This study aims to analyze the Floor Time Approach to Improve the Learning Outcomes of Rollers to the Side in Adaptive Physical Education Learning for Cerebral Palsy Students. This research is a class action research using the Kemmis & Mc Taggart model namely). The study was conducted in 2 cycles, while each cycle contained four components (planning, action, observation, and reflection). The participants of this study were two students in class I cerebral palsy (age is 8 and 9 years old (M= 8.5) at State Special School (SLBN) 1 Bantul , Indonesia. The instruments used in this study were side roll learning test results, observation of student participation guidelines, teacher performance observation guidelines, and learning process documentation. Data analysis uses three stages and is accompanied by the calculation of indicators of success. The results showed the implementation of the floor time approach in improving the learning process especially in adaptive physical education subjects and other subjects in general. This also affects the ability to roll aside the first grade cerebral palsy students in SLBN 1 Bantul which also increased. The research was carried out in 2 cycles. The results of the first cycle score have shown an increase in ability but have not been able to reach the Minimum Completeness Criteria (KKM). The next step is to take action in cycle II. The results of the acquisition of scores in the second cycle. The results of the acquisition score in the second cycle has increased, of the 2 subjects in 8 and 9 years old (M= 8.5) can reach the KKM that is 75%. Angga obtained a score of 76 , 67 %, "T" obtained a score of 86.67%. The conclusion of this study is that the floor time approach can be used to improve learning outcomes of side roll in adaptive physical education learning for cerebral palsy students.The contribution of this study is that the teacher or reader can adopt the learning design of cerebral palsy children with a floor time approach to adaptive physical education in this study.

AbstrakPenelitian ini bertujuan menggambarkan profesionalisme guru pendidikan khusus di Daerah Istimewa Yogyakarta. Hasil penelitian profesionalisme guru pendidikan khusus berkaitan dengan profesionalisme guru pendidikan khusus. Profesionalisme guru pendidikan khusus ditinjau berdasarkan empat kompetensi guru, yaitu: (1) kompetensi pedagogik, untuk seluruh responden membuat perencanaan pembelajaran. Responden SMR memahami kondisi siswa dan memandirikan siswa, sedangkan responden BP berupaya memandirikan siswa; (2) kompetensi kepribadian, untuk seluruh responden menunjukkan sikap sebagai panutan, disiplin, bekerja dengan ikhlas. Tiga responden selain responden BP, memberikan pengabdian yang tulus, tanggung jawab terhadap pekerjaan, berpikir positif, dan menjaga kepercayaan; (3) kompetensi sosial, untuk responden HT dan SMR mewujudkan dengan sikap tidak diskriminatif, sedangkan responden BP dan BSN mewujudkannya dengan lebih berperan aktif dalam kegiatan di masyarakat; (4) kompetensi profesional, untuk seluruh responden menunjukkan dengan belajar terus menerus, mengikuti workshop dan diklat, serta menulis buku dalam bidang pengembangan pembelajaran. Responden SMR juga menunjukkan dengan mengikuti lomba, sedangkan responden BP dengan menempuh jenjang pendidikan yang lebih tinggi dan mengikuti kegiatan organisasi kependidikan. Bentuk pengembangan profesionalisme yang dilakukan oleh seluruh responden tampak jelas dalam kompetensi profesional, yaitu melalui kegiatan workshop, diklat, lomba, berorganisasi, maupun pengembangan yang dilakukan secara pribadi seperti menulis, dan menempuh pendidikan lanjut.

The purpose of writing this article is to find out the optimization of traditional gobak sodor neuroscience learning-based game activities as character education in intellectual disability with grade medium (ATG). Referring to the problems, most schools do not have policies and administrations regarding character education, most schools that have an environment that supports the implementation of character education, most teachers do not have good knowledge and attitude in character education, most teachers do not have good competence, most schools have used the curriculum and most teachers have not used assessments that are suitable for children.  Character education and most of the community has not supported the course of character education. The purpose of writing this article is to find out the optimization of traditional "gobak sodor" neuroscience learning-based game activities as character education in children ATG. The method used in writing this article is the study of non-systematic literature from national & international database. Based on the concept of a previous relevant frame of mind, schema, and research, it can be concluded that there will be optimization of traditional "gobak sodor" game activities based on neuroscience learning as character education in children. Optimization of adaptive physical education learning can occur through synergistic contributions through neuroscience learning in traditional games and character education of lightly impaired children. The results of adaptation of these mechanisms are able to reduce the barriers of cognitive domains, practice domains, and social domains of lightly impaired children. Keywords: character, neuroscience learning, traditional games, ATG