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Tujuan dari program pengabdian ini adalah mengatasi permasalahan yang dihadapi oleh mitra. Permasalahan spesifik yang dihadapi adalah kurangnya pengetahuan para guru di MI Amaliyah Dusun Cijulang, Desa Sukakarya, tentang pengelolaan kelas dengan metode dan media pembelajaran kreatif. Hal ini mengakibatkan kurangnya semangat belajar siswa di MI Amaliyah. Metode pelaksanaan program pengabdian ini secara garis besar adalah dengan menggunakan penelitian tindakan (Action Research). Tindakan yang diambil oleh tim KKN-T adalah melaksanakan sosialisasi mengenai pengelolaan kelas dengan metode dan media pembelajaran kreatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Evaluasi efektivitas pelatihan dilakukan melalui dua penilaian, yaitu evaluasi melalui observasi langsung dan evaluasi berdasarkan hasil belajar siswa. Hasil evaluasi program pengabdian ini menunjukkan peningkatan kemampuan para guru di MI Amaliyah dalam merancang pembelajaran yang kreatif dan menarik. Mereka juga lebih terampil dalam menggunakan teknologi dalam proses belajar mengajar, yang pada akhirnya dapat meningkatkan kreativitas siswa, partisipasi, motivasi belajar, dan perubahan sikap.

Tujuan dari program pengabdian ini adalah mengatasi permasalahan yang dihadapi oleh mitra. Permasalahan spesifik yang dihadapi adalah kurangnya pengetahuan para guru di MI Amaliyah Dusun Cijulang, Desa Sukakarya, tentang pengelolaan kelas dengan metode dan media pembelajaran kreatif. Hal ini mengakibatkan kurangnya semangat belajar siswa di MI Amaliyah. Metode pelaksanaan program pengabdian ini secara garis besar adalah dengan menggunakan penelitian tindakan (Action Research). Tindakan yang diambil oleh tim KKN-T adalah melaksanakan sosialisasi mengenai pengelolaan kelas dengan metode dan media pembelajaran kreatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Evaluasi efektivitas pelatihan dilakukan melalui dua penilaian, yaitu evaluasi melalui observasi langsung dan evaluasi berdasarkan hasil belajar siswa. Hasil evaluasi program pengabdian ini menunjukkan peningkatan kemampuan para guru di MI Amaliyah dalam merancang pembelajaran yang kreatif dan menarik. Mereka juga lebih terampil dalam menggunakan teknologi dalam proses belajar mengajar, yang pada akhirnya dapat meningkatkan kreativitas siswa, partisipasi, motivasi belajar, dan perubahan sikap.

The involvement of universities in inclusive education in inclusive elementary schools is still not maximal, and the real impact can be felt for improving the quality of inclusive primary schools. This study aims to explore the opinion of general teachers (GT) on the expectations of university involvement in inclusive education practices in Indonesia. Data were collected using semi-structured interviews of forty GTs in two provinces in Indonesia. Data were analyzed using thematic analysis. The research resulted in three main themes: inclusive school mentoring, majors relevant to inclusive education in universities, and students' understanding in an inclusive classroom. Universities must meet the needs of elementary school graduates who will teach inclusive classrooms based on the problems faced by GTs so far, including academic and non-academic aspects. The results of this research are significant for universities to design courses that are relevant and in line with the needs of inclusive elementary schools. For this reason, all decision-makers at the university must be able to make and establish rules following the analysis of the needs of inclusive education practices.

One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-str One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-structured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructional strategies based on the natural learning system of the brain lies in the readiness of GTs in facing all changes in the instructional process that GTs has implemented. This challenge will expect to be the experience of GTs in designing more effective learning that must fully support all parties to provide meaningful learning for all students. uctured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructi

One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-str One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-structured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructional strategies based on the natural learning system of the brain lies in the readiness of GTs in facing all changes in the instructional process that GTs has implemented. This challenge will expect to be the experience of GTs in designing more effective learning that must fully support all parties to provide meaningful learning for all students. uctured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructi

The involvement of universities in inclusive education in inclusive elementary schools is still not maximal, and the real impact can be felt for improving the quality of inclusive primary schools. This study aims to explore the opinion of general teachers (GT) on the expectations of university involvement in inclusive education practices in Indonesia. Data were collected using semi-structured interviews of forty GTs in two provinces in Indonesia. Data were analyzed using thematic analysis. The research resulted in three main themes: inclusive school mentoring, majors relevant to inclusive education in universities, and students' understanding in an inclusive classroom. Universities must meet the needs of elementary school graduates who will teach inclusive classrooms based on the problems faced by GTs so far, including academic and non-academic aspects. The results of this research are significant for universities to design courses that are relevant and in line with the needs of inclusive elementary schools. For this reason, all decision-makers at the university must be able to make and establish rules following the analysis of the needs of inclusive education practices.

The involvement of universities in inclusive education in inclusive elementary schools is still not maximal, and the real impact can be felt for improving the quality of inclusive primary schools. This study aims to explore the opinion of general teachers (GT) on the expectations of university involvement in inclusive education practices in Indonesia. Data were collected using semi-structured interviews of forty GTs in two provinces in Indonesia. Data were analyzed using thematic analysis. The research resulted in three main themes: inclusive school mentoring, majors relevant to inclusive education in universities, and students' understanding in an inclusive classroom. Universities must meet the needs of elementary school graduates who will teach inclusive classrooms based on the problems faced by GTs so far, including academic and non-academic aspects. The results of this research are significant for universities to design courses that are relevant and in line with the needs of inclusive elementary schools. For this reason, all decision-makers at the university must be able to make and establish rules following the analysis of the needs of inclusive education practices.

One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-str One of the problems teachers often face in inclusive classrooms is the difficulty of designing effective and flexible instruction that can meet the needs of all students. This study explores general teacher (GT) opinions on the challenges in implementing instructional strategies based on the natural brain learning systems for inclusive classrooms in elementary schools. Data were collected through classroom observations and semi-structured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructional strategies based on the natural learning system of the brain lies in the readiness of GTs in facing all changes in the instructional process that GTs has implemented. This challenge will expect to be the experience of GTs in designing more effective learning that must fully support all parties to provide meaningful learning for all students. uctured interviews with seven GTs who have implemented instructional strategies based on the natural brain learning system in an inclusive classroom. Data were analyzed using thematic analysis. The research has four main themes: modification of teaching materials, modification of instructional methods, modification of instructional media, and time. The challenge in implementing instructi

Tujuan pengabdian ini sebagai bentuk peningkatan sosialisasi dan kesadaran anak-anak PAUD Mendanau 01 Desa Suak Gual dalam menjaga kebersihan diri di masa pandemi Covid 19. Kegiatan program pengabdian ini dilakukan kepada masyarakat dalam bentuk penyuluhan mengenai bagaimana cara mencuci tangan yang baik dan tepat. Pengabdian ini dilaksanakan di PAUD Mendanau 01 Desa Suak Gual berjalan dengan lancar, dengan harapan yaitu anak-anak dapat mengaplikasikan materi yang telah disampaikan, terutama tentang pentingnya cuci tangan di Masa Pandemi Covid 19

Tujuan pengabdian ini sebagai bentuk peningkatan sosialisasi dan kesadaran anak-anak PAUD Mendanau 01 Desa Suak Gual dalam menjaga kebersihan diri di masa pandemi Covid 19. Kegiatan program pengabdian ini dilakukan kepada masyarakat dalam bentuk penyuluhan mengenai bagaimana cara mencuci tangan yang baik dan tepat. Pengabdian ini dilaksanakan di PAUD Mendanau 01 Desa Suak Gual berjalan dengan lancar, dengan harapan yaitu anak-anak dapat mengaplikasikan materi yang telah disampaikan, terutama tentang pentingnya cuci tangan di Masa Pandemi Covid 19

This study aims to explore the perceptions of parents of regular students (PRS) and parents of special needs students (PSNS) alike on inclusive education at the elementary school level in Indonesia. This study was a case study-type qualitative research. The data collection consisted of a questionnaire and in-depth interviews. The participants in this study were 89 PRSs and 42 PSNS in West Java Indonesia. The findings of the study displayed that the perception of PRSs and PSNSs on inclusive education can be categorized into four aspects, namely social, emotional, academic, and non-academic. The perception of social elements can develop communication, social interaction, play, and cooperation between students. The emotional aspect develops a sense of respect, empathy, love, and caring for each other, respecting differences, while at the same time generating SNS insecurity when in an inclusive classroom. As far as academic aspects are concerned to provide opportunities for SNSs and RSs to learn together. Besides, there is a tendency that the teacher cannot always allocate time in order to give more attention to the SNSs than to the RSs. Perception of non-academic aspects that inclusive education is a service that provides every child with the right to access education.

This study aims to explore the perceptions of parents of regular students (PRS) and parents of special needs students (PSNS) alike on inclusive education at the elementary school level in Indonesia. This study was a case study-type qualitative research. The data collection consisted of a questionnaire and in-depth interviews. The participants in this study were 89 PRSs and 42 PSNS in West Java Indonesia. The findings of the study displayed that the perception of PRSs and PSNSs on inclusive education can be categorized into four aspects, namely social, emotional, academic, and non-academic. The perception of social elements can develop communication, social interaction, play, and cooperation between students. The emotional aspect develops a sense of respect, empathy, love, and caring for each other, respecting differences, while at the same time generating SNS insecurity when in an inclusive classroom. As far as academic aspects are concerned to provide opportunities for SNSs and RSs to learn together. Besides, there is a tendency that the teacher cannot always allocate time in order to give more attention to the SNSs than to the RSs. Perception of non-academic aspects that inclusive education is a service that provides every child with the right to access education.