ringan di SKHN 01 Kota Serang. Penelitian ini dilakukan untuk menjawab masih terbatasnya pemahaman mengenai bagaimana anak tunagrahita beradaptasi dan berkembang dalam lingkungan pendidikan. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam bersama guru pendamping khusus dan observasi langsung terhadap seorang siswa berusia 9 tahun bernama Yusron. Hasil penelitian menunjukkan bahwa subjek mampu memahami instruksi konkret, namun mengalami kesulitan dalam memahami konsep abstrak dan hubungan sebab-akibat. Secara emosional, anak dapat mengekspresikan emosi dasar seperti senang, sedih, dan marah, namun kesulitan menjelaskan penyebabnya. Dalam aspek perilaku, penerapan penguatan positif melalui pujian dan sistem token economy sederhana terbukti efektif meningkatkan motivasi dan perilaku adaptif. Sementara dalam aspek sosial, anak belajar melalui proses imitasi terhadap guru dan teman sebaya meskipun belum mampu memulai interaksi secara mandiri. Secara keseluruhan, hasil penelitian menunjukkan bahwa pendekatan pembelajaran yang konkret, empatik, dan konsisten sangat penting dalam mendukung perkembangan anak tunagrahita ringan di lingkungan pendidikan.
KONTRIBUSI GURU BIMBINGAN DAN KONSELING DALAM MENINGKATKAN KEMANDIRIAN ABK TUNAGRAHITA DI SKH NEGERI 02 KOTA SERANG Silvia Tri Hastuti; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.8931

Abstract

This research aims to describe the contribution of Guidance and Counselling teachers in improving the independence of students with intellectual disabilities at SKH Negeri 02 Serang City. The problem addressed is the low level of independence among students with intellectual disabilities, caused by intellectual limitations, suboptimal environmental support, and limited facilities and teaching staff. In this study, the method used is qualitative, with data collection techniques carried out thru participant observation, in-depth interviews, and documentation. The main resource person is a guidance counselor at SKH Negeri 02 in Serang City, with interviews and observations conducted over two days at the school. The research results indicate that guidance counselors play a role as companions, motivators, and connectors between students, classroom teachers, and parents. Guidance counselors utilize modeling and behavioral approaches, and implement self-development programs (daily living) thru the independence laboratory. Independence assessment is conducted thru observation of students' daily activities, such as eating, dressing, and maintaining personal hygiene. The main challenges faced include a limited number of teachers, time constraints, and low public understanding of the needs of students with intellectual disabilities. This research recommends improving facilities, providing regular training for teachers, and educating the public to optimize guidance and counselling services for students with intellectual disabilities.
STRATEGI PENANGANAN ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) DI TK: STUDI OBSERVASI DI KB-TK AMANAH Eliana Dewi; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9032

Abstract

This study aims to describe the strategies of teachers in handling children with ADHD in kindergartens (TK), especially in KB-TK Amanah West Jakarta. The research method uses a descriptive qualitative approach with observation and interview techniques on teachers and principals. The results showed that effective strategies in handling children with ADHD include the use of visual schedules, personal instructions, reward systems, and quiet spaces. Collaboration between teachers, psychologists, and parents is key to success in supporting child development. This study confirms the importance of a holistic approach and an inclusive environment to help children with ADHD develop optimally at school
STRATEGI LAYANAN BIMBINGAN DAN KONSELING BAGI ANAK BERBAKAT / GIFTED / TALENTED Inna Sofwatillah; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9332

Abstract

Penelitian ini menganalisis peran krusial bimbingan dan konseling dalammenunjang perkembangan holistik anak cerdas dan berbakat (ACG) serta anakberkebutuhan khusus (ABK). ACG, dengan potensi intelektualnya yang tinggi,seringkali menghadapi tantangan psikologis dan sosial-emosional sepertikecemasan prestasi, tekanan akademik, dan kesulitan adaptasi sosial. Sementaraitu, ABK memerlukan pendekatan individual yang terdiferensiasi untuk memenuhikebutuhan belajar dan perkembangannya yang unik. Oleh karena itu, penelitian inibertujuan untuk mengidentifikasi model bimbingan dan konseling yang efektif bagikedua kelompok anak tersebut, meliputi strategi intervensi yang tepat, peran sertakompetensi konselor, dan metode evaluasi yang komprehensif. Diharapkan,temuan penelitian ini dapat memberikan kontribusi signifikan bagi pengembanganprogram bimbingan dan konseling yang lebih terstruktur dan efektif dalammendukung potensi optimal ACG dan ABK.
ANALISIS KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (AUTIS) DI SKH PANDITA KOTA SERANG Dita Safira; Yahdinil Firda Nadhirah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9336

Abstract

Penelitian ini bertujuan untuk mengetahui karakteristik terhadap peserta didik berkebutuhan khusus jenis autisme di SKh Pandita. Metode penelitian yang digunakan yaitu kualitatif deskriptif dengan teknik pengumpulan data yang digunakan wawancara, observasi dan dokumentasi. Berdasarkan hasil penelitian, bahwa peserta didik berkebutuhan khusus jenis autisme memiliki karakteristik yaitu anak yang terlihat normal namun kesulitan dalam komunikasi, interaksi sosial, perilaku atau sikap, emosi yang kurang stabil, tingkat sensitif sangat tinggi, kesulitan dalam menulis, membaca dan memahami materi pelajaran, kegiatan yang dilakukan secara terus menerus bahkan secara menetap, keinginan dan kesenangan cederung labil, asyik bermain sendiri dan terpukau pada suatu benda yang berputar atau bergerak. Anak autisme memiliki karakteristik dalam bidang komunikasi, interaksi sosial, sensorik, pola bermain, perilaku dan emosi.
TANTANGAN DAN HARAPAN GURU ABK DI SKHN 01 SERANG DI DUNIA PENDIDIKAN ANAK TUNAGRAHITA Yahdinil Firda Nadhirah; Siti Kholidah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11661

Abstract

Education plays a central role in shaping an inclusive and equitable future, particularly for children with special needs such as those with intellectual disabilities (commonly referred to as "tunagrahita" in Indonesia). These children face unique challenges in learning due to limitations in intellectual and adaptive functioning. This study employs a qualitative method with data collected through interviews and observations at SKHN 01 Serang, a special needs school. Findings indicate that tunagrahita students require tailored educational approaches, including modified curricula and support from specialized educators. Challenges include learning difficulties, limited access to facilities, and social stigma. Nevertheless, with support from the community, trained educators, and inclusive policies, these children have the potential to grow into independent and valued individuals. This study highlights the urgency of developing a more inclusive education system and social environment that ensures equal opportunities for all children.
Co-Authors Alpiyah Alpiyah Bilqis Raudlatul Anik Nabila Devia Aprilianti Dila Shiva Sabilla Dita Safira Dwi Puspita Sari Eliana Dewi Hany Saputri Inna Sofwatillah Maurizza Nathania Rahman Nailah Qotrunnajah Shelly Agustin Silfy Maulidiyah Silvia Tri Hastuti Siti Aisyah Saragih Siti Kholidah Sukma Damayanti