cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Intan Maulina
Contact Email
intanmaulina1509@gmail.com
Phone
+628177776163
Journal Mail Official
intanmaulina1509@gmail.com
Editorial Address
Jl. Sugeng. Komp. Griya Makmur 7. No D29. Deli Serdang.
Location
Unknown,
Unknown
INDONESIA
Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,018 Documents
 98   99   100   101   102 
Strategi Guru Kelas Mengembangkan Kematangan Sosial Peserta Didik Berkebutuhan Khusus di Sekolah Inklusi Peusangan: Classroom Teacher Strategies for Developing the Social Maturity of Students with Special Needs at Peusangan Inclusive School Yusniar Yusniar; Najmuddin Najmuddin; Alfi Syahrin
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9293

Abstract

Inclusive education cannot be measured solely by the physical presence of students with special needs (PDBK) in regular classrooms; rather, it must be gauged by the depth of their social participation. These students often face barriers to interpersonal interaction and low levels of social participation. However, general classroom teachers are expected to foster social maturity, even though many schools lack specialized support teachers (GPK) or subject-matter experts. This study analyzes the strategies classroom teachers use to develop social maturity among students with special needs at SD Negeri 3 Percontohan Peusangan, using a qualitative approach with a descriptive case study design. Nine informants participated: a school principal, two classroom teachers, three parents, and three students with special needs (presenting with ADHD, autism, and comorbid autism-ADHD). Data were collected through observation, in-depth interviews, and document analysis, and subsequently analyzed using the Miles and Huberman interactive model. Classroom teachers implemented three primary strategies: accommodating diversity by rejecting internal segregation; leveraging resources through peer tutoring and tiered training for generalist teachers; and fostering professional collaboration via Cooperative Learning and peer support groups. These strategies enabled all students with special needs to achieve a "sufficient" level of social maturity (scores of 17–18) without the assistance of specialized support teachers or experts. The social maturity of students with special needs can be accelerated through the managerial creativity and job enrichment of generalist teachers within an "Organic Peer Support System" model, without absolute reliance on specialists. Strengthening written Individualized Education Programs (IEPs) and formal partnerships with parents is recommended to ensure the continuity of social interventions at home.
Analisis Kemampuan Komunikasi Matematis Siswa SMP Negeri 2 Jatinunggal pada Materi Sistem Persamaan Linear Satu Variabel: Analysis of the Mathematical Communication Skills of SMP Negeri 2 Jatinunggal Students on the Topic of Linear Equations with One Variable Rohayati Rohayati; Neneng Tita Rosita; Lia Yuliawati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9294

Abstract

Mathematical communication ability is a crucial competency in mathematics education because it enables students to express ideas, use representations, explain procedures, and interpret problem-solving results. However, students' mathematical communication skills in Linear Equations with One Variable (SPLSV) still show several limitations. This study aims to analyze the mathematical communication skills of eighth-grade students at SMP Negeri 2 Jatinunggal regarding SPLSV and to identify the characteristics of the difficulties students face within each proficiency category. A qualitative descriptive approach was employed, involving 30 eighth-grade students as subjects. Data were collected through a mathematical communication skills test and interviews with students representing each proficiency category. The data were analyzed using data reduction, data presentation, and conclusion drawing, focusing on students' abilities to understand problems, formulate mathematical models, use symbols and representations, explain procedures, and draw context-appropriate conclusions. The results indicate that students' mathematical communication skills are generally low, with an average score of 36.15. Specifically, 3 students (10%) fell into the "very good" category, 4 students (13.33%) into "good," 10 students (33.34%) into "fair," and 13 students (43.33%) into "low." Students in the "very good" category systematically integrated all stages of mathematical communication. In contrast, students in the "fair" and "low" categories struggled primarily with understanding contextual problems, identifying variables, formulating SPLSV models, explaining procedures, and interpreting results. These findings highlight the need for instruction that emphasizes mathematical modeling, discussion, argumentation, representation, and reflection to foster students' communication skills.
Strategi Guru Bimbingan dan Konseling Mengatasi Kesulitan Membaca Siswa dengan Risiko Slow Learner Melalui Pendekatan Individual: Strategies of Guidance and Counseling Teachers to Address Reading Difficulties in Students at Risk of Being Slow Learners Through an Individual Approach Eriya Puspita Dewi; Riana Nurhayati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9300

Abstract

Guidance and Counseling (BK) teachers play a crucial role in helping students at risk of being slow learners overcome reading difficulties through services tailored to individual needs. This study aims to describe the strategies BK teachers use to identify reading difficulties in students at risk of being slow learners, how they implement individual approaches to address these difficulties, and the factors that support or hinder this process at SMP Negeri 1 Muara Bengkal. The study uses a qualitative case study approach. Research subjects included BK teachers, students at risk of being slow learners, Indonesian language teachers, and parents. Data were collected through in-depth interviews, observation, and documentation, and subsequently analyzed using an interactive analysis model comprising data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The results indicate that BK teachers' strategies, using an individual approach, involved identifying students' reading abilities and obstacles, designing services based on individual needs, providing continuous guidance, motivation, and learning support, and collaborating with subject teachers and parents. The school's commitment to inclusive education, support from teachers and families, and student motivation supported the success of these strategies; conversely, challenges included limited service time, diverse student characteristics, and suboptimal learning support at home. These strategies contributed positively to improvements in reading ability, self-confidence, and student participation in the learning process.
Efektivitas Metode Multisensori terhadap Kemampuan Memahami Materi Luas Bangun Datar Sederhana pada Siswa Slow Learner : The Effectiveness of the Multisensory Method on the Ability to Comprehend the Concept of Area of ??Simple Plane Figures among Slow Learners Jumawati Dewi Sartina Surni; Riana Nurhayati
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9301

Abstract

This study examined the effectiveness of the Visual, Auditory, Kinesthetic, and Tactile (VAKT) multisensory approach in improving the ability of slow-learning students at State Elementary School 002 North Sangatta to understand the concept of the area of simple plane figures. The study employed a quasi-experimental pre-test-post-test control group design. The study population comprised all fourth-grade slow-learning students, with a sample of 24 students divided into two groups: an experimental group of 12 students receiving the VAKT intervention and a control group of 12 students receiving conventional instruction. Data were collected using a cognitive ability test covering squares, rectangles, and triangles; the test's reliability was verified using Cronbach's Alpha (alpha = 0.87). Preliminary data analysis using the Shapiro-Wilk test indicated a normal distribution (p > 0.05), while Levene's test showed homogeneous variance (p > 0.05). The independent samples t-test on post-test scores revealed a significant difference between the groups (t = 4.185; p = 0.002), with the experimental group demonstrating significantly higher achievement than the control group. Cohen's d yielded an effect size of 1.38, categorized as a large effect. Field challenges—such as student mental fatigue due to weather conditions and fine motor difficulties in manipulating learning aids—were acknowledged as actual limitations but did not invalidate the data. The study concludes that the VAKT multisensory approach is significantly effective in mitigating cognitive barriers and enhancing the understanding of geometric concepts among slow-learning students in an inclusive school setting.
Peningkatan Kemampuan Pemahaman Bacaan Melalui Teknik Scaffolding pada Siswa dengan Hambatan Membaca: Improving Reading Comprehension Skills Through Scaffolding Techniques for Students with Reading Difficulties Jaudah Hanani; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9302

Abstract

This study aims to describe the implementation of the scaffolding technique and evaluate improvements in reading comprehension skills among fifth-grade students with reading difficulties at SD Tunas Bangsa Muara Anclong. The research focuses on enhancing reading comprehension by providing learning support tailored to students' needs—support that is gradually reduced until students can learn independently. The study employs the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model and was conducted over two cycles. The subjects consisted of four fifth-grade students identified as having reading difficulties. Data were collected through tests, observations, and documentation, using instruments validated by expert judgment. Data were analyzed using both quantitative and qualitative descriptive techniques. The scaffolding technique was implemented across pre-reading, during-reading, and post-reading stages, adhering to the principles of the Zone of Proximal Development (ZPD). The results indicate that the scaffolding technique effectively improved the students' reading comprehension skills. The average reading comprehension score rose from 54.60 at the initial stage to 75.00 in Cycle I, and further increased to 81.25 in Cycle II. Beyond improved learning outcomes, students demonstrated progress in independence, identifying key information, drawing conclusions, and answering questions based on the reading material. These findings suggest that the scaffolding technique serves as an effective pedagogical intervention for Indonesian language instruction for students with reading difficulties in inclusive school settings.
Peningkatan Kemampuan Pemecahan Masalah Matematika Melalui Model Problem Based Learning : Improving Mathematical Problem-Solving Skills Through the Problem-Based Learning Model Ika Wulandari; Iis Prasetyo
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9303

Abstract

This study aims to enhance the mathematical problem-solving skills of fourth-grade students in an inclusive primary school by implementing the Problem-Based Learning model. The study used the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles comprising planning, implementation, observation, and reflection. The subjects were fourth-grade students at SD Negeri 18 Bengalon. Data were collected through observation, tests, and documentation and analyzed using quantitative and qualitative descriptive methods. The results indicate that the Problem-Based Learning model successfully improved students' mathematical problem-solving abilities. The average score rose from 45.39 in Cycle I to 89.52 in Cycle II. Improvements were also observed across all skill indicators: understanding the problem (from 84.97% to 94.77%), formulating a solution (from 78.43% to 96.08%), executing the solution plan (from 33.03% to 69.28%), and reviewing the results (from 30.39% to 50.00%). An average N-Gain score of 57.97% indicates that the Problem-Based Learning model falls into the "moderately effective" category. Beyond improving learning outcomes, this model fostered a shift toward more student-centered teaching practices—characterized by adaptive guidance, appreciation of thought processes, and the facilitation of diverse problem-solving strategies—thereby making mathematics learning more meaningful within the inclusive primary school setting. These findings reinforce the effectiveness of sustainable inclusive mathematics education.
Peningkatan Kemampuan Membaca Pemahaman Anak Kesulitan Belajar Melalui Media Gambar Kontekstual dan Problem Based Learning : Improving Reading Comprehension Skills of Children with Learning Difficulties through Contextual Image Media and Problem-Based Learning Sri Utami; Agus Basuki
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9304

Abstract

This research aims to improve the reading comprehension skills of children with learning difficulties by applying the Problem-Based Learning (PBL) model, supported by contextual image media, among class IV students at SDN 007 Batu Ampar for the 2025/2026 academic year. The research was motivated by students' low ability to understand reading content, identify main ideas, answer questions based on text, and summarize information obtained from reading. The research used the Kemmis and McTaggart model of Classroom Action Research (PTK), which was carried out in two cycles, including planning, action implementation, observation, and reflection stages. The research subjects were fourth-grade students who had difficulty learning to read and comprehend. Data collection techniques included reading comprehension tests, observation, interviews, questionnaires, documentation, and fidelity checks. Data were analyzed using quantitative and qualitative descriptive techniques. Quantitative analysis was used to determine increases in reading comprehension skills based on test results.In contrast, qualitative analysis described teacher activities, student involvement, and the learning process during the action. The results show that applying the PBL model supported by contextual image media can improve students' reading comprehension skills. This increase is reflected in higher reading comprehension test scores, greater student activity in the learning process, and the achievement of research success indicators, namely at least 75% of students reaching the Minimum Completeness Criteria (KKM). These findings indicate that the PBL model supported by contextual image media is an effective alternative learning method for improving reading comprehension skills in elementary school students who experience learning difficulties.
Efektivitas Metode Multisensori dalam Meningkatkan Kemampuan Membaca Murid dengan Permasalahan Belajar : The Effectiveness of Multisensory Methods in Improving the Reading Ability of Students with Learning Problems Mega Wati; Agus Basuki
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9305

Abstract

This study aims to determine the effectiveness of the multisensory method in improving the reading skills of a junior high school student with learning difficulties. The study was motivated by students facing reading challenges, particularly in word reading and reading fluency. The subject was a junior high school student (initials MR) who struggled with reading and habitually sounded out words (spelling). A quantitative approach was employed using an experimental method and a Single-Subject Research (SSR) design with an A-B pattern. The baseline phase (A) consisted of six sessions to gather data on initial reading ability without intervention, while the intervention phase (B) comprised eight sessions involving the multisensory method. Data collection techniques included reading ability tests, observation, and documentation. Data were analyzed using visual analysis within conditions and across conditions, covering condition length, trend direction, trend stability, data path, level change, and percentage of overlap. The results indicate that MR's reading ability improved following the multisensory intervention. The mean level was 72.08% during the baseline phase and rose to 91.25% during the intervention phase. Within-condition analysis revealed an upward trend and stable data in both phases. Cross-condition analysis showed a level change of +7.5% and an overlap percentage of 0%, indicating that all data points in the intervention phase were higher than those in the baseline phase. These findings show that the multisensory method effectively improves the reading skills of students with learning difficulties.
Peningkatan Hasil Belajar IPAS pada Murid dengan Kesulitan Belajar Melalui Model Pembelajaran Inkuiri Terbimbing: Improving IPAS Learning Outcomes for Students with Learning Difficulties through the Guided Inquiry Learning Model Megawati Salim; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9306

Abstract

This study aims to improve learning outcomes in Natural and Social Sciences (IPAS) for fifth-grade students with learning difficulties at SDN 002 Kombeng by implementing the guided inquiry learning model. The study was motivated by the low IPAS learning outcomes among students with learning difficulties and the limited research adapting the guided inquiry model within an inclusive school context. The study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart design and was conducted over two cycles. Each cycle comprised planning, action implementation, observation, and reflection. The research subjects consisted of five students with learning difficulties. The intervention involved applying the guided inquiry model's syntax, combined with modified student worksheets, simplified instructions, concrete media, and individualized scaffolding tailored to student needs. Data were collected through learning outcome tests, student activity observation sheets, and documentation, then analyzed using both quantitative and qualitative descriptive methods. Success indicators were established based on an individual Minimum Mastery Criterion (KKM) of 70 and a minimum class mastery rate of 75%. The results showed that the average learning outcome score increased from 28 in the pre-cycle stage to 62 in Cycle I and 80 in Cycle II. All students achieved the KKM by the end of Cycle II. Student engagement also improved, shifting from the "moderately active" category (71–75%) to the "active" category (75–92%). The findings indicate that implementing the guided inquiry learning model—accompanied by adaptive learning accommodations—effectively improves IPAS learning outcomes and engagement for students with learning difficulties in inclusive schools.
Peningkatan Hasil Belajar IPA Melalui Pembelajaran Inkuiri Kolaboratif dengan Teknik Mnemonic pada Siswa Hambatan Intelektual: Improving Science Learning Outcomes for Students with Intellectual Disabilities through Collaborative Inquiry Learning with Mnemonic Techniques Ni Nengah Murdani; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9307

Abstract

Low science learning outcomes among students with intellectual disabilities highlight the need for adaptive instructional strategies that help students understand and retain concepts more effectively. This study aimed to improve science learning outcomes by implementing collaborative inquiry learning combined with mnemonic techniques for a Grade VIIIC student at SMP Negeri 1 Kaliorang. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model and was conducted over two cycles comprising planning, action implementation, observation, and reflection. The research subject was a single Grade VIIIC student identified as having an intellectual disability. Data were collected via observation, written tests, and oral tests using instruments validated through expert judgment. Observation assessed student activity and engagement, while written and oral tests measured the student's understanding and mastery of science material. Data were analysed using descriptive quantitative and qualitative methods by comparing results from the pre-action stage, Cycle I, and Cycle II. Success was defined as the student achieving a learning outcome score of > 80%. The results showed an improvement in learning outcomes from 40% at the pre-action stage to 60% in Cycle I and 90% in Cycle II—an increase of 50 percentage points. Students also showed improved engagement during lessons. Thus, collaborative inquiry learning with mnemonic techniques serves as an effective, adaptive strategy for improving science learning outcomes for students with intellectual disabilities.

Page 100 of 102 | Total Record : 1018

 98   99   100   101   102 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 02 (2026): Research Articles, August 2026 Vol. 6 No. 01 (2026): Research Articles, April 2026 Vol. 5 No. 03 (2025): Research Articles, December 2025 Vol. 5 No. 02 (2025): Research Articles, August 2025 Vol. 5 No. 01 (2025): Research Articles, April 2025 Vol. 4 No. 03 (2024): Research Articles, December 2024 Vol. 4 No. 02 (2024): Artikel Riset Edisi Agustus 2024 Vol. 4 No. 01 (2024): Artikel Riset Edisi April 2024 Vol. 3 No. 03 (2023): Artikel Riset Edisi Desember 2023 Vol. 3 No. 02 (2023): Artikel Riset Edisi Agustus 2023 Vol. 3 No. 01 (2023): Artikel Riset Edisi April 2023 Vol. 2 No. 03 (2022): Artikel Riset Edisi Desember 2022 Vol. 2 No. 02 (2022): Artikel Riset Edisi Agustus 2022 Vol. 2 No. 01 (2022): Artikel Riset Edisi April 2022 Vol. 1 No. 03 (2021): Artikel Riset Edisi Desember 2021 Vol. 1 No. 02 (2021): Artikel Riset Edisi Agustus 2021 Vol. 1 No. 01 (2021): Article Research Edisi April 2021 More Issue