In this study, natural staining procedures have been evaluated using hybrid dyes of mango and turmeric leaves. To get rich color shades with high strength and color fastness, coloring is done by involving a number of preparation stages which include washing using Turkish Red Oil (TRO), mordanting using alum, and staining which ends with fixation using iron material (II) sulfate (tunjung), alum and lime. The results showed the appearance of dark blue (dark), greenish yellow and yellow from the staining results using mango leaf extract as a single dye, each of which was fixed using tunjung, alum and lime, while in natural coloring with turmeric extract as a single dye with all three types of fixer the same each produces shades of brown, bright yellow and cream. The combination of mango and turmeric leaf extract as a hybrid coloring material has enriched the color shades produced with color strength 78.64%-90.16% for 25% DM / 75% K; 77.33%-90.70% to 50% DM / 50% K; and 75.87%-87.36% for 75% DM / 25% K. Furthermore, the use of hybrid dyes from a combination of mango and turmeric leaf extract has resulted in high color fastness. This can be seen from the staining scale of each dye, ie 2-3 (less)-4 (good) for 25% DM / 75% K; 3-4 (good enough)-4 (good) for 50% DM / 50% K; and 3 (enough)-3-4 (good enough) for 75% DM / 25% K.

The specific purpose of this study is to report the process of developing e-learning course on motion-building and mobility for students’ learning at the postgraduate of special education study program. This research was conducted to measure the e-learning capability on motion-building and mobility courses, which were applied through expert validation tests by using instruments in conducting assessments. Whereas the test users are the postgraduate students of special education study program by using the instrument in conducting assessment. The blended learning model of motion-building and mobility courses is designed and packaged offline in online textbooks of motion-building for blind children and motion therapy of cerebral palsy children. Based on the process of assessing the feasibility of the product’s validity and practicality, the product validity test results from the validator on all assessment items get a good result in score 3.6. The assessment results to test the practicality of users toward the product obtain a good result in score 3.4. Based on those results, it can be concluded that the implementation of e-learning on movement and mobility course for learning in post-graduate of special education study program worthiness is proven.

Digital literacy-based learning is needed for deaf students in understanding style and motion material. Application assisted learning in the form of e-books is specially designed for the deaf with an attractive design, which is accompanied by visual animations of the application of style and motion in everyday life. Thus, the understanding of the material obtained is not only through text.But animations of every kind of style and examples. The pupose of this research is to develop and determine the feasibility of digital literacy based learning designs for deaf teenagers. The development method used in this research is the Dick, Carey and Carey development model with nine stages. The results of this research a digital literacy based learning design for style and motion materials for deaf adolescents referring to the 2013 curriculum. 80% percentage, material expert validation shows 83,5% percentage, and 82.25% special education expert validation. So, the development of digital literacy-based learning designs for the deaf meets the feasibility needs.

Ki Hadjar Dewantara laid the foundation of education in Indonesia through his thoughts related to the nature of children in 1913-1919. On the other hand Lev Vygotsky (1896-1934) stated a theory that children are able to learn with the help of competent people. Both theories illustrate that the implementation of education will provide freedom and happiness for children in learning to learn by understanding children naturally and as they are. Research that has been done using ethnographic design aims to dissect and trace Ki Hadjar Dewantara's thoughts and Vygotsky's theory in the implementation of inclusive education. Data collection is done through documentation studies, guided group discussions, and questionnaires. The results of the analysis of the position of Vygotsky's theory in the implementation of inclusive education in the concept of the Zone of Proximal Development are focused on how children construct knowledge according to their culture and ways. The ZPD concept which focuses on cognitive theory emerged around 1993 which in Indonesia itself had been developed by Ki Hadjar Dewantara in 1913-1919 the emphasis was on teaching according to the nature of the child. Ki Hadjar's philosophy is heavily influenced by Maria Montessori's thoughts which emphasize the value of children's independent activities and the importance of children's growth as individuals. In 1952 Ki Hadjar Dewantara created a "system among" approach that put forward “Freedom of the Soul”. The system that supports the child's natural nature in order to develop inner and outer life according to his own nature. Knowledge and intelligence are only tools, the fruit is the maturity of the soul that can realize life and livelihood in an orderly, holy, and useful for others. The concepts of “Freedom of the Soul” and ZPD, are aligned in the cognitive view and efforts of children in obtaining the concept of knowledge in the implementation of education in the classroom. AbstrakKi Hadjar Dewantara meletakkan dasar pendidikan di Indonesia melalui pemikirannya terkait dengan sifat anak-anak pada tahun 1913-1919. Di sisi lain, Lev Vygotsky (1896-1934) menyatakan teori bahwa anak-anak dapat belajar dengan bantuan orang yang kompeten. Kedua teori tersebut menggambarkan bahwa implementasi pendidikan akan memberikan kebebasan dan kebahagiaan bagi anak dalam belajar belajar dengan memahami anak secara alami dan sebagaimana adanya. Penelitian yang telah dilakukan dengan menggunakan desain etnografi bertujuan untuk membedah dan melacak pemikiran Ki Hadjar Dewantara dan teori Vygotsky dalam implementasi pendidikan inklusif. Pengumpulan data dilakukan melalui studi dokumentasi, diskusi kelompok terpimpin, dan kuesioner. Hasil analisis posisi teori Vygotsky dalam penerapan pendidikan inklusif dalam konsep Zona Pengembangan Proksimal difokuskan pada bagaimana anak-anak membangun pengetahuan sesuai dengan budaya dan cara mereka. Konsep ZPD yang berfokus pada teori kognitif muncul sekitar tahun 1993 yang di Indonesia sendiri telah dikembangkan oleh Ki Hadjar Dewantara pada tahun 1913-1919 penekanannya adalah pada pengajaran sesuai dengan sifat anak. Filosofi Ki Hadjar sangat dipengaruhi oleh pemikiran Maria Montessori yang menekankan nilai kegiatan mandiri anak-anak dan pentingnya pertumbuhan anak sebagai individu. Pada tahun 1952 Ki Hadjar Dewantara menciptakan pendekatan "sistem di antara" yang mengedepankan "Kebebasan Jiwa". Sistem yang mendukung sifat alami anak untuk mengembangkan kehidupan dalam dan luar sesuai dengan sifatnya sendiri. Pengetahuan dan kecerdasan hanyalah alat, buah adalah kematangan jiwa yang bisa mewujudkan kehidupan dan mata pencaharian secara tertib, suci, dan bermanfaat bagi orang lain. Konsep "Kebebasan Jiwa" dan ZPD, diselaraskan dalam pandangan kognitif dan upaya anak-anak dalam memperoleh konsep pengetahuan dalam implementasi pendidikan di kelas.

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