Shared Reading Implementation During the Literacy Period of a Child with Hearing Loss

Karasu, H. Pelin

doi:10.26822/iejee.2021.187

Cited by 4 publications

(6 citation statements)

References 23 publications

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“…The third stage was to reduce data that were not needed in analyzing research results. In the final stage, namely interpreting data, the researchers wrote down the study results in a descriptive and structured manner to make it easier to conclude data (Pelin, 2020).…”

Section: Methodsmentioning

confidence: 99%

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Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

Octavianti,

Retnaningdyah,

Munir

2023

IJORER Int. J. Recent Educ. Res.

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Objective: Reading is one of the most essential skills in learning, especially in English learning. Technological sophistication that is developing rapidly in the 21st century requires students to be literate in order to be able to compete in critical thinking and receive the latest information. The program suitable for the conditions of students in this century is extensive reading, which offers reading for pleasure according to the level of students' abilities. Method: The type of approach used in this research is qualitative. Only fifteen undergraduate students have received an extensive reading course in the fifth semester to obtain optimal results. In collecting data using two instruments, namely questionnaires and interviews. Results: The results shown in this research are that most undergraduate students have positive perceptions after receiving extensive reading course program activities, one of which is the addition of vocabulary that affects their reading motivation. Novelty: The results of this research encourage future researchers to dig up information about the effectiveness of using extensive reading in increasing vocabulary acquisition.

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Section: Methodsmentioning

confidence: 99%

“…This statement is supported by Niklas et al (2016), who states that the most crucial requirement that students must possess is reading skills. However, acquiring language in children takes a long time (Pelin, 2020). In addition, reading activities can be done not only at school and in the classroom but anywhere and anytime.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

Octavianti,

Retnaningdyah,

Munir

2023

IJORER Int. J. Recent Educ. Res.

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“…58 Daur belajar yang membuat SALAM menjadi sekolah yang merdeka, karena membentuk peserta didik menjadi aktif, kritis dan partisipatif. 59 Selain itu metode pembelajaran yang digunakan di SALAM tidak membatasi kreativitas peserta didik dalam belajar karena menggunakan metode riset. 60 Metode riset membentuk peserta didik menemukan ilmu pengetahuan dari pengalamannya sendiri.…”

Section: Pendidikan Holistik Sanggar Anak Alam (Salam)unclassified

Konsep Daur Belajar sebagai Implementasi Manajemen Kurikulum di Sanggar Anak Alam Yogyakarta

Muhammad Izzul Haq,

Abdul Aziz

2024

alfahim

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This research aims to describe the learning cycle concept as an implementation of curriculum management at Sanggar Anak Alam (SALAM) Yogyakarta. Indonesia's curriculum policy nomenclature changes from year to year, however, Sanggar Anak Alam (SALAM) itself consistently carries out learning cycle-based curriculum practices as a form of research. This curriculum practice has been running since the inception of SALAM in 1988 until now. Researchers use a case study approach with a qualitative type of research. Data was obtained through interviews, observation and documentation. The data is then analyzed using condensation techniques, presenting the data until conclusions are drawn. The results of the research include first, SALAM holistic education is carried out through a learning cycle and is supported by activities such as the Monday Legi market and minitrip. Second, learning cycle-based curriculum management practices with curriculum planning, implementation and evaluation. Curriculum management through the learning cycle positions students as real subjects, choosing to carry out and achieve goals with the help of facilitators so that holistic education is achieved.

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“…Permainan terdiri dari sembilan (9) sentra yang harus diajarkan dalam seminggu, yang meliputi; sentra kreasi, sentra rancang bangun, sentra eksplorasi, sentra persiapan, sentra olahraga, sentra cooking, sentra imajinasi, sentra ibadah, sentra persiapan yang kesemuanya itu bertujuan mengembangkan seluruh potensi kepribadian siswa seperti kognitif, afektif, psikomotorik, kreativitas, sosial dan spiritual (Lbs, 2020). Selain berbasis bermain, pendidikan holistik juga menekankan pada aktifitas sosial bersama dalam pembelajaran dan aktifitas lainnya (Pelin Karasu, 2020).…”

Section: Proses Perencanaan Dalam Pendidikan Holistik Berbasis Karakterunclassified

“…Kategori kedua membahas filosofi pendidikan holistik diantaranya menggunakan pendidikan humanis (Pavlovic et al, 2017), filosofi teacher non instrumentalism (Lovat, 2020), pendidikan inklusif (Klibthong, 2012) dan menekankan pada kemandirian anak (Dayan & Ziv, 2012). Literatur ketiga membahas metode dalam pelaksanaan pendidikan holistik, diantaranya; metode bermain (Alharbi & Alzahrani, 2020), metode bercerita (Alghamdi et al, 2017), metode membaca (Pelin Karasu, 2020), metode komunikasi dengan orang tua (Ubale, 2016).…”

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Perencanaan Pembelajaran Model Pendidikan Holistik Berbasis Karakter Program Semai Benih Bangsa

Subakat¹

2022

JAS

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Penelitian ini bertujuan untuk mengetahui implementasi pendidikan holistik berbasis karakter yang fokusnya pada aspek perencanaan pembelajaran. Penelitian menggunakan metode kualitatif dengan sumber data primer dengan teknik wawancara, observasi dan dokumentasi. Temuan dari penelitian ini menjelaskan bahwa perencanaan dalam pendidikan holistik berbasis karakter bersifat kolaboratif antara pihak penyelenggara pendidikan dan seluruh stakeholder. Metode pembelajaran yang digunakan lebih kepada bermain dalam sentra atau tematik. Seluruh aktifitas pembelajaran mengacu pada kurikulum pendidikan holistik berbasis karakter. Hasil dari penelitian ini dapat dijadikan acuan bagi lembaga pendidikan yang akan menyelenggarakan pendidikan holistik berbasis karakter dan selain itu juga dapat dijadikan referensi bagi penelitian selanjutnya terkait pendidikan karakter yang fokusnya pada anak usia dini.

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Shared Reading Implementation During the Literacy Period of a Child with Hearing Loss

Cited by 4 publications

References 23 publications

Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

Undergraduate Students’ Perception of Using Extensive Reading Strategy in Vocabulary Mastery

Konsep Daur Belajar sebagai Implementasi Manajemen Kurikulum di Sanggar Anak Alam Yogyakarta

Perencanaan Pembelajaran Model Pendidikan Holistik Berbasis Karakter Program Semai Benih Bangsa

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