This study aims to determine the implementation and inhibiting factors of the implementation of inclusive education in the Al-Firdaus Integrated Islamic Elementary School Banjarmasin. The research method used is a qualitative approach, and the type of research is case studies. The research informants were the school principal, inclusive school coordinator, class teacher, teacher assistant (special teacher), and students. The results of the study found the implementation of inclusive education in the Al-Firdaus Banjarmasin Integrated Islamic Elementary School including, 1). planning, each teacher is required to make lesson plans individually learning. 2). implementation, learning patterns carried out in the inclusive class consisted of three activities; tahfidz learning, regular classes, individual learning programs. 3). assessment, the school distinguishes the content of the questions and the difficulty level of the questions. Obstacles in the implementation of inclusive education at SDIT Al-Firdaus Banjarmasin occur in the implementation of learning in between classroom management and teachers need to repeatedly explain the material to students who are slow learners.
Penelitian ini bertujuan untuk mendeskripsikan peran guru pendamping khusus dalam mengembangkan emosional anak autisme di Kelas 1 A SDIT Al-Firdaus Banjaramasin, serta mendeskripsikan faktor-faktor yang mempengaruhi peran guru pendamping Khusus dalam mengembangkan emosional anak autisme di kelas 1 A SDIT Al-Firdaus Banjarmasin. Penelitian ini menggunakan pendekatan Kualitatiif dengan jenis pendekatan studi kasus dengan subjek penelitian kepala sekolah, Guru pendamping khusus dan wali kelas. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, display data dan penarikan kesimpulan. Penelti menggunakan triangulasi teknik dan triangulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa peran guru pendamping khusus dalam mengembangkan emosional anak autis di kelas 1 A SDIT Al-Firdaus Banjarmasin: 1) motivator, 2) Fasilitator, 3) Mediator 4) Pembimbing 5) Pendamping. Faktor-faktor yang mempengaruhi peran guru pendamping khusus dalam mengembangkan emosional anak autisme di kelas 1 A SDIT Al-Firdaus Banjarmasin adalah: 1) Peran Lingkungan Keluarga, 2) Peran Lingkungan Sekolah.
Abstrak: Penelitian bertujuan untuk mendeskripsikan upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrta A’yun Kandangan. Metode penelitian ini peneliti menggunakan pendekatan kualitatif dengan jenis studi kasus dan subjek dalam penelitian ini adalah Kepala Sekolah, Waka Kurikulum Sekolah, Waka Kesiswaan Sekolah, Kepala Perpustakaan, Koordinator Perpustakaan, Guru, Siswa dan Orang tua. Pengumpulan data dilaksanakan melalui observasi, wawancara dan dokumentasi. Teknis analisis yang digunakan penelitia adalah reduksi data, display data, dan penerikan kesimpulan. Peneliti menggunakan trianggulasi Teknik dan trianggulasi sumber untuk memperoleh keabsahan data. Berdasarkan hasil penelitian dapat disimpulkan bahwa upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan dengan upaya melalui kegiatan: 1) Penyediaan buku, 2) Jadwal Literasi, 3) Membuat Mading, 4) Reward, 5) Pojok Baca, dan 6) Perpustakaan Keliling. Faktor pendukung upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku-buku Baru, 2) Motivasi Guru, 3) Fasilitas, 4) Lingkungan, dan 5) Motivasi Orang tua. Faktor penghambat upaya menumbuhkan minat baca siswa melalui budaya literasi di SDIT Qurrata A’yun Kandangan adalah 1) Buku yang tidak diperbaharui, 2) Gadget, 3) Waktu yang tidak mencukupi dan 4) Kurangnya dukungan orang tua.EFFORTS TO FOSTER STUDENTS’ INTEREST THROUGH LITERACY CULTURE AT SDIT QURRATA A’YUN KANDANGANAbstract: This study aims to describe the efforts to foster students 'reading interest through literacy culture at SDIT Qurrta A'yun Kandangan. This research uses a qualitative approach, a case study type with the subject of the Principal, School Curriculum Deputy, School Student Assistant, Head of the Library, Library Coordinator, Teachers, Students and Parents. Data collection was carried out through observation, interviews and documentation. The analysis technique used in this research is data reduction, data display, and conclusion. Researchers used technical triangulation and source triangulation to obtain data validity. Based on the results of the study, it can be concluded that the effort to foster students' reading interest through literacy culture at SDIT Qurrata A'yun Kandangan through the following activities: 1) Provision of books, 2) Schedule of Literacy, 3) Making Wallings, 4) Rewards, 5) Reading Corner and 6) Mobile Library. The supporting factors for the efforts to foster students 'reading interest through literacy culture at SDIT Qurrata A'yun Kandangan are 1) New Books, 2) Teacher Motivation, 3) Facilities, 4) Environment, and 5) Parents' Motivation. The inhibiting factors in trying to foster students' interest in reading through literacy culture at SDIT Qurrata A'yun Kandangan are 1) books that are not updated, 2) gadgets, 3) insufficient time and 4) lack of parental support.
The concept of learning in inclusion education requires the right strategy. The strategy is tailored to the needs of children with special needs. Ability in classroom management is emphasized for a teacher in an inclusion school, in addition, teachers are required to have competencies in managing learning and understanding aspects of children's development. This research aims to find out the role of special companion teachers in the program inclusion education services at Tk Idaman Banjarbaru. The role of a special companion teachers in the inclusion education service program at Tk Idaman Banjarbaru is carried out in several ways, namely: assessing students at the beginning of the new school year by involving psychologists to find out the types and levels of problems that children experience, making Individual Learning Programs that are suitable for children with special needs, which are carried out through learning in the classroom and also through resource space provided in order to provide stimulus to ABK, and play a role in assessing, and edification of standards / indicators that have been adjusted to the circumstances of students with special needs.
The spread of covid-19 in Indonesia has a huge impact in the world of education. Responding to the outbreak of the Covid-19, the government has implemented a Distance Education for education sector. The impact of the problem is experienced by many classroom teachers in Banjarbaru City, among them 1). There are still many teachers who have minimal knowledge related to learning with distance education systems, 2), There are still low skills of teachers in the creation of IT-based learning media. To solve the problem there are several solutions that the advocates offer such as 1), Providing knowledge about managing learning with distance education systems. 2). Providing knowledge about the types media platforms for distance education. 3). Providing training on making learning videos based on android smartphones through kinemaster application. Based on the results of the training on making learning videos based on android smartphones through kinemaster applications in KKG teachers of Pangeran Antasari Group class of Banjarbaru City that is well carried out, it can be concluded that the training activities are able to provide new knowledge and skills for KKG teachers in Group class of Pangeran Antasari banjarbaru city in the creation of smartphone-based learning videos through kinemaster application.
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