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All Journal Jurnal Ilmu Pendidikan (JIP) Jurnal Pendidikan dan Keguruan Jurnal Salome (Multidisipliner Keilmuan) EDUCATIONAL JOURNAL (General and Specific Research)
Nuraini Nuraini
Universitas Sultan Muhammad Syafiuddin Sambas, Indonesia
Religion Humanities Education Engineering Mathematics Social Sciences Other

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PENDIDIKAN SISWA BERKEBUTUHAN KHUSUS MELALUI PEMBELAJARAN STEM Nuraini Nuraini
JIP: Jurnal Ilmu Pendidikan Vol. 3 No. 5 (2025): MEI
Publisher : CV. Adiba Aisha Amira

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STEM learning for students with special needs indicates an approach to learning that formulates the content of teaching materials in an integrated manner between the fields of science, technology, engineering, and mathematics (STEM). This approach integrates these scientific fields in a constructive and contextual manner in the learning process. The teaching materials are taken and combined from these four scientific fields to form a unified whole that is integrated into the learning outcomes achieved by the students. The steps of STEM learning, direct activities, and the best STEM lessons involve practical activities where students can directly engage in learning, from designing concepts to making or building something themselves. This greatly reduces the likelihood of students becoming bored or distracted. Mimicking real-life scenarios is another reason why hands-on learning is so important. One of the most important things in STEM is helping students learn skills and get used to them so that they can be useful to them in their future work. Integrate mathematics and science into projects seamlessly. Mathematics and science tailored to students must be relevant to their current projects, connected to real-world scenarios, and ultimately have a purpose. For example, mathematical equations ensure that a design functions properly, or physics knowledge helps them understand how to build something.
KONSEP ADMINISTRASI DAN SUPERVISI PENDIDIKAN Nuraini Nuraini
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 5 (2025): MEI
Publisher : CV. ADIBA AISHA AMIRA

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The concept of administration is often interpreted as the process of developing cooperative activities among a group of people to achieve predetermined goals. Specifically, it aims to achieve educational goals. Educational administration is a series or set of processes for controlling the cooperative efforts of a group of people to achieve educational goals in a planned and systematic manner within a specific environment, particularly formal educational institutions. Government Regulation No. 19 of 2005 on National Education Standards, Article 57, states that supervision, which includes managerial supervision and academic management supervision, is carried out regularly and continuously by supervisors or inspectors of educational units and heads of educational units. The National Education Standards Act explains that there are two types of supervision: managerial supervision and academic management supervision or academic supervision. The basic concepts of education administration and supervision explain the definitions of administration and supervision, the objectives and benefits of administration and supervision, the process of educational supervision, approaches, techniques, and methods of educational supervision. The fundamental and most important aspects that must be understood by supervisors, whether school supervisors or supervisors within educational institutions, are the school principals.
STRATEGI GURU DALAM MENINGKATKAN MINAT BELAJAR ANAK HIPERAKTIF DI KELAS IIC SEKOLAH DASAR SWASTA IT SHULTONIYAH SAMBAS TAHUN PELAJARAN 2022-2023 Indah Mutiara Sari; Nuraini Nuraini; Parni Parni
Jurnal Salome : Multidisipliner Keilmuan Vol. 3 No. 2 (2025): MARET
Publisher : CV. ADIBA AISHA AMIRA

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The purpose of this study is to reveal about: 1). Teachers' learning planning strategies in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022-2023 Academic Year? 2). Strategies for implementing teacher learning in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022-2023 Academic Year? 3). Teacher learning evaluation strategies in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022-2023 Academic Year?. This research technique uses a qualitative approach with a phenomenological research type. Data collection techniques use interviews, observations, and documentation. The data analysis techniques used are data reduction, data presentation, and data inference. The results of the study show that: 1. Teachers' learning planning strategies in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022-2023 Academic Year, namely, students are always directed to do the 5M, namely observing, asking, trying, concluding and communicating so that the learning process will be easy to do, especially for hyperactive children. 2. Strategies for implementing teacher learning in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022- 2023 Academic Year, namely, using cooperative learning methods with a scientific approach so that students who are identified as hyperactive are smooth in accepting the learning process provided by the teacher. Teachers also use ice breaking when it is not conducive in class. Usually teachers do singing and playing games. 3. Teacher learning evaluation strategies in increasing the learning interest of hyperactive children in the IIC SDS IT Shultoniyah Sambas class for the 2022- 2023 Academic Year, namely, how to provide KKM standards that are different from normal children. If equalized, it will make it difficult to achieve the learning outcomes of hyperactive children.
PEDOMAN PELAKSANAAN SUPERVISI PENDIDIKAN Nuraini Nuraini
EDUCATIONAL JOURNAL : General and Specific Research Vol. 5 No. 2 (2025): JUNI
Publisher : CV. ADIBA AISHA AMIRA

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Ministry of Education Regulation No. 12 of 2007 concerning Standards for School/Madrasah Supervisors states that every education unit supervisor is required to have six competencies, namely personal competence, managerial and academic supervision competence, educational evaluation competence, research and development competence, and social competence. Two core competencies directly related to supervisory activities in educational institutions are managerial supervision and academic supervision. Managerial supervision aims to improve the quality of school management, while academic supervision focuses on enhancing the quality of teachers' instruction, ultimately leading to improved graduate outcomes. As mentioned earlier, one form of supervision is managerial supervision. This supervision is very important because management is the engine of the organisation that drives all school programmes, starting from leadership, curriculum, student affairs, facilities and infrastructure, budgeting, community relations, and so on. The guidelines for educational supervision in terms of policy can be explained as follows: Law Number 20 of 2003 on the National Education System, Law Number 14 of 2004 on Regional Government, Law Number 5 on Civil Servants, Government Regulation Number 19 of 2005 amended by Number 13 of 2015 and further amended by Number 19 of 2015 on National Education Standards, Government Regulation No. 74 of 2008 on Teachers and Lecturers, Government Regulation No. 17 of 2010 on Discipline of Supervisors, Presidential Regulation No. 14 of 2015 on the Ministry of Education and Culture.
Co-Authors Indah Mutiara Sari Parni Parni