Pemetaan Anak Berkebutuhan Khusus Pada Sekolah Inklusi Melalui Program Identifikasi Dan Asesmen

Nugroho, Wisnu; Minsih,

doi:10.51494/jpdf.v2i1.414

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…In some cases, parents might even decide against enrolling their child in school, opting instead to keep them at home due to these concerns (Baroroh & Rukiyati, 2022;Hayati & Lubis, 2021). Moreover, CSN who feel rejected, lack companionship, experience bullying, and face discrimination tend to withdraw from interacting with the social environment (Nugroho et al, 2021;Sharma, 2018). Parents are also concerned that children without special needs may emulate negative behaviors exhibited by CSN.…”

Section: Discussionmentioning

confidence: 99%

“…Many CSN parents need help enrolling their children in school. Many PAUD institutions reject CSN for various reasons, possibly due to the school's unpreparedness in implementing IE (Hayati & Lubis, 2021;Nugroho et al, 2021). Therefore, implementing inclusive special needs education management is necessary based on the needs and development of CSN (Hasibuan et al, 2020;Mustafa et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Inclusive education in Indonesia requires the involvement of parents, teachers, and the learning environment. The challenges schools face that still need to adopt inclusion revolve around teachers' readiness to effectively handle teaching and learning activities (Adiarti, 2014;Nugroho et al, 2021). Most kindergartens fall into institutions that require considerable development to implement an inclusive system.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Nisa,

Pandu Wijaya,

Ermawati

et al. 2024

PAUD

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Every child has the right to receive education tailored to their needs, including those with special needs. Many teachers still need help designing learning activities for inclusion classes. This research aims to analyze the readiness of PAUD teachers to hold inclusive classes. This research uses a quantitative descriptive method with a survey approach. The subjects of this research were 50 PAUD teachers. The method used to collect data was a questionnaire with the help of Google Forms. The data collection instrument is a questionnaire. The questionnaire consists of five aspects and 42 statements, measured using a Likert scale. The data analysis technique is quantitative descriptive analysis. The research results show that most PAUD teachers understand the concept of inclusive education, although some require improvement through training. However, teachers' awareness of the importance of inclusive education needs to be appreciated. Despite the transition's uncertainty, ECCE teachers demonstrate readiness to adopt inclusive practices. The success of inclusive education requires systematic support that includes collaboration, training, and strategic approaches to overcome challenges and guide PAUD teachers toward success in implementing inclusive education. This research implies that PAUD teachers' readiness to facilitate inclusive classes is critical. This readiness is essential to create enjoyable learning activities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Nisa,

Pandu Wijaya,

Ermawati

et al. 2024

PAUD

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“…Sedangkan untuk anak tuandaksa perlu dilakukan modifikasi pada kegiatan mobilitas. Kegiatan bisa dialihkan kepada kegiatan lainnya yang lebih sesuai (Nugroho & Minsih, 2021). Kaitannya dengan tujuan pembelajaran untuk anak berkebutuhan khusus perlu disesuaikan dengan karakteristik anak.…”

Section: Pembahasanunclassified

Implementasi Modifikasi Kurikulum untuk Meningkatkan Hasil Belajar Mahasiswa Berkebutuhan Khusus

Rafikayati,

Prawoto

2022

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Penelitian ini bertujuan untuk mengetahui implementasi modifikasi kurikulum untuk meningkatkan hasil belajar mahasiswa berkebutuhan khusus. Metode penelitian yang digunakan dalam penelitian ini yakni mixed method antara pra ekperimental one group pretst posttest design dan deskriptif kualitatif. Subjek penelitiannya sejumlah 3 mahasiswa berkebutuhan khusus Prodi Pendidikan Khusus UNIPA Surabaya Semester 3 yang terdiri atas 2 tunanetra, dan 1 tunadaksa. Penelitian ini menggunakan teknik pengumpulan data tes, observasi dan wawancara. Selanjutnya Teknik tes dianalisis dengan Uji Peringkat Bertanda Wilcoxon untuk mengatahui hasil belajar, dan Teknik observasi dan wawancara dianalisis secara kualitatif untuk mengetahui proses. Berdasarkan hasil penelitian dapat disimpulkan bahwa modifikasi kurikulum dilakukan pada modifikasi tujuan pembelajaran pada Rencana Pembelajaran Semester (RPS) dan Satuan Acara Perkuliahan (SAP), buku ajar perkuliahan, strategi pembelajaran, dan evaluasi pembelajaran. Adapun modifikasi yang dilakukan pada tujuan pembelajaran dan evaluasi pembelajaran disesuaikan dengan karakteristik tunanetra dan tunadaksa. Sedangkan modifikasi proses yang dialkukan menggunakan strategi pembelajaran cooperative learning sehingga terjadi kerjasama antara mahasiswa berkebutuhan khusus dan mahasiswa reguler. Berdasarkan hasil analisis data kuantitatif, modifikasi kurikulum yang dilakukan pada mahasiswa berkebutuhan khusus berpengaruh positif di mana diketahui Z hitung -4.788 dengan taraf signifikansi (a) 5%. Hasil tersebut lebih kecil dari 0,005, sehingga hipotesis penelitian terbukti. Dengan demikian dapat disimpulkan bahwa modifikasi kurikulum berpengaruh positif terhadap belajar mahasiswa berkebutuhan khusus.

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“…Involving parents in the learning process can also be beneficial, as they can assist teachers in adapting learning materials to meet their child's needs. This can result in effective communication and collaboration in supporting the education of students with special needs (Sulistyo Nugroho & Minsih, 2021).…”

Section: Teachers Efforts In Learning For Children With Special Needsmentioning

confidence: 99%

School Quality Improvement: Will Parent Ever Help in Enhancing Effective Educational Inclusive Curriculum Management

Kolik

2022

Idarah

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The focus of this research is on the collaboration between teachers' roles and parental participation in creating effective learning for children with special needs through an inclusive curriculum. This study is a qualitative field research using a descriptive survey technique. Informants are comprised of school principals, teachers, and several staff members. Informant selection was done using data representatives technique. The results of the study show that (1) efforts by teachers in teaching children with special needs are carried out through understanding the needs of the child, adjusting the learning materials, creating structured lesson plans, utilizing technology, developing social and personal skills of the child, developing vocational skills, evaluating and revising the learning process, and (2) the development of the curriculum for children with special needs involves parental participation by improving communication, creating a conducive learning environment, assisting children with homework, encouraging creative learning activities, and building positive emotional relationships. Abstrak: Fokus penelitian ini pada kolaborasi peran guru dan partisipasi orang tua dalam menciptakan efektivitas pembelajaran anak berkebutuhan khusus melalui kurikulum yang inklusif. Penelitian ini adalah penelitian lapangan berjenis kualitatif dengan teknik survey deskriptif. Informan berasal dari kepala sekolah, guru pengajar, dan beberapa orang staf. Penentuan informan menggunakan teknik keterwakilan data. Hasil penelitian menunjukkan: (1) upaya guru dalam pembelajaran Anak Berkebutuhan Khusus dilakukan dengan cara: memahami kebutuhan anak, menyesuaikan materi pembelajaran, membuat rencana pembelajaran yang terstruktur, menggunakan teknologi, mengembangkan keterampilan sosial dan kepribadian anak, mengembangkan keterampilan vokasional, mengevaluasi dan melakukan pengembangan ulang; (2) pengembangan kurikulum anak berkebutuhan khusus melibatkan partisipasi orang tua dilakukan dengan langkah peningkatan komunikasi, membuat lingkungan belajar yang kondusif, membantu anak dengan tugas-tugas rumah, mendorong kegiatan belajar yang kreatif, dan membangun hubungan emosional yang positif.

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Pemetaan Anak Berkebutuhan Khusus Pada Sekolah Inklusi Melalui Program Identifikasi Dan Asesmen

Cited by 9 publications

References 4 publications

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Implementasi Modifikasi Kurikulum untuk Meningkatkan Hasil Belajar Mahasiswa Berkebutuhan Khusus

School Quality Improvement: Will Parent Ever Help in Enhancing Effective Educational Inclusive Curriculum Management

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