Application of Learning Materials Design for Hindu Religious Subject in Special Education

Abstract

Distinctive schools have been built intended for students with special needs. However, not all teachers be given a particular education/training to accommodate the requirement. Taken place in SLB Pembina Mataram, this study focused on Hindu Religious Education and how its design of learning material can be applied for students with special needs. It is also cover the issues and constraints faced and how to overcome the obstacles occur. Approach used in this study is descriptive qualitative, structured participant observation, an open-ended interview, including documentation. Data are collected and analysed by data reduction methods, data presentation, and data interpretation that are analysed by Ausubel's Theory.Despite all shortcomings, application of Hindu Religious learning material design continues to be developed. Through an effort which combined with individual approaches and be synergizing with parents in learning, made children be able to understand their religion and grow as an individual with character.

Strategi Orang Tua Dalam Mendampingi Anak Usia Dini Belajar Daring Di Rumah

“…Berikut ini pendampingan orangtua dalam mengoptimalkan anak belajar dari rumah pada masa pandemi Covid-19 : (1) Orang tua sebagai pendidik (educator) (Saridewi & Dewanti, 2019), artinya dalam proses pendidikan anak saat pandemi Covid-19 orang tua dapat memainkan peran dalam pembentukan karakter, fisik, motorik, sosial, emosional, moral, bahasa, kognitif, kreativitas dan Agama serta meletakkan dasar-dasar dalam kecakapan hidup. (2) Orang tua sebagai guru (Rudiarta, 2020), artinya orang tua dalam kehidupan sehari-hari dapat memainkan peran untuk melakukan kegiatan belajar, apakah itu kegiatan membaca, menulis maupun berhitung, sehingga anak-anak memiliki kesiapan untuk melakukan aktivitas seperti di sekolah.…”

Independence of Deaf Students Through Mesatue Method Using Cartoon Media In Hindu Religious Learning

“…Because the role of peers, teachers, families, communities and the surrounding environment can trigger interactions to train communication (Angelia Widyastuti & Widiana, 2020;Pramono et al, 2021). Learning gaps occur in outstanding schools with minimal media use in era 4.0 (Djumabaeva & Kengboyeva, 2021;Saridewi & Dewanti, 2019). The use of very minimal media in learning will inhibit the achievement of learning goals in all three aspects, namely cognitive, psychomotor, and affective aspects .…”

“…Reinforcement for children who experience well-being in hearing is focused on the eyes. Learning methods are part of learning strategies because they present, describe, and set examples and models for achieving specific goals (Alshawabkeh et al, 2021;Saridewi & Dewanti, 2019). This research focuses on storytelling methods in the material introducing the basics of Hindu holidays with pleasure of fostering independence.…”