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Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan
Published by Yayasan Mentari Meraki Asa
ISSN : -     EISSN : 2830232X     DOI : https://doi.org/10.59086/jkip
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan is a journal that contains articles on research results in the field of teacher training and education. Articles published in Tut Wuri Handayani have gone through a peer-review process, to maintain the best quality of articles in scientific development in the field of teacher training and education. Tut Wuri Handayani published 4 times a year March, June, September, December. Tut Wuri Handayani Jurnal Keguruan dan Ilmu Pendidikan accepts manuscripts in the field of research which are included in the scientific field: Instructional Media, Instructional Models, Learning Approach, Instructional Strategies, Instructional Methods, Teaching Techniques, Teaching Tactics, and Early childhood education, Adult education, Mathematics and science education, Guidance and counseling education, Educational technology, Character education, Special needs education, Global issues in education, Technical and vocational education, Language education, Social science education, Educational management, Sports science and physical education, Other areas in education
Arjuna Subject : Umum - Umum
Articles 139 Documents
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Pengembangan Media Flip chart Digital tentang Konsep Diri Fajri Rivel; Khairiyah Khadijah; Fadhila Rahman
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1714

Abstract

Konsep diri merupakan salah satu aspek penting dalam perkembangan remaja karena berkaitan dengan cara individu memahami, menerima, dan menilai dirinya sendiri. Hasil pra-penelitian di SMP Negeri 23 Pekanbaru menunjukkan bahwa 63% siswa memiliki konsep diri yang rendah, sementara penggunaan media dalam layanan bimbingan dan konseling masih perlu dikembangkan agar penyampaian materi lebih menarik dan mudah diakses. Penelitian ini bertujuan untuk mengembangkan media flip chart digital tentang konsep diri sebagai media pendukung layanan bimbingan dan konseling bagi siswa SMP Negeri 23 Pekanbaru. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model pengembangan ADDIE yang meliputi tahapan analysis, design, development, implementation, dan evaluation. Uji validitas dilakukan oleh dua ahli media dan satu ahli materi, sedangkan uji praktikalitas melibatkan 15 siswa. Hasil penelitian menunjukkan bahwa media flip chart digital yang dikembangkan memperoleh tingkat validitas sebesar 91,43% dan tingkat praktikalitas sebesar 91,12%, yang masing-masing berada pada kategori sangat valid dan sangat praktis. Temuan ini menunjukkan bahwa media flip chart digital tentang konsep diri yang dikembangkan layak dan praktis digunakan sebagai media pendukung layanan bimbingan dan konseling dalam membantu siswa memahami, menerima, dan mengembangkan konsep diri secara positif. Pengembangan media ini diharapkan dapat menjadi alternatif media digital yang inovatif bagi guru bimbingan dan konseling dalam memberikan layanan yang lebih menarik, interaktif, dan sesuai dengan karakteristik serta kebutuhan siswa di era digital.   Self-concept is an important aspect of adolescent development because it influences how individuals understand, accept, and evaluate themselves. A preliminary study conducted at SMP Negeri 23 Pekanbaru revealed that 63% of students had low self-concept, while the use of media in guidance and counseling services was still limited. This study aimed to develop a digital flip chart on self-concept as a supporting medium for guidance and counseling services. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The product was validated by two media experts and one material expert, while the practicality test involved 15 students. The results showed that the developed digital flip chart achieved a validity score of 91.43% and a practicality score of 91.12%, which were categorized as very valid and very practical, respectively. These findings indicate that the digital flip chart on self-concept is feasible and practical for use as a supporting medium in guidance and counseling services. Furthermore, the developed media is expected to serve as an innovative alternative for guidance and counseling teachers in delivering more engaging, interactive, and student-centered services.
Strategi Coping Stress Guru Slb Dalam Menghadapi Orang Tua Siswa Autis: Studi Kasus Di Slbn Kota Gorontalo Nurul Hasanah; Imran Nihali; Asni Ilham; Siti Nurjanna Gani; Moh. Sarifudin S. Auna
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.1763

Abstract

Penelitian ini bertujuan untuk menggambarkan strategi coping stres yang digunakan guru Sekolah Luar Biasa (SLB) dalam menghadapi orang tua siswa autis. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan dua guru SLBN Kota Gorontalo sebagai partisipan yang dipilih secara purposive. Pengumpulan data dilakukan melalui wawancara terstruktur dan studi dokumentasi, sedangkan analisis data menggunakan tahapan reduksi data, penyajian data, serta penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa guru menerapkan dua strategi coping utama, yaitu problem-focused coping melalui peningkatan komunikasi dengan orang tua, membangun kerja sama, berbagi pengalaman dengan rekan sejawat, serta mencari solusi bersama, dan emotion-focused coping melalui refleksi diri, penguatan religiusitas, penerimaan diri, serta pengelolaan emosi. Sumber stres utama berasal dari perbedaan ekspektasi dengan orang tua, tuntutan komunikasi, dan rendahnya keterlibatan orang tua dalam mendukung program pembelajaran di sekolah. Dukungan kepala sekolah dan rekan sejawat berperan penting dalam memperkuat kemampuan guru mengelola tekanan sehingga membantu menjaga stabilitas emosi dan kepuasan kerja. Penelitian ini memberikan kontribusi ilmiah dengan menunjukkan bahwa strategi coping guru SLB dalam menghadapi orang tua siswa autis bersifat dinamis melalui kombinasi problem-focused coping dan emotion-focused coping, serta dipengaruhi oleh faktor personal dan dukungan sosial. Temuan ini memperkaya kajian mengenai coping stres guru pada konteks hubungan guru–orang tua siswa autis yang masih relatif terbatas dalam penelitian sebelumnya.   This study aimed to explore the stress coping strategies employed by teachers in special schools (Sekolah Luar Biasa; SLB) when dealing with the parents of students with autism. A qualitative approach with a case study design was employed, involving two teachers from a public special school (SLBN) in Gorontalo City, Indonesia, who were purposively selected as participants. Data were collected through structured interviews and document analysis and were analyzed using data reduction, data display, and conclusion drawing/verification techniques. The findings revealed that the teachers adopted two primary coping strategies: problem-focused coping, which included improving communication with parents, fostering collaborative partnerships, sharing experiences with colleagues, and seeking joint solutions; and emotion-focused coping, which involved self-reflection, strengthening religious beliefs, self-acceptance, and emotional regulation. The major sources of stress stemmed from discrepancies between teachers' and parents' expectations, communication demands, and parents' limited involvement in supporting school-based learning programs. Support from school principals and colleagues played a significant role in enhancing teachers' capacity to manage work-related stress, thereby contributing to emotional stability and job satisfaction. This study contributes to the literature by demonstrating that the coping strategies of special school teachers in managing interactions with the parents of students with autism are dynamic, integrating both problem-focused and emotion-focused coping, and are shaped by personal factors and social support. These findings extend the existing body of knowledge on teacher stress coping by providing empirical evidence from the relatively underexplored context of teacher–parent relationships in special education for students with autism.  
Tindak Tutur Ilokusi Ekspresif dalam Novel Love With My Ketos (LWMK) Karya Matcharay- Hotriani Hotriani; Misra Nofrita
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2057

Abstract

Pemahaman tentang tindak tutur ilokusi ekspresif sangat dibutuhkan dalam sebuah komunikasi. Dengan pemahaman ilokusi ekspresif sangat memungkinkan untuk menghindari kesalahfahaman dalam berkomunikasi. Penelitian ini mengkaji tindak tutur ilokusi ekspresif yang terdapat dalam novel remaja Love with My Ketos karya Matcharay. Tujuan utama dalam penelitian ini adalah untuk mengidentifikasi bentuk tindak tutur ilokusi ekspresif yang terdapat dalam dialog karakter pada novel. Metode yang digunakan dalam penelitian ini adalah Pendekatan kualitatif deskriptif dengan teknik analisis isi digunakan dalam pengumpulan dan pengolahan data, dengan teknik baca dan catat berupa kutipan dialog antar tokoh yang mengandung ekspresi. Hasil penelitian menunjukkan bahwa ditemukan data tuturan ekspresif dalam novel Love With My Ketos (LWMK) sebanyak 50 data, diantaranya meminta maaf terdapat 17 data. Kemudian menyalahkan terdapat 15 data. Memuji terdapat 9 data. Selanjutnya Ucapan Terimakasih terdapat 8 data. Berikutnya Ucapan Selamat terdapat 2 data. Terakhir untuk tuturan ekspresif Berbelasungkawa penulis tidak menemukan elemen tuturan ekspresif ini didalam novel yang diteliti (LWMK). Understanding expressive illocutionary acts is essential in communication. Understanding expressive illocutionary acts makes it possible to avoid misunderstandings in communication. This study examines expressive illocutionary acts in Matcharay's teenage novel Love with My Ketos. The main objective of this study is to identify the forms of expressive illocutionary acts found in the characters' dialogues in the novel. The method used in this study is a descriptive qualitative approach with content analysis techniques used in collecting and processing data, with reading and note-taking techniques in the form of excerpts from dialogues between characters containing expressions. The results of the study show that there are 50 expressive speech data found in the novel Love With My Ketos (LWMK), including apologizing, there are 17 data. Then there are blaming, there are 15 data. Praising, there are 9 data. Next, there are 8 data for Thanking, and then there are 2 data for Congratulating. Finally, for the expressive speech of Condolence, the author did not find this expressive speech element in the novel studied (LWMK).
Peningkatan Keterampilan Menulis Teks Laporan Hasil Observasi Melalui Model Game Based Learning Berbantuan Media Kartu Acak Pada Siswa Kelas Xb SMA Negeri 02 Tambusai Marisah Marisah; Rita Arianti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2096

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis teks laporan hasil observasi siswa kelas XB SMA Negeri 02 Tambusai. Permasalahan yang ditemukan meliputi rendahnya minat siswa dalam menulis, kesulitan menemukan ide, kurangnya pemahaman terhadap struktur teks laporan hasil observasi serta penggunaan model pemeblajran yang kurang menarik. Penelitian ini bertujuan untuk mendeskripsikan proses dan hasil peningkatan keterampilan menulis teks laporan hasil observasi melalui penerapan model pembelajaran game based learning berbantu media kartu acak. Jenis penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subjek penelitian adalah siswa kelas XB SMA Negeri 02 Tambusai yang berjumlah 33 siswa. Teknik pengumpulan data dilakukan melalui tes observasi, tes keterampilan menulis, tes tindakan guru dan dokumentasi. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan model game based learning berbantu media kartu acak dapat meningkatkan keterampilan menulis teks laporan hasil observasi siswa. Peningkatan terlihat pada aspek struktur teks, kelengkapan dan ketepatan isi, serta penggunaan kaidah kebahasaan. Selain itu siswa menjadi lebih aktif, antusias dan termotivasi dalam mengikuti proses pembelajaran. Dengan demikian model pembelajaran game based learning berbantu kartu acak efektif digunakan untuk meningkatkan keterampilan menulis teks laporan hasil observasi siswa kelas XB SMA Negeri 02 Tambusai. This research was motivated by the low writing skill of observation seport texts among students of class XB at SMA Negeri 02 Tambusai. The problems identified included students’low interest in writing, difficulties in generating ideas, lack of understanding of the structure of observation report texts, and the use of less engaging learning models. This study aimed to describe the process and the improvement of students’ writing skill in observation report texts through the implementation of the game based learning model assisted by random card media. This research used classroom action research (CAR) consisting of two cycles. Each cycle included planning, action, observation, and reflection stages. The subjects of this study were 33 students of class XB at SMA Negeri 2 Tambusai. Data were collected through observation, writing tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The results showed that the implementation of the game based learning model assisted by random card media improved students’ writing skills in observation report texts. The improvement could be seen in the aspects of text structure, completeness and accuracy of content, and the use of language features. In addition, students became more active, enthusiastic, and motivated during the learning process. Therefore, the game based learning model assisted by random card media was effective in improving the observation report text writing skills of class XB students at SMA Negeri 2 Tambusai.
Analisis Permasalahan Belajar Matematika Siswa SMP Negeri 1 Jebus Abdul Latip; Noblana Adib
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2126

Abstract

Matematika berperan penting melatih kemampuan berpikir logis, analitis, dan sistematis siswa, namun kualitas pembelajarannya di Indonesia masih rendah sebagaimana tercermin dari peringkat PISA 2022. Di SMP Negeri 1 Jebus muncul kesenjangan mencolok antara capaian makro dan mikro: numerasi pada Rapor Pendidikan meningkat tajam dari 63,64% (2023) menjadi 95,56% (2025), tetapi rata-rata ketuntasan harian siswa hanya berkisar 45%-kesenjangan yang peneliti istilahkan fatamorgana akademik, yakni kondisi ketika skor asesmen nasional yang tinggi belum tentu mencerminkan penguasaan konsep matematika siswa secara nyata dalam praktik belajar sehari-hari. Penelitian ini bertujuan menganalisis bentuk permasalahan belajar matematika, mengeksplorasi makna pembelajaran matematika, dan mengidentifikasi upaya siswa mengatasi kesulitan tersebut. Penelitian kualitatif deskriptif berpendekatan fenomenologis ini melibatkan 86 siswa kelas VII-IX yang dipilih secara purposive berdasarkan pengalaman kesulitan belajar, dengan jumlah informan tiap kelas ditentukan melalui proportionate stratified random sampling berbasis rumus Slovin agar representasi tiap jenjang dan 18 kelas paralel tetap proporsional, serta empat guru matematika, selama September 2025 sampai Februari 2026. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan studi dokumentasi, dianalisis dengan model interaktif Miles dan Huberman. Hasil menunjukkan permasalahan belajar terbagi menjadi kesulitan konseptual, prosedural, dan pemecahan masalah verbal, dengan materi tersulit berbeda pada tiap jenjang (skala dan aljabar di kelas VII; relasi dan fungsi di kelas VIII; transformasi geometri di kelas IX), yang dipicu faktor eksternal berupa metode dan kecepatan penjelasan guru serta faktor internal seperti motivasi, konsentrasi, dan kesiapan fisik siswa. Matematika tetap dimaknai siswa secara positif sebagai sarana pengambilan keputusan, pembentukan karakter, dan pendukung mata pelajaran lain. Siswa mengatasi kesulitan melalui kombinasi pendekatan deduktif dan pemanfaatan teknologi digital, sementara guru menerapkan enam pendekatan pembelajaran yang penerapannya di kelas belum konsisten dengan rancangan pada modul ajar. Temuan ini menyimpulkan bahwa fatamorgana akademik di SMP Negeri 1 Jebus bersumber dari kesenjangan implementasi kurikulum, sehingga secara praktis penelitian ini merekomendasikan penguatan pendampingan implementasi kurikulum dan program diagnosis-remedial berbasis pemetaan kesulitan belajar yang personal dan kontekstual sebagai langkah prioritas bagi guru dan sekolah.   Mathematics plays a crucial role in fostering students' logical, analytical, and systematic thinking skills; however, the quality of mathematics instruction in Indonesia remains low, as reflected in the 2022 PISA rankings. At SMP Negeri 1 Jebus, a striking gap exists between macro and micro performance indicators: numeracy scores in the *Rapor Pendidikan* (Education Report Card) rose sharply from 63.64% (2023) to 95.56% (2025), yet the average daily mastery rate among students hovered at only 45%-a gap the researchers term an "academic mirage," a condition in which high national assessment scores do not necessarily reflect students' actual mastery of mathematical concepts in everyday classroom practice. This study aims to analyze the nature of mathematics learning challenges, explore the meaning students attribute to mathematics learning, and identify the strategies students employ to overcome these difficulties. Employing a descriptive qualitative design with a phenomenological approach, the study involved 86 students from grades VII through IX purposively selected based on their experience of learning difficulties, with the number of informants per class determined through proportionate stratified random sampling based on the Slovin formula to keep representation across grade levels and 18 parallel classes proportional and four mathematics teachers, over the period from September 2025 to February 2026. Data were collected through semi-structured interviews, participant observation, and document analysis, and were subsequently analyzed using the Miles and Huberman interactive model. The results reveal that learning challenges fall into three categories conceptual, procedural, and verbal problem-solving difficulties with the most difficult topics varying by grade level (scale and algebra in grade VII; relations and functions in grade VIII; geometric transformation in grade IX), driven by external factors (teachers' explanatory methods and pace) and internal factors (motivation, concentration, and physical readiness). Students nonetheless perceive mathematics positively as a tool for decision-making, character building, and support for other subjects. Students cope with difficulties through a combination of deductive approaches and digital technology, while teachers apply six pedagogical approaches whose classroom implementation is not yet consistent with what is planned in their teaching modules. These findings indicate that the academic mirage at SMP Negeri 1 Jebus stems from gaps in curriculum implementation, so the study recommends strengthening curriculum-implementation mentoring and personalized, context-specific diagnostic-remedial programs as priority steps for teachers and schools.
HUMA BETANG (Harmonisasi Ungkapan Mental Aksi Bina Emosi Antar Generasi) Berdampak pada Peningkatan Kecerdasan Emosional Murid SMP IT Hasanka Boarding School Palangka Raya Halimatus Sa'diah; Atin Supriatin; Santiani Santiani
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2188

Abstract

Pendidikan abad ke-21 menuntut satuan pendidikan tidak hanya meningkatkan capaian akademik peserta didik, tetapi juga membentuk karakter, kecerdasan emosional, serta kemampuan beradaptasi dalam kehidupan bermasyarakat. Berdasarkan hasil Rapor Pendidikan dan evaluasi budaya sekolah, masih ditemukan berbagai permasalahan seperti rendahnya indikator karakter, meningkatnya pelanggaran tata tertib, rendahnya kepedulian sosial, serta belum optimalnya internalisasi nilai-nilai kearifan lokal dalam proses pembelajaran. Sebagai upaya menjawab tantangan tersebut, SMP Hasanka Boarding School Palangka Raya mengembangkan Program HUMA BETANG (Harmonisasi Ungkapan Mental, Aksi, Bina Emosi Antar Generasi) sebagai inovasi penguatan karakter berbasis filosofi Huma Betang, pembelajaran mendalam (Deep Learning), dan metode sosiodrama.Artikel ini bertujuan mendeskripsikan implementasi Program HUMA BETANG sebagai praktik baik dalam membangun budaya sekolah yang berkarakter, harmonis, dan berbudaya. Metode yang digunakan adalah Best Practice dengan pendekatan deskriptif kualitatif melalui observasi, dokumentasi, refleksi pelaksanaan program, serta analisis capaian budaya sekolah. Implementasi program dilakukan melalui tiga komponen utama, yaitu penguatan kapasitas guru, penguatan karakter peserta didik melalui pembelajaran berbasis sosiodrama, serta pembentukan budaya sekolah yang mengintegrasikan nilai-nilai kearifan lokal Huma Betang.Hasil implementasi menunjukkan bahwa Program HUMA BETANG berkontribusi terhadap terbentuknya budaya sekolah yang lebih positif, meningkatnya kecerdasan emosional peserta didik, berkembangnya karakter sesuai Profil Lulusan Indonesia, menurunnya kasus pelanggaran peserta didik, meningkatnya prestasi akademik maupun nonakademik, menguatnya pelestarian budaya lokal melalui kegiatan Hasanka's Got Talent, serta meningkatnya kepercayaan masyarakat terhadap sekolah. Selain itu, program ini mendukung peningkatan indikator karakter pada Rapor Pendidikan melalui pembelajaran yang mindful, meaningful, dan joyful sesuai paradigma Pembelajaran Mendalam. Program HUMA BETANG dapat menjadi model inovasi penguatan karakter berbasis kearifan lokal yang relevan untuk diimplementasikan pada satuan pendidikan dalam mewujudkan ekosistem sekolah yang aman, inklusif, berbudaya, dan berorientasi pada peningkatan mutu pendidikan secara berkelanjutan.   21st-century education requires educational institutions not only to enhance students' academic achievements but also to shape their character, emotional intelligence, and adaptability within society. Based on "Education Report Card" (Rapor Pendidikan) results and school culture evaluations, various issues persist, such as low character indicators, rising disciplinary infractions, limited social awareness, and the suboptimal internalization of local wisdom values ​​in the learning process. To address these challenges, SMP Hasanka Boarding School Palangka Raya developed the HUMA BETANG Program (*Harmonisasi Ungkapan Mental, Aksi, Bina Emosi Antar Generasi*—Harmonization of Mental Expression, Action, and Intergenerational Emotional Nurturing). This innovation strengthens character based on the *Huma Betang* philosophy, Deep Learning principles, and sociodrama methods. This article describes the implementation of the HUMA BETANG Program as a best practice for building a school culture characterized by strong values, harmony, and cultural awareness. The study employs a "Best Practice" method with a qualitative descriptive approach, utilizing observation, documentation, program implementation reflection, and analysis of school culture outcomes. Implementation involves three main components: teacher capacity building, student character strengthening through sociodrama-based learning, and the establishment of a school culture that integrates *Huma Betang* local wisdom values. Results indicate that the HUMA BETANG Program contributes to a more positive school culture, enhanced student emotional intelligence, character development aligned with the Indonesian Graduate Profile, a reduction in disciplinary infractions, improved academic and non-academic achievements, strengthened local cultural preservation (via the "Hasanka's Got Talent" event), and increased public trust in the school. Furthermore, the program supports the improvement of character indicators in the Education Report Card through learning that is mindful, meaningful, and joyful, in accordance with the Deep Learning paradigm. The HUMA BETANG Program serves as a relevant model for local wisdom-based character strengthening innovation, applicable in educational institutions to create a school ecosystem that is safe, inclusive, culturally grounded, and oriented toward continuous quality improvement.
Teacher Communication Strategies in Inclusive EFL Classrooms: A Case Study of Deaf Education at SDN 2 Bengkala, Bali Gede Kusuma Nitya Yoga; Ni Nyoman Padmadewi; Ni Luh Putu Era Adnyayanti
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2197

Abstract

This study examines teachers' communication strategies in inclusive English as a Foreign Language (EFL) classroom at SDN 2 Bengkala, Bali, focusing on challenges in communicating with deaf students and the strategies used to address them. A qualitative case study was conducted using classroom observations, interviews, and field notes, which were analyzed through thematic analysis supported by Lasswell's Communication Theory. The findings identified four communication strategies: verbal, non-verbal, visual and sign language support, and multimodal communication. Teachers used simplified instructions, repetition, gestures, visual media, and Kolok Sign Language, with multimodal communication emerging as the dominant strategy. Two main challenges were identified: difficulty communicating English vocabulary and abstract concepts through sign language and students' emotional state and readiness to learn. Teachers addressed these challenges through collaboration with teaching assistants, visual media, and motivational activities. This study highlights the importance of flexible multimodal communication and teacher-assistant collaboration in supporting accessible and inclusive EFL learning for deaf students.
Nilai-Nilai Sosial Filosofis Mangalehen Parompa pada ‎ Masyarakat Adat Angkola di Desa Sibangkua Kec. ‎Angkola Barat Kab. Tapanuli Selatan Rabiatul Adawiyah; Hasnah Nasution; Endang Ekowati
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 2 (2026): Juni 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i2.2246

Abstract

Penelitian ini bertujuan menganalisis pelaksanaan adat mangalehen parompa, mengkaji nilai-nilai sosial dan filosofis yang terkandung di dalamnya, serta menjelaskan upaya pelestariannya di Desa Sibangkua. Penelitian menggunakan metode kualitatif dengan pendekatan field research. Data diperoleh melalui wawancara, dokumentasi, dan studi literatur, kemudian dianalisis secara deskriptif kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa adat mangalehen parompa merupakan pemenuhan hutang adat kedua dari pihak mora kepada anak perempuannya yang diwariskan secara turun-temurun. Adat ini menjadi syarat penting dalam kehidupan adat masyarakat dan mengandung nilai-nilai sosial berupa penguatan kekerabatan, solidaritas, dan silaturahmi. Nilai filosofisnya tercermin dalam doa dan harapan yang disimbolkan melalui motif parompa serta unsur indahan mangupa. Pelestarian adat dilakukan melalui pewarisan nilai budaya dan keterlibatan generasi muda dalam setiap pelaksanaan adat. Dengan demikian, adat mangalehen parompa menjadi kearifan lokal yang memperkuat identitas budaya dan hubungan kekerabatan masyarakat Angkola di Desa Sibangkua. This study aims to analyze the implementation of the mangalehen parompa tradition, examine its social and philosophical values, and describe the efforts made to preserve it in Sibangkua Village. This research employed a qualitative method with a field research approach. Data were collected through interviews, documentation, and literature review, and were analyzed using descriptive qualitative techniques involving data reduction, data presentation, and conclusion drawing. The findings show that mangalehen parompa is a customary obligation fulfilled by the mora (the wife's family) toward their daughter and has been passed down from generation to generation. The tradition serves as an important requirement in the customary life of the community and embodies social values such as kinship, solidarity, and social cohesion. Its philosophical values are reflected in the prayers and hopes symbolized through the parompa motifs and the elements of indahan mangupa. The preservation of this tradition is carried out through the transmission of cultural values and the active involvement of the younger generation in every customary ceremony. Therefore, mangalehen parompa represents a form of local wisdom that strengthens the cultural identity and kinship of the Angkola community in Sibangkua Village.
Game-Based Learning melalui Educaplay dalam Pembelajaran Kosakata Bahasa Jerman Dea Amanda; Irma Permatawati; Nur Muthmainah
Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan Vol. 5 No. 3 (2026): September 2026
Publisher : Lembaga Riset Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59086/jkip.v5i3.2177

Abstract

Penelitian ini bertujuan menganalisis perbedaan penguasaan kosakata bahasa Jerman antara peserta didik yang mengikuti pembelajaran menggunakan aktivitas Educaplay dan peserta didik yang mengikuti pembelajaran aktif non-Educaplay. Penelitian menggunakan desain kuasi experimen berupa nonequivalent pretest-posttest control group design. Partisipan terdiri atas 19 peserta didik kelompok eksperimen dan 27 peserta didik kelompok kontrol. Data dikumpulkan melalui tes penguasaan kosakata tema Essen und Trinken dan angket respons peserta didik. Hasil Mann-Whitney menunjukkan bahwa kemampuan awal kedua kelompok tidak berbeda secara signifikan (p=0,623). Setelah pembelajaran, skor posttest kelompok eksperimen lebih tinggi secara signifikan daripada kelompok kontrol (p<0,001), dengan besar perbedaan kategori tinggi (r=0,676). Uji Wilcoxon menunjukkan peningkatan signifikan pada kelompok eksperimen, sedangkan kelompok kontrol tidak mengalami perubahan signifikan. Peserta didik juga memberikan respons positif terhadap Educaplay. Dalam konteks penelitian ini, aktivitas Educaplay dapat digunakan sebagai media pendukung pembelajaran kosakata bahasa Jerman. Hasil angket mengindikasikan bahwasannya peserta didik memberikan respons positif terhadap penggunaan aktivitas Educaplay yang memperoleh persentase 85,43% serta tergolong kategori sangat baik. Temuan ini mengisyaratkan bahwa aktivitas Educaplay ini diterima secara positif oleh peserta didik karena dinilai menarik, mudah digunakan, serta mendukung motivasi belajar, pemahaman, dan daya ingat terhadap kosakata bahasa Jerman. Dengan demikian, Educaplay berpeluang menjadi alternatif media pembelajaran berbasis permainan yang dapat mendukung pembelajaran kosakata bahasa Jerman pada tingkat SMA.

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