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Journal : Jurnal Literasi Pendidikan Dasar

METODE PEMBELAJARAN DALAM MENGEMBANGKAN INTERAKSI SOSIAL ANAK TUNARUNGU Bonifasia Ayulianti Tat; Robertus Hudin; Mikael Nardi
Jurnal Literasi Pendidikan Dasar (JLPD) Vol 2 No 1 (2021): JLPD (Jurnal Literasi Pendidikan Dasar)
Publisher : Program Studi Guru Sekolah Dasar (UNIKA Santu Paulus Ruteng)

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Abstract

The purpose of this paper is to be describe learning methods that can develop the social interaction of children with hearing impairment. The method used was library research, where the authors analyzed the theories and research results from scientific journals, theses and dissertations related to this subject. The results showed that learning methods that can develop deaf children's social interactions are; 1) oral method. This method is very suitable to be applied to deaf children at the level of slight losses (20-30 Deci-Bell), mild losses (30-40 dB) and moderate losses (40-60 dB); 2) method of reading speech. This method is good for use at all levels of hearing loss; 3) manual method. This method is useful if it was focused on deaf children at the server level (60-75 dB) and deep losses (75 dB and above); 4) total communication method. This method can be implemented for all levels of hearing loss.
IMPLEMENTASI PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SEKOLAH DASAR Sofiana Haul; Yosef Firman Narut; Mikael Nardi
Jurnal Literasi Pendidikan Dasar (JLPD) Vol 2 No 1 (2021): JLPD (Jurnal Literasi Pendidikan Dasar)
Publisher : Program Studi Guru Sekolah Dasar (UNIKA Santu Paulus Ruteng)

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Abstract

The aims of this study are: 1) to determine the implementation of environmental awareness character education in elementary schools; 2) to describe the obstacles faced in the implementation of environmental awareness character education in elementary schools; 3) to describe the tips taken to support the success of environmental awareness character education in elementary schools. This environmental awareness character needs to be formed from an early age, namely, at elementary school age. The writing method used is a literature study which contains theories relevant to the research problem. The data sources in this study were secondary sources that relevant to the research variables. Data collection techniques was carried out by tracing and reviewing various literatures related to research. The data analysis technique used in discussing and analyzing the data is by using descriptive analysis methods and comparative methods. The results showed that the implementation of environmental awareness character education in elementary schools was carried out in three stages, namely: 1) integrated learning planning strengthening environmental care character education. Environmental awareness values ​​are integrated into planning documents such as lesson plans and syllabus. 2) Implementation of integrated learning to strengthen environmental awareness character education. The teacher integrates the values ​​of environmental awareness by utilizing the environment as a learning resource, and arranges classes so that the implementation of environmental awareness characters can run well. 3) Integrated learning assessment of the achievement of environmental awareness character. The character of environmental awareness becomes one of the components of attitude assessment. In addition, the formation of environmental awareness was carried out through positive habits both at home, at school, and in the community. The obstacles in implementing character education in elementary schools are influenced by internal and external factors. Internal factors are students' low understanding of environmental cleanliness. While external factors, namely, inadequate facilities and the indecision of the rules made by the school. The tips taken to support the success of environmental awareness character education in elementary schools, namely: 1) implementation of an environment-based curriculum in schools; 2) participatory based environmental activities; and 3) management of supporting facilities that are environmentally friendly. Thus, it can be concluded that the implementation of environmental awareness character education in schools can run well if there is work between the important components in education, namely teachers, students, parents, and the community.
MODEL PEMBELAJARAN PADA MASA PANDEMI COVID-19 DI SDK WEWO, KECAMATAN SATARMESE, KABUPATEN MANGGARAI MIkael Nardi; Ermilinda Paramita Lantur; Rudolof Ngalu
Jurnal Literasi Pendidikan Dasar (JLPD) Vol 2 No 1 (2021): JLPD (Jurnal Literasi Pendidikan Dasar)
Publisher : Program Studi Guru Sekolah Dasar (UNIKA Santu Paulus Ruteng)

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Abstract

This research was motivated by the problems in the field of education as a result of the Covid-19 pandemic, that learning could no longer be done face-to-face in the classroom. Thus, educational interaction certainly does not occur optimally. The purpose of this study was to describe the learning model during the Covid 19 pandemic at Wewo Elementary School, its implementation, and the challenges. This research is a qualitative research with descriptive type. Data collection techniques in the form of observation, interviews and documentation. The data analysis technique followed the interactive model of Milles and Hubberman, which consisted of the process of collection, reduction, presentation, conclusion and verification of data. The results showed that: (1) the learning model used by the teachers at Wewo Elementary School was the offline learning model. The use of this model was chosen because of the lack of infrastructure to carry out online learning. In addition, many students could not use cell phones for learning because their parents cound not afford it. Another reason was that the readiness of teachers to carry out offline learning is also minimal. (2) The process of implementing offline learning is carried out by giving assignments and hard copies. The teacher provides the hard copies and assignments to do at home, accompanied by parents. Students were required to take and collect the materials and assignments at school according to a predetermined schedule by following the health protocol. (3) The difficulty while applying the offline learning model was that the learning process couldnot run optimally. In fact, learning occurs in educational interactions between teachers and students, between students and friends, and students and various learning resources in and outside the school environment. However, as long as students study at home, the interactive process did not occur. Students only worked on assignments given by the teacher in the form of the photocopies. The number of materials and assignments without communication with the teacher makes students feel bored and bored. This has an impact on decreasing student learning outcomes.