Metode Guru Bk Dalam Mengatasi Problem Penyesuaian Diri Pada Anak Berkebutuhan Khusus

Lestari, Fitri

doi:10.14421/ijds.2206

Cited by 6 publications

(3 citation statements)

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“…Children with special needs in Indonesia have had the opportunity to receive education, although not all of them have been able to enjoy it (Hamidaturrohmah & Mulyani, 2020a;Lestari, 2015;Rudiyati, 2013). It is also not a matter of discrimination or exclusion, but of many factors, including geography or socioeconomics (Agustriyana & Nisa, 2017;Amirin, 2013).…”

Section: Discussionmentioning

confidence: 99%

Educational challenges for children with special needs in inclusive primary schools

Chairunnisa

Rismita²

2022

j. ilm. sekol. Dasar

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There is no specific curriculum for inclusive students, and there is also no assessment guide for inclusive students. It causes students with special needs to have difficulty learning, and learning does not run optimally. This study aimed to analyze the learning completeness of ABK students in inclusive elementary schools and various challenges in managing inclusive schools. This type of research is qualitative. The method used in this study is a qualitative method with phenomenology. The design used in this study using Miles and Huberman. The subjects in this study amounted to 8 people. Methods of data collection using the method of observation, interviews, and triangulation. The research instrument is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis. The data analysis method uses framing analysis. The research method used is the descriptive qualitative method with framing analysis. The results of this study are that first, the learning completeness of ABK students is still not optimal. Second is the unpreparedness of the teacher in teaching ABK students. Third, the limitations of special assistant teachers for inclusive students. Fourth, inadequate facilities and infrastructure for inclusive students. Fifth, there are differences in perceptions of ABK students between schools, the community and the government. The general conclusion is that students with special needs learning mastery will succeed if there is a common perception between inclusive schools, the environmental community and the local government.

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Section: Discussionmentioning

confidence: 99%

Educational challenges for children with special needs in inclusive primary schools

Chairunnisa

Rismita²

2022

j. ilm. sekol. Dasar

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“…Anak Berkebutuhan Khusus di Indonesia masih mendapatkan kesempatan Pendidikan, walaupun tidak semua dapat menikmati pendidikan tersebut. (Hamidaturrohmah & Mulyani, 2020); (Lestari, 2017), (Rudiyati, 2013) , hal ini bukan semata-mata masalah diskriminasi atau disisihkan , akan tetapi banyak faktor termasuk masalah geografi dan sosial ekonomi. (Agustriyana & Nisa, 2017); (Amirin, 2013).…”

Section: Hasil Dan Pembahasanunclassified

Sebuah kajian tentang evaluasi Program Indonesia Pintar bagi Anak Berkebutuhan Khusus

Chairunnisa,

Istaryatiningtias

2023

JBMP UNP

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This research aims to encourage the implementation and inequality that occurs in the distribution of the Smart Indonesia Program (PIP) for students with Special Needs (ABK) at SDN Sudimara Timur 2, Tangerang City, Banten. The method used is a qualitative method with an inequality evaluation research model (Discrepancy model). Data collection techniques through in-depth observation, interviews were conducted with 7 key people who were considered to understand PIP, namely the principal, treasurer, grade 2 teacher, grade 5 teacher, grade 6 teacher, PIP fund recipient operator and school committee, literature study, documentation study, and triangulation. The data analysis technique used by the Miles & Huberman interactive model is in the stages of data collection, data reduction, data presentation (data display) and drawing conclusions (verification). The first finding is that there are still obstacles in implementing the Smart Indonesia Program (PIP). Second, it is necessary to improve the quality of education and training for teachers to support the development of ABK in schools. Third, there is a need to increase coordination and communication between teachers, parents and medical personnel to support the development of ABK in schools. Fourth, it is necessary to provide outreach and education to students' parents about PIP so that there are no irregularities in the use of PIP funds. The recommendation that can be taken from this research is that the Smart Indonesia Program can be continued and improved, noting that there is a need to carry out a more comprehensive evaluation in the implementation of the Smart Indonesia Program for ABK in schools. This needs to be done to ensure that all crew members receive financial assistance from the Smart Indonesia Program. AbstrakPenelitian ini bertujuan untuk mengevaluasi implementasi dan ketimpangan yang terjadi dalam penyaluran Program Indonesia Pintar (PIP) bagi siswa Anak Berkebutuhan Khusus (ABK) di SDN Sudimara Timur 2 Kota Tangerang, Banten. Metode yang digunakan adalah metode kualitatif dengan model penelitian evaluasi ketimpangan (Discrepancy model). Teknik pengumpulan data melalui observasi mendalam, wawancara dilakukan kepada 7 orang kunci yang dianggap memahami PIP yaitu kepala sekolah, bendahara, guru kelas 2, guru kelas 5, guru kelas 6, operator penerima dana PIP dan komite sekolah, studi kepustakaan, studi dokumentasi, dan triangulasi. Model interaktif Miles & Huberman merupakan teknik analisis data yang digunakan pada penelitian ini. Hasil temuan pertama, masih terdapat kendala dalam penerapan Program Indonesia Pintar (PIP). Kedua, diperlukan peningkatan kualitas pendidikan dan pelatihan bagi guru dalam mendukung perkembangan ABK di sekolah. Ketiga, perlu ditingkatkan koordinasi dan komunikasi antara guru, orang tua siswa dan tenaga medis dalam mendukung perkembangan ABK di sekolah. Keempat, perlu diadakan sosialisasi dan edukasi kepada orang tua siswa tentang PIP agar tidak terjadi penyimpangan di dalam penggunaan dana PIP. Rekomendasi dari penelitian ini y...

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“…Kesiapan guru dalam menangani anak berkebutuhan khusus di kelasnya akan terbentuk jika tercapai perpaduan antara tiga faktor, yaitu tingkat kematangan, pengalamanpengalaman yang diperlukan, dan keadaan mental dan emosi yang serasi (Hasibuan, Syamsuri, Santosa, & Pamungkas, 2020;Lestari, 2015). Tingkat kematangan dipengaruhi oleh usia, kondisi fisik dan kematangan.…”

Section: Hasil Dan Pembahasanunclassified

Kesiapan Psikologis Guru Tk di Bali Menerima Anak Berkebutuhan Khusus di Kelas

Ujianti

2021

Mimb. Ilmu

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Kurang maksimalnya proses pembelajaran disebabkan karena guru belum memahami karakteristik anak berkebutuhan khusus serta belum memahami program inklusi dan mendesain pembelajaran yang baik. Tujuan penelitian adalah untuk menganalisis kesiapan guru menerima anak usia dini berkebutuhan khusus di kelasnya, dan faktor-faktor psikologis yang mempengaruhi kesiapan tersebut. Jenis penelitian ini adalah kualitatif. Penelitian ini menggunakan metode kuantitatif dan kualitatif dengan sampel 94 orang guru TK dari 23 sekolah, 8 orang diantaranya secara sukarela berpartisipasi dalam diskusi kelompok terarah untuk mendapatkan pemahaman yang lebih mendalam. Instrumen yang digunakan untuk mengumpulkan data adalah kuesioer. Teknik yang digunakan untuk menganalisis data dalam penelitian ini adalah statistik deskriptif dan teknik analisis tematik. Hasil penelitian ini adalah para guru belum memiliki pengetahuan dan keterampilan yang memadai untuk mendeteksi, melakukan asesmen dan menciptakan lingkungan belajar yang memadai dan sesuai untuk anak usia dini berkebutuhan khusus, namun guru memiliki sikap positif dan bersedia menerima anak berkebutuhan belajar di kelasnya. Implikasi penelitian ini yaitu guru hendaknya selalu memperhatikan kesiapan psikologi siswa karena akan mempengaruhi keberhasilan pembelajaran.

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Metode Guru Bk Dalam Mengatasi Problem Penyesuaian Diri Pada Anak Berkebutuhan Khusus

Cited by 6 publications

References 0 publications

Educational challenges for children with special needs in inclusive primary schools

Educational challenges for children with special needs in inclusive primary schools

Sebuah kajian tentang evaluasi Program Indonesia Pintar bagi Anak Berkebutuhan Khusus

Kesiapan Psikologis Guru Tk di Bali Menerima Anak Berkebutuhan Khusus di Kelas

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