This research is an analytical-descriptive study which focuses on the characteristics of students with difficulties in reading and the needs for differentiated learning instruction. The result of this study reveals that the prevalence of Students with Difficulties in Reading reaches 9,15% of the total population of students from each elementary school in Tomohon. The most excellent ability in reading comprehension which students have achieved is the level of literal reading. Students who have this level of reading skill can only be found in two elementary schools. Of 10 elementary schools, only students from 4 elementary schools whose reading ability lies on the lowest level, that is understanding vocabulary. In general, students face the difficulties in understanding inference and applying vocabularies. Learning process which has recently used is inadequate to accommodate students’ ability and solve their difficulties. The methods used in class include lectures and assignments. There are two methods, those are Rumpang Method and Glass analysis. The recent condition which students with difficulties in reading face requires immediate and meticulous problem solving. Therefore, teachers need to apply differentiated learning instruction in order to facilitate adaptive learning process suitable for the abilities of students with difficulties in reading.
The purpose of this study was to describe the effectiveness of the SAVI learning model for students with reading difficulties. There were 7-9% of students from populations in grades 4 and 5, who had difficulty reading comprehension. Teachers also do not know of any specific learning models for students with reading difficulties. The research method used is action research. Learning SAVI (Somatic, Audio, Visual, Intellectual) is implemented using John Elliot's model [1]. The research subjects were teachers and grade 4-5 students at SD Negeri II Tomohon. The action is carried out in three cycles. The results showed that out of the 3 cycles carried out, the teacher could be systematically guided from planning, implementing and evaluating learning, able to understand and guide students in overcoming reading difficulties. Likewise students with difficulty reading, with the SAVI learning model, students can be guided in stages by empowering sensory abilities to understand the reading they are learning, and their learning outcomes increase on average 10-15% in each cycle. The classroom climate is more pleasant because students are helped by clear learning stages, and are able to build teacher and student relationships towards educative interpersonal relationships.
This research is an analytical-descriptive study which focuses on the characteristics of students with difficulties in reading and the needs for differentiated learning instruction. The result of this study reveals that the prevalence of Students with Difficulties in Reading reaches 9,15% of the total population of students from each elementary school in Tomohon. The most excellent ability in reading comprehension which students have achieved is the level of literal reading. Students who have this level of reading skill can only be found in two elementary schools. Of 10 elementary schools, only students from 4 elementary schools whose reading ability lies on the lowest level, that is understanding vocabulary. In general, students face the difficulties in understanding inference and applying vocabularies. Learning process which has recently used is inadequate to accommodate students' ability and solve their difficulties. The methods used in class include lectures and assignments. There are two methods, those are Rumpang Method and Glass analysis. The recent condition which students with difficulties in reading face requires immediate and meticulous problem solving. Therefore, teachers need to apply differentiated learning instruction in order to facilitate adaptive learning process suitable for the abilities of students with difficulties in reading.
This study aims to provide teachers with knowledge and materials in inclusive schools about adaptive learning models for children with learning difficulties. The method used was a lesson study. The subjects were 20 teachers and principals in 3 elementary schools, namely SDN II Tomohon, SD Inpres Walian and SD GMIM IV Tomohon, in Tomohon City, North Sulawesi Indonesia. The results of this study indicate that the high prevalence of children with learning disabilities in inclusive schools in Tomohon City is 8.1% of the number of students in schools that it requires serious handling. The introduction and mastery of adaptive learning models in inclusive schools become an obligation for teachers. There are learning models such as differentiated learning models and SAVI learning models, which can be implemented for children with learning difficulties. Teachers who teach in Inclusive classes are willing to create lessons that can be adapted to the needs of children in the classroom. Teaching in class with heterogeneous students is a challenge during the teacher. The ability of teachers to implement adaptive learning models will continue to be carried out if there are equal work and serious assistance from professionals, such as special education, school principals, and school supervisors.
The purpose of this study is to get an overview and the extent to which the effectiveness of the application of pool therapy methods in reducing aggressive behavior in children with autism. This study uses experiments in the form of Single Subject Research (SSR), with A-B-A research design research subjects are autistic children who have excessive aggressive behavior, by applying the pool therapy method which is part of Hydrotherapy. The results showed that the application of the pool therapy method can reduce aggressive behavior in class IV autistic students at the Paulus Special School in Tomohon. Pool Therapy can be used as an alternative model of intervention to relax, relieve pain, relax tense muscles, and as a means of recreation for children with autism. The aggressive behavior of autistic children such as rebelling, throwing, hitting, and damaging things around, even hitting the teacher, can be reduced or even eliminated by this intervention model.
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