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Journal : Tsaqofah: Jurnal Penelitian Guru Indonesia

Analisis Kesalahan Penggunaan Huruf Kapital dan Tanda Baca Siswa Kelas 2 SDN Karawaci 1 Kota Tangerang Syifa Masyhuril Aqwal; Septy Nurfadhillah; Yeni Nuraeni
TSAQOFAH Vol 2 No 3 (2022): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.209 KB) | DOI: 10.58578/tsaqofah.v2i3.376

Abstract

This study aims to describe and describe errors in the use of capital letters and punctuation for grade 2 students at SDN Karawaci 1 Tangerang City. This study uses descriptive qualitative methods, namely methods that involve researchers directly to observe the object being studied. The results of this study were found in 26 students in the answers to the simple sentence writing questions that had been analyzed, there was the highest capital letter writing error in the month name indicator as many as 16 students or 61.5%. Meanwhile, the highest indicator punctuation error is at the dot at the end of the sentence as many as 7 students or 26.9%. This shows that the majority of grade 2 students at SDN Karawaci 1 understand punctuation, but there are still many who do not understand the use of capital letters.
Analisis Anak Berkebutuhan Khusus Tunagrahita dengan Kesulitan Menulis pada Siswa Kelas 3 di Sekolah Dasar Negeri Pasar Baru 1 Septy Nurfadhillah; Putri Octaviana; Dini Utami
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.345 KB) | DOI: 10.58578/tsaqofah.v2i6.629

Abstract

This study aims to describe the difficulties in learning to write for children with special needs with mental retardation and identify the causes of difficulties in learning to write in grade 3 students at SD Negeri Pasar Baru 1. This study uses descriptive qualitative research methods, with observation, interview, observation and documentation techniques. Based on the results of the study, some of the writing difficulties experienced by students with special needs did not recognize the letters of the alphabet as a whole, their writing skills had not yet developed, and students were still rigid in using stationery. this condition is influenced by the students' visual motor coordination which is not yet adequate. For this reason, researchers are interested in examining writing difficulties in children with special needs for mental retardation.
Analisis Pembelajaran Inklusi bagi Anak Berkebutuhan Khusus di SDN 3 Balaraja Septy Nurfadhillah; Karunia Nurullita Purwanti; Puspitasari Puspitasari; Silfia Silfia
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.154 KB) | DOI: 10.58578/tsaqofah.v2i6.631

Abstract

Inclusive education is an education or school that accepts all children regardless of their potential, physical, mental, emotional, social, religious, gender and economic background, but is a system that adapts to the needs of children, both normal and with special needs. The purpose of inclusive education is to encourage the realization of the participation of persons with disabilities or children with special needs in the life of society, nation and state. To achieve the goal, the method used is a descriptive method with a qualitative approach. The sample of this research is the inclusion school of SDN 3 Balaraja. The instruments used are observation, interview guidelines and documentation. Based on the data analysis carried out, the following research results showed that the learning process that was applied did not differentiate between ABK students and regular students, only that the teacher was always focused on ABK students. because every ABK student needs special attention. The material and learning system are relatively the same as regular students, so there is no difference between ABK students and regular students. It's just that before carrying out the learning process in the classroom, schools have certain indicators such as identifying students with special needs. In the implementation of learning, a lesson plan is needed that distinguishes the RPP for regular children from children with special needs, namely the indicator of achievement. For example, students are able to read, while children with special needs are changed to children who are able to say letters.
Analisis Penyelenggaraan Sekolah Inklusi di SDN Sukasari 5 Septy Nurfadhillah; Putri Salsabilla Sulistiyani; Robiatul Adawiyah
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.641 KB) | DOI: 10.58578/tsaqofah.v2i6.632

Abstract

This study aims to analyze the implementation of inclusive schools at the elementary school level, observe the learning process in the classroom, the handling carried out by special teachers for children with special needs (ABK) and the availability of facilities to support the learning process of children with special needs (ABK) at SDN Sukasari 5 Kota. Tangerang. In this research, the type of research used is descriptive qualitative research. Sources of data obtained from classroom teachers and teachers who specifically handle children with special needs (ABK). Data collection techniques used in this study are through interviews, observation, and documentation. The results of this study are that the implementation of inclusive education at SDN Sukasari 5 Tangerang City has been running quite well, but not optimally. The curriculum used in inclusive learning follows the same as other general students, except for inclusive education teachers using the PPI (Individual Learning Program) curriculum and for classroom teachers using a modified curriculum. For the types of students with special needs at SDN Sukasari 5, Tangerang City, there are four students, namely there are two ADHD students, one student with mild mental retardation and one has not been diagnosed with the ABK category. The schedule for inclusive learning at this school is on Mondays and Thursdays. The school provides supporting facilities and infrastructure for the inclusive learning process, it's just that it is not as complete as in the hospital but is sufficient to support the learning process. And schools already have special teachers to handle/teach children with special needs (ABK) where the handling of children with special needs (ABK) tends to be different from other students. But the special room facilities for inclusive learning are still not optimal because the room is still joined to another room.
Pendidikan Inklusi: Gangguan Keterlambatan Bicara (Speech Delay) pada Siswa SDN Sukasari 5 Septy Nurfadhillah; Cyintia Riswanti; Dede Mufliha; Saomi Solatun
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (586.946 KB) | DOI: 10.58578/tsaqofah.v2i6.635

Abstract

Children's language gradually develops according to the stimulation given by parents, teachers and society. The language development of children aged 6-12 years can be seen through speaking fluently, mastery of language and delivery of words is more complex. This study aims to identify cases of children who are late to speak, to find out the efforts of teachers and parents in overcoming children who are late to speak and to design a concept model for developing language skills of children who are late speaking. The approach used in this study is a qualitative descriptive approach. Data sources consist of: subjects (children, teachers, parents and speech therapists). Data was collected through observation, and interviews. The results showed that there were children who were late in speaking at the age of 6-12 years at the Sukasari 5 State Elementary School with a type of speech and language expressive disorder. Factors that affect children's speech delay consist of: intelligence, use of a second language, speech style/model that is imitated, health, and family relationships. The concept of the model that the researcher offers in this study is in the form of strategies/techniques to overcome speech delays in children, namely: training children to speak correctly, slowly and repeatedly, when speaking always pay attention to the grammar spoken, always involving children in speaking in every situation by improving children's pronunciation is still wrong, and using several systems such as regular consultations to find out the child's development to doctors and child psychologists.
Peran Tenaga Pendidik dan Orang Tua serta Masyarakat dalam Pendidikan Inklusi (Bimbingan dalam Pendidikan Inklusi) Septy Nurfadhillah; Shisy Yulia Cahyati; Sitti Aisyah Farawansya; Alya Salsabila
TSAQOFAH Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.282 KB) | DOI: 10.58578/tsaqofah.v2i6.639

Abstract

This research begins with the basic concept of inclusive education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this study was to describe the role of teachers and parents, as well as the community in inclusive education at SD Negeri Panunggangan 01. Collaboration between parents and teachers is very much needed in the formation and improvement of inclusive education. Parental involvement is a factor that can encourage and determine the development of inclusive education throughout the world. Parents of children with special needs need to be directly involved in making every decision, starting from school placement to their collaboration with the school. This journal begins with the basic concepts of inclusive education and education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this journal is for readers to know and understand the importance of the role and collaboration between parents and teachers in inclusive education.
Co-Authors Adella Adella Adilah Afifah Ahmad Amarullah, Ahmad Ahmad Arif fadilah Ahmad Edo Erdian Ahmad Iklil Asfari Ahmad Syaiful Haq Aisah Nur Fitri Akmal Asshiddiq Alfira Fazriandina Alviani Saridevita Alya Salsabila Amalia Muthia Khansa Amalita Aziah Septiarini Amelia Agdira Putri Amelia Khoerulnisa Amilanadzma Hidayah Amiratul Muzeeb A Anbar Nisrina Huwaida Andriyanto Andriyanto Aniq Insyirah Anisa Wiji Astuti Annisa Ardhana Yanti Annisa Nur Faizah Annisa Rachmadani Apik Woro A Aprilia Setyorini Aprilia Tri Utari Ardy Refando Aris Setiawan Adji Arwen, Desri Astri Putri Adinda Atilla Firstariza Ayu Wahyuni Azizah Al Ashri Bela Lestari Boy Dorahman Bunga Cempaka Cahaya Hasanah Cantika Rofiqoh Azhar Chintya Eka Prasetya Cyintia Riswanti Dar Alifah Amelia Davina Dewi Hartana Dayu Retno Puspita Dede Mufliha Defi Prasasti Deva Elfrisca Devie Anggraeny Dewi Isnania Pratiwi Dewi Rachma Lestari Dhita Safitri Dian Andriani Suherdi Dian Chaerani Utami Dini Utami Dwi Aulia Ningsih Dwi Putri Nur Oktadia Dwi Setyo Maryanti Dyah Utami Eka Nurwahyuni Emilia Septia Rini Erika Puspita Dewi Fadlatul Ramdhan Faizaria Cahya Tri Ramadani Fakah Hukmah Faraditha Madhofi Faradya Navyanti Farah Putri Rahmanda Farida Farida Fatmawati Fatmawati Febi Ria Valentina Fika Sulaehatun Nupus Fitri Maulida Fitri Maulida Awalina Ghina Salsabila J Hartika Rhea Elita Immawan Herlin Wizy Astuty Herlina Efendi Hesti Wahyuni Hesty Tri Shafani Hesty Tri Shafani Hilwatunnisa Nurlayali Ida Farida Iin Wulandari Indah Aprianti Indah Ayu Anggraini Indri Maya Astuti Intan Khairul Insani Ismiatun Nazifah Isnaini Nugrahanti Julya Fatharani Karunia Nurullita Purwanti Khairun Nisaa Khofifah Rizkyah Kurnia Fartdilah Laila Febriyani Suteja Laysia Ustianingsih Lita Nurbaiti Lusiana Della Paramita Melya Rosiana Mia Khofifaturrahmah Mitami Mitami Muawanah Muawanah Muhammad Riski Nadia Nurrohmah Nadila Anggraeni Putri Najib Hasan Nanda Devita Nanda Oktaviani M Neli Agustina Nia Rahmawati Nicken Novita Sari Niken Nur Yolawati Nopika Ayu Lestari Nundung Ari Afianti Nur Herni Hernawati Dewi Nur Kamilah Nur Latifah Nur Sella Fauziah Nurfidia Azhari Nurlaili Maghfiroh Nurlayla Hidayati Nursiah Nursiah Nurul Dwi Arlita Nurul Izzah Nurul Ulfi Padyah Padyah Puspitasari Puspitasari Putri Andini Putri Bunga Aulia Putri Fauziah Putri Indah Lestari Putri Octaviana Putri Raudhah Herros Putri Salsabilla Sulistiyani Putri Syifa Ananda Ragil Marcelino Rahmah Wati Anzani Rahmiy Safira Az Zahra Raihan Fadhlurrahman Jamirullah Reny Rahma Amalia Riana Okta Prabandani Rina Siti Nur Fatimah Riyadh Rafiqh Rizka Nia Fauziyah Rizki Zuliani Rizky Rahman Wijaya Robiatul Adawiyah Romi Ramdon Ginanjar Roro Rachmi Dewanti Rosnaningsih, Asih Roudhotus Sabila Sa'odah Sa'odah Sagita Destiyantari Salma Ramadhanty Salsa Bila Rahma Salsabila Rahma Salwa Syahida Samsul Azhar Saodah Saodah Saomi Solatun Sapitri Awaliyah Sarah As-sikah Sa’odah Sa’odah Sa’odah Sa’odah Sa’odah Sa’odah Sa’odah Sa’odah Septy Nurul Fauziah Shanti Kusminarti Shindy Rajna Putri Shisy Yulia Cahyati Silfia Silfia Silva Ariyani Siti Fadhilatul Barokah Siti Halimah Siti Khoiriah Siti Maemunah Siti Nur Faziah Siti Nurfaizah Siti Nur’alfiah Sitti Aisyah Farawansya Susi Susanti Handayani Syaeful Bahri Syafira Priangle Syifa Fauziah El-Abida Syifa Masyhuril Aqwal Tasya Farlidya Tasya Nurfadila Khoirunnisa Tio Saputra Tri Widyastuti Tyasti Sri Mulyani Ulia Uswatun Vira Ramadhani Virania Ananda Wahyuni Desti Utami Widya Cahyani Widya Nur Aini Wita Riflia Yayah Huliatunisa Yeni Nuraeni Zahra Hanifah Zahra Khoerunisa