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Implementasi Peran Guru dalam Mengembangkan Kecerdasan Moral pada Siswa Kelas IV SDN Karawaci 1 Kota Tangerang Nursiah Nursiah; Sa’odah Sa’odah; Septy Nurfadhillah
MASALIQ Vol 2 No 5 (2022): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.391 KB) | DOI: 10.58578/masaliq.v2i5.540

Abstract

This research was conducted at SDN Karawaci 1 Tangerang City, which aims to find out how the role of teachers in developing moral intelligence in fourth grade students at SDN Karawaci 1 Tangerang City. Because students need not only academic achievement, they also need moral skills, especially when dealing with other people. This study uses a qualitative research approach. In addition to using a qualitative approach, the method used is descriptive qualitative. In this study, the subjects that became the focus of research were teachers and fourth grade students at SDN Karawaci 1. In this study, researchers used eleven 11 subjects consisting of 10 students and 1 teacher. The results of this study show that the role of the teacher here has been very active in contributing to its role, namely combining the values of moral intelligence that will be built on students with the learning process. In addition, the teacher also teaches students aspects of moral intelligence by doing it directly. Teachers are able to relate aspects of moral intelligence in the learning process with examples of teachers using methods that relate to the values of character education in the classroom, one of which is by using the role playing method. develop students' moral intelligence in the Learning Implementation Plan (RPP).
Implementasi Pelaksanaan Pendidikan Inklusi di SDN Karawaci 5 Kota Tangerang Septy Nurfadhillah; Tasya Farlidya; Tio Saputra
MASALIQ Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (583.684 KB) | DOI: 10.58578/masaliq.v2i6.628

Abstract

The purpose of this study is to find out how the implementation of the implementation of inclusive education in SDN KARAWACI 5 Tangerang City is. The method used in this study is a qualitative method, with the research subjects being individuals who participate in the research. Data analysis techniques used are data reduction, data presentation, and drawing conclusions/verification. The results of the study indicate that inclusive education services at SDN KARAWACI 5 have been maximized, this is because SDN KARAWACI 5 is an inclusive school based on the Appointment Decree appointed by the mayor. And the curriculum used at SDN KARAWACI 5 still uses the same one so that the needs and handling of ABK students are well accommodated. Meanwhile, the condition of teachers has not been supported by adequate teacher quality, because the management of education personnel is carried out according to regular standards and the limitations of regular teachers with understanding of ABK students. The facilities and infrastructure at SDN KARAWACI 5 do not meet the standards of sarpras, this is because there is no allocation of funds for the provision of sarpras for students with special needs. As well as special services at SDN KARAWACI 5 in special cases such as providing special services or special treatment for ABK students by holding additional classes every Friday and Saturday.
Analisis Implementasi Assesment pada Pembelajaran Inklusi di SDN Cibodas 1 Kota Tangerang Septy Nurfadhillah; Ahmad Edo Erdian; Ragil Marcelino; Tri Widyastuti; Nundung Ari Afianti; Roudhotus Sabila; Annisa Ardhana Yanti; Herlina Efendi
MASALIQ Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (466.761 KB) | DOI: 10.58578/masaliq.v2i6.634

Abstract

This study aims to determine the implementation of inclusive education at SDN Cibodas 1 Tangerang. This research type and methodology uses qualitative case studies. The research subjects were principals, special supervision teachers and therapists. Data was collected by using observation, interview and recording techniques. Data analysis was done by data triangulation technique. The school organizes inclusive education by conducting an assessment of prospective students with Special Needs in collaboration with the Tangerang City Education Office, with the aim that it is seen as a material that determines the type of educational service that is appropriate and based on the needs and abilities of students. teachers with special educational backgrounds Training with regular teachers. Special facilities and infrastructure for Children with Special Needs This school already has treatment rooms, assessment tools, treatment tools and learning media. To create a friendly school environment for children with special needs, schools create programs that communicate with the community, parents, and the government. These programs use the 2013 curriculum which has been modified to better meet their needs. This includes funds for Children with Special Needs and PBB which are used in the same way for regular and inclusive schools as well as using BOS for funds for special supervised teachers and Honor therapists. However, the funds are not the same between regular schools and inclusive schools even though the needs are different. This is because some of the facilities and infrastructure are not adequate for children with special needs.
Peran Guru Pembimbing Khusus dalam Menangani Kesulitan Belajar bagi Anak Slow Learner di SDN Cimone 7 Septy Nurfadhillah; Adilah Afifah; Shindy Rajna Putri; Siti Halimah
MASALIQ Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (543.316 KB) | DOI: 10.58578/masaliq.v2i6.636

Abstract

This research is motivated by the existence of education that is intended for all children, including children with special needs. Children with special needs have different characters, especially Slow Learners in learning are still experiencing difficulties. Therefore, special mentor teachers are needed to help them provide a better education according to their character. The formulation of the problem of this research is how the role of a special supervisor teacher for Slow Learners at SDN Cimone 7. The purpose of this study is to determine the role of a special supervising teacher for Slow Learners at SDN Cimone 7. This type of research is qualitative research. Data collection techniques used are observation, interviews, documentation and triangulation of sources. The results of this study indicate that the role of special supervising teachers includes: designing and implementing specific programs, identifying, assessing and compiling individual learning programs, modifying teaching materials, conducting evaluations, and making reports on programs and the development of children with special needs. With these roles, most children with special needs in public elementary schools can provide good services. Suggestions for this research are the supervising teachers always encourage students to study hard at home and at school, and provide learning facilities that support the educational development of their students
Analisis Manajemen Pendidikan Inklusi di SD Negeri Poris Gaga 2 Kota Tangerang Septy Nurfadhillah; Dwi Aulia Ningsih; Ahmad Syaiful Haq; Andriyanto Andriyanto; Fadlatul Ramdhan
MASALIQ Vol 2 No 6 (2022): NOVEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (639.525 KB) | DOI: 10.58578/masaliq.v2i6.646

Abstract

This study aims to determine the learning media of inclusive education programs for children with special needs at SD Negeri Porisgaga 2 Tangerang City, to find out the factors that influence the importance of learning media for inclusive education programs for children with special needs. . Data collection techniques are through observation, interviews and documentation. Sampling is purposive sampling. The validity of the research data is by using data triangulation techniques (source triangulation) and reviewing informants. The data analysis technique used is interactive analysis technique. From the research results, it is known that the implementation of inclusive education programs for children with special needs at SD Negeri Porisgaga 2 Tangerang City goes through 3 (three) stages, namely the preparation stage which includes data collection activities for children with special needs, program socialization and provision of resources. The program implementation phase includes learning implementation activities, capacity building for human resources, and mentoring services for children with special needs, the last stage is the monitoring and evaluation stage.
Analisis Pembelajaran Anak Aphasia dan Diskalkulia pada Siswa Kelas 4 di SD Negeri Tegal Alur 02 Pagi Septy Nurfadhillah; Amalia Muthia Khansa; Atilla Firstariza; Dar Alifah Amelia; Riyadh Rafiqh; Rizka Nia Fauziyah
ARZUSIN Vol 1 No 1 (2021): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.434 KB) | DOI: 10.58578/arzusin.v1i1.110

Abstract

The purpose of this study, which is to know what obstacles a teacher is facing in doing learning to aphasia and dycalculia children, what factors are a teacher's impediment to doing learning to aphasia and dykalculia children, what solutions can be made to overcoming the learning factors to aphasia and dykalculia children, If there is a difference between a specific need for children and a common child at the same time, then there is a method of learning that occurs at the meeting of the two special-needs children and general children, then the method used in this study is a defined method, which is to describe sata in accordance with the purpose and research questions. Children with special needs are those who have difficulty following the learning process because of physical, emotional, mental, social, or intellectual potential. Education inclusion is a system of education that provides opportunities for all learners who have disabilities and have the potential intelligence and special talent to pursue education or learning in the education environment together with the participants in general. Schools also need to prepare a curriculum that can be applied to learning that is acceptable to both normal students and special needs children. Based on those limits, inclusive education is intended asa system of induction services that includes children with children of their own learning ata regular school nearby.
Sejarah dan Perkembangan serta Permasalahan Pendidikan Inklusi di Indonesia Septy Nurfadhillah; Faizaria Cahya Tri Ramadani; Nurlayla Hidayati; Eka Nurwahyuni; Siti Nur’alfiah; Putri Syifa Ananda; Ismiatun Nazifah; Fakah Hukmah
ARZUSIN Vol 2 No 5 (2022): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.864 KB) | DOI: 10.58578/arzusin.v2i5.614

Abstract

This study aims to reveal the history and development and problems of inclusive education. Inclusive schools provide educational programs that are appropriate, challenging, but according to the abilities and needs of each student as well as the help and support that teachers can provide for children to succeed. The history of the development of inclusive education in the world was originally initiated and started from Scandinavian countries (Denmark, Norway, Sweden). In the United States in the 1960s, President Kennedy sent Special Education experts to Scandinavia to study the mainstreaming and Least restrictive environment which turned out to be suitable to be applied in the United States. The research method used in this research is descriptive qualitative. The data collection technique used is triangulation. This research uses source triangulation and technique triangulation. After that, the data was analyzed through four stages, namel y: data collection, data reduction, data presentation and drawing conclusions. The results of the data obtained from observations and interviews. By interviewing third grade teachers at SDIT Latansa Cendekia, it was conducted using an interview guide to obtain information about inclusive education at SDIT Latansa Cendekia.
ANALISIS ASPEK KOGNITIF PENDIDIKAN JASMANI PADA SISWA KELAS IV DI SDN KEDAUNG BARAT Samsul Azhar; Siti Maemunah; Boy Dorahman; Nur Latifah; Septy Nurfadhillah
Jurnal Kesehatan Jasmani dan Olahraga (KEJAORA) Vol 7 No 2 (2022): Jurnal Kejaora (Kesehatan Jasmani dan Olah Raga)
Publisher : Prodi Pendidikan Jasmani Kesehatan dan Rekreasi, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.309 KB) | DOI: 10.36526/kejaora.v7i2.2146

Abstract

Penelitian bertujuan untuk mengetahui mengenai bagaimana aspek kognitif pada pendidikan jasmani di kelas IV. Menggunakan metode deskriptif mengenai fenomena-fonomena di lingkungan sekolah. Subjek dalam penelitian ini adalah Kepala Sekolah, guru dan peserta didik, guru sebagai informan ke dua dalam permasalahan aspek kognitif pendidikan jasmani. Teknik analisis data menggunakan reduksi data, penyajian data, penarikan kesimpulan. Dari hasil penelitian dapat disimpulkan bahwa aspek kognitif pada pendidikan jasmani diawali dengan perencanaan dan pelaksanaanya. Pengimplementasian aspek kognitif pada pendidikan jasamani menggunakan metode yang dimiliki oleh guru salah sataunya melakukan kemampuan pengetahuan peserta didik sampai ke tingkat evaluasi. Aspek kognitif yang ditekankan pada pembelajaran pendidikan jasamni yaitu tidak saja menyangkut penguasaan pengetahuan faktual semata-mata, tetapi meliputi pula pemahaman terhadap gejala gerak dan prinsipnya. Masalahnya masih kurang minat dan motivasi.
Analisis Peran Guru dalam Pengelolaan Kelas pada Pembelajaran Tematik Kelas V di SDN Karanganyar 3 Kota Tangerang Roro Rachmi Dewanti; Yeni Nuraeni; Septy Nurfadhillah
AS-SABIQUN Vol 4 No 4 (2022): SEPTEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i4.2135

Abstract

This study aims to find out and describe the main activities and strategies carried out by a teacher to minimize problems in classroom management in class V thematic learning at SDN Karanganyar 3 Tangerang City. This study uses descriptive qualitative methods, namely methods that involve researchers directly to observe the object being studied. The results of the research obtained by the researcher are the main activities in SDN Karanganyar 3 Tangerang City, the lack of a teacher in organizing students in the classroom and the lack of material supporting the material that is very little. in this case, the teacher must be able to make agreements with students in managing the class and students cannot understand the material because of the lack of supporting materials from thematic guidebooks at school. This means that the teacher must always be alert in handling the class properly and make the learning atmosphere in the class interesting so that students do not get bored in learning.
Analisis Gerakan Literasi Sekolah melalui Pojok Baca Siswa Kelas 4 SDN Pinang 1 Fitri Maulida Awalina; Septy Nurfadhillah; Yeni Nuraeni
FONDATIA Vol 6 No 4 (2022): DESEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v6i4.2158

Abstract

This study describes how the school literacy movement is through the reading corner of grade 4 students at SDN Pinang 1. The school literacy activity at SDN Pinang 1 is to get students used to reading for 15 minutes before and after learning and is carried out every day. The goal is that students get used to reading and can improve students in reading. Not only with the literacy movement to improve students' reading so that students in reading at SDN Pinang 1 also set up a corner which is expected to increase students' reading interest because students are closer to them. The technique used in this research is descriptive qualitative by using information collection methods in the form of observation, interviews, and documentation. Checking the validity of information using triangulation. Information is analyzed through the steps of gathering information, reducing information, presenting information, and drawing conclusions. Respondents in this research amounted to 14 people, namely the principal, the homeroom teacher for grade 4A, and 13 students in grade 4A. Based on the results of the research, the school literacy movement through the reading corner at SDN Pinang 1 ran efficiently even though it had been hampered by the pandemic.
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