Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan dan Keguruan ADIBA (JOURNAL OF EDUCATION) Tarbiyatul Ilmu (Jurnal Kajian Pendidikan) Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Miftahul Aula Sa’adah
UIN Antasari Banjarmasin
Education Mathematics Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
OPTIMALISASI PERAN GURU PENDAMPING KHUSUS (GPK) DALAM MENERAPKAN PERMAINAN KOOPERATIF UNTUK MENINGKATKAN KETERAMPILAN SOSIAL ANAK DENGAN AUTISM SPECTRUM DISORDER (ASD) DI SD ISLAM AL MADANI BANJARBARU Nauratun Nisrina; Miftahul Aula Sa’adah; Mulyani
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 6 (2025): JUNI
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

This study aims to describe the role of the Special Assistance Teacher (GPK) in implementing cooperative games to improve the social skills of children with Autism Spectrum Disorder (ASD) at SD Islam Al Madani Banjarbaru, and identify the challenges or obstacles faced in its implementation. Cooperative play is a learning approach that focuses on interaction and cooperation between individuals, which has been proven effective in stimulating the social skills of children with special needs, including children with ASD who generally experience barriers in social communication and mutual interaction. This research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The subjects in this study were GPKs who assisted students with ASD in the inclusive learning environment of SD Islam Al Madani Banjarbaru. The results showed that GPK has an important role that includes facilitating a safe and supportive play environment, accompanying children intensively during activities, providing emotional support, guiding the process of social interaction in the game, assessing children's social needs, and evaluating the development of social skills periodically. However, in its implementation, the GPK also faces various challenges, such as the GPK must adapt the game to the characteristics of ASD children, challenges in fostering children's interest in cooperative games, and limited learning facilities and media. Nevertheless, the support from the school, collaboration with class teachers and parents, as well as the enthusiasm and high concern of the GPK were the main supporting factors for the success of the intervention. This study concludes that the active role of GPK in implementing cooperative games contributes positively to the improvement of ASD children's social skills, and needs further support from both policy aspects and strengthening teacher capacity
PENERAPAN KARAKTER WASAKA DALAM MENINGKATKAN KECERDASAN ADVERSITAS Miftahul Aula Sa’adah; Hamdan Juwaeni
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 3 No. 3 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

This research aims to explore how the application of Wasaka characters in improving adversity intelligence. Adversity intelligence refers to a student's ability to face, overcome, and thrive despite difficulties and pressures. This research uses a type of field research with a qualitative descriptive approach. The subjects in the study were the principal, teachers and students at MtsN 1 Banjar. Data was collected through in-depth interviews. After the data was collected, it was analyzed using inductive techniques that took steps: data reduction, data presentation, and data verification. The results showed that MtsN 1 Banjar has implemented Wasaka character through learning tools that are integrated in subject areas. Making lesson plans includes the content of character education and the implementation of Wasaka characters in the learning process and extracurricular activities
INTERVENSI REGULASI EMOSI OLEH GURU PENDAMPING KHUSUS (GPK) PADA ANAK AUTISM SPECTRUM DISORDER (ASD)DI HOMESCHOOLING SUKACITA BANJARMASIN Munawwaroh Munawwaroh; Miftahul Aula Sa’adah
ADIBA : JOURNAL OF EDUCATION Vol. 5 No. 1 (2025): ADIBA: JOURNAL OF EDUCATION
Publisher : CV. ADIBA AISHA AMIRA

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

Abstract

Emotions of various types arise in self-awareness as responses to various things. Intense emotional feelings are often an important part of every individual's consciousness. Children need to develop ways to manage their emotions in order to build better social-emotional skills. This is important not only for normal children, but also for children with special needs. For children, this ability is the foundation for building social relationships, improving psychological well-being, and facing daily challenges. Children with Autism Spectrum Disorder (ASD) often face obstacles in regulating their emotions, which can trigger challenging behaviours such as tantrums, aggression, or withdrawal. This condition requires targeted interventions to help children manage their emotions adaptively. Special needs teachers (GPK) not only play a role in academic aspects but also as facilitators of children's emotional development. This study aims to describe the stages of emotional regulation intervention carried out by special assistant teachers (GPK) on children with ASD at Homeschooling Sukacita Banjarmasin, as well as to identify the supporting and inhibiting factors. This study uses a qualitative approach with a case study method. Data were obtained through interviews, observations, and documentation. The results show that emotional regulation intervention is carried out through five stages according to Gross, namely situation selection, situation modification, attention diversion, cognitive change, and response modulation. The implementation included breathing exercises, providing space to calm down, simple instructions, and individual strategies according to the child's needs. This intervention had a positive impact, as shown by a reduction in the frequency of tantrums, an increase in the ability to delay gratification, and an improvement in emotional expression skills. Supporting factors include parental involvement, the competence of special support teachers (GPK), and a conducive learning environment, while obstacles include limited resources, differences in children's characteristics, and unstable emotional conditions.
PENERAPAN GAME-BASED LEARNING DALAM MENINGKATKAN MOTORIK HALUS ANAK ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Firdatun Fauziah; Miftahul Aula Sa’adah; Mulyani Mulyani
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 1 (2025): TARBIYATUL ILMU: Jurnal Kajian Pendidikan
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

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

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) generally experience difficulties in fine motor skills, which affect their learning activities and daily independence. This study aims to apply a Game-Based Learning (GBL) approach using playdough as a learning strategy to improve the fine motor skills of children with ADHD at the Teratai Putih Integrated Inclusive Early Childhood Education Centre in Banjarbaru City. The research method used was the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model, but this study was only conducted up to the implementation stage. The research subjects consisted of three children with ADHD aged 4–6 years. Data were collected through observation, interviews, and documentation, then analysed descriptively and qualitatively. The results of the study indicate that the implementation of playdough-based Game-Based Learning can improve hand coordination, finger flexibility, and the precision of movements in children with ADHD. Activities such as rolling, shaping, cutting, and arranging playdough help hone pre-writing skills and improve children's focus in completing tasks. Each child shows different progress according to their individual characteristics and attention levels. A conducive learning environment, individual guidance, and clear and repeated instructions have been proven to increase children's engagement and motivation in the learning process. Thus, Game-Based Learning can be an effective alternative approach to improve the fine motor skills of children with ADHD while fostering learning motivation and focus. This method also supports the principle of inclusive education by providing a learning experience that is enjoyable, interactive, and adaptive to the specific needs of children. This study recommends the use of sensorimotor games such as playdough in learning activities in inclusive schools, as well as further research with a larger number of subjects to measure the long-term effectiveness of this method.
IMPLEMENTASI KONSELING BERBASIS NILAI DALAM MENINGKATKAN MORALITAS SISWA DI MTSN 1 BANJAR Miftahul Aula Sa’adah; Hamdan Juwaeni
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 3 No. 4 (2025): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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

Abstract

This study aims to explore the implementation of value-based counseling in improving student morality at MtsN 1 Banjar. Through a qualitative approach with a case study method, this research involves in-depth interviews, observation, and documentation to understand how Guidance and Counseling (BK) teachers apply value-based counseling methods in shaping student character. The results show that storytelling, group discussion, self-reflection, and role-playing methods can help students understand and internalize moral values, such as honesty, discipline, and empathy. Collaboration between counseling teachers, parents, and subject teachers is also a key factor in building a consistent environment in instilling moral values to students. The positive impact is seen in the improvement of honesty, discipline, and caring for others, although there are still challenges such as time constraints and parental involvement. Overall, the implementation of value-based counseling shows an improvement in shaping students' morality, so this counseling is useful as an effort to build a generation with strong character and based on moral values.
Co-Authors Firdatun Fauziah Hamdan Juwaeni Mulyani Mulyani Mulyani Munawwaroh Munawwaroh Nauratun Nisrina