Pendidikan inklusif di sekolah memberikan kesempatan kepada semua peserta didik untuk dapat melaksanakan proses pembelajaran tanpa adanya diskriminasi. Di tiap sekolah/madrasah di wilayah Nusa Tenggara Barat terdapat 5 - 15% dari jumlah siswa yang mengalami kelainan maupun kesulitan belajar. Kesulitan belajar mencakup kesulitan belajar dalam perkembangan yang berpengaruh pada kesulitan belajar akademik. Kegiatan pelatihan tentang profil kesulitan fungsional belajar siswa ini bertujuan agar guru-guru, khususnya guru sekolah dasar di Kecamatan Plampang, Kabupaten Sumbawa memahami jenis[1]jenis kesulitan fungsional belajar siswa dan cara mengidentifikasi kesulitan fungsional belajar siswa. Identifikasi kesulitan belajar siswa merupakan salah satu bagian dalam penilaian awal pada tahapan melaksanakan pembelajaran berbasis level kemampuan siswa (Teaching at The Right Level) yang merupakan metode pembelajaran yang diterapkan dalam kurikulum merdeka. Metode pelaksanaan pada kegiatan pengabdian masyarakat ini dibagi dalam tiga tahapan, yaitu tahapan persiapan, pelaksanaan, dan evaluasi. Hasil dari kegiatan pengabdian masyarakat ini adalah guru-guru memiliki pengetahuan tentang jenis kesulitan fungsional belajar siswa dan mengetahui serta dapat menggunakan alat identifikasi kesulitan belajar siswa. Dengan demikian, guru telah melakukan salah satu proses analisis diagnostik pada siswa. Selanjutnya, guru dapat mengatasi permasalahan adanya kesulitan belajar siswa tersebut dan menemukan solusi terbaik dalam melaksanakan proses pembelajaran yang sesuai dengan kebutuhan dan kemampuan siswa.
This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.
This article reports on the language learning of Asian English learners in Australia as a target language community. This study's research topic is the difficulties or challenges, and strategies used by the Asian students. Five international Master of Applied Linguistics and TESOL students from China, Japan, Myanmar, and Vietnam are the participants of this study. The data were collected through observation, interview and documentation. The findings of this qualitative study demonstrate that the participants faced some level of difficulty or struggle in all macro skills for a variety of reasons. Surprisingly, the majority of the individuals struggled in speaking skill in the target language community. In terms of learning strategies, the participants used a variety of strategies and made use of their social relationships to aid their learning. Their second preferred strategy is cognitive, followed by metacognitive, which is only used by two participants in dealing with their learning problems.
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