The development of religious and moral values is very important to instill from an early age in children because it is related to the formation of morals which is an asset in the child's life. In Permendikbud no. 137 of 2014 article 10 states that the level of developmental achievement of children aged 5-6 years. One of them is about doing worship. In learning the procedures for ablution. The results of the development needs analysis show that the variety of media to get used to the procedures for ablution for AUD is still limited. Observations of researchers from several schools, the media used by the teacher were pictures and miniatures. Researchers see the need for the development of learning media based on audiovisual pop-up books on the procedures for ablution. Pop up books are assessed from 3 aspects, namely efficiency, attractiveness, and effectiveness. The pop up book is modified with audio features that aim to make it easier for children to understand the ablution movements, intentions and prayers after ablution. The research method used is the ADDIE development model. The results of the evaluation of the material expert and media expert validation show a percentage of 88% which means very valid, the results of the assessment from the user expert is 92% which means very interesting, the results of the assessment of children's learning achievement are 97% which means very effective. The results of all the validation assessment of the audiovisual pop up book learning media on the procedures for ablution in Kindergarten Group B children showed a percentage of 92%, meaning that this media was very suitable for use.
Anak tunagrahita sedang mengalami hambatan dalam perkembangan kognitif khususnya bidang akademik pada pelajaran matematika khususnya berhitung. media dot cards untuk meningkatkan berhitung. Peneliti ini bertujuan untuk mendeskripsikan: (1) kemampuan berhitung sebelum intervensi, (2) kemampuan berhitung setelah intervensi, (3) pengaruh media dot cards. Penelitian eksperimen dengan uji Wilcoxon. Hasilnya adalah adanya pengaruh media dot cards. Perhitungannya diperoleh T hitung = 0. α =0,05 dan n = 6. Diperoleh T tabel = 2, H 0 ditolak dan H i diterima, sebab T hitung 0 < T tabel 2. Kesimpulannya adalah nilai rata-rata pre-test yaitu 51,08, dan nilai rata-rata post-test yaitu 79,69. Jadi, terdapat pengaruh media dot cards terhadap kemampuan berhitung siswa tunagrahita sedang.
The COVID-19 pandemic was caused the transformation of the learning system in the world to change rapidly. Learning through the network effects creating childhood's character. The study aims to describe the impact of the implementation of online learning on the character of children generated during the online study using the google classroom and zoom cloud meeting. The study used a qualitative approach with case studies in data collection by observation, interview, questionnaire, and documentary. As a result of this study, it may be noted that there has been a positive and negative effect on the character of children when online study through google classroom and zoom cloud meeting. The positive effect of the implementation of online learning during the covid-19 pandemic is demonstrated with child competence in the use of learning technology and the emergence of certain characteristics such as responsibility, discipline, religion, nationalism, courage, patience, and self-sufficiency. On the other hand, the implementation of online learning causes a drop in child sociability
This study aimed at describing the implementation of inclusive education at the social studies course (IPS/Ilmu Pengetahuan Sosial) in the Department of Special Education. The method used was qualitative in term of case studies. The research subject was the student of Special Education Department consisting of four blind students and 60 regular students. The instrument used was the observation, interviews and documentation. The mechanical analysis of data validity was triangulation. The result found that the inclusive education was not difficult to apply well in the IPS course. Students' learning activities in the classroom were very dynamic discussion about the IPS subject and the IPS learning practices in the micro class. The visually impaired student results were not inferior for regular students. It was concluded that inclusive education can be well applied in the IPS course.
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