Pendidikan Inklusif

Herawati, Nenden Ineu

doi:10.17509/eh.v2i1.2755

Cited by 37 publications

(31 citation statements)

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“…Pembelajaran daring selama pandemi menunjukkan bahwa perlu adanya kerjasama dan perhatian lebih dari seluruh satuan warga pendidikan untuk menciptakan pendidikan yang lebih inklusif. Pendidikan inklusif artinya pendidikan yang menghargai keanekaragaman, tidak diskriminatif, serta ramah terhadap pembelajaran termasuk untuk siswa penyandang disabilitas (Herawati, 2012). Sejalan dengan Herawati, Sulistyadi (2014) menekankan bahwa penyelenggaraan layanan pendidikan yang inklusif perlu andil semua pihak dan memerlukan kebijakan berskala besar.…”

Section: Pendahuluanunclassified

Pemanfaatan Sistem Manajemen Pembelajaran Bagi Guru dan Orang Tua Siswa Disabilitas Netra di SLB A Pembina Tingkat Nasional

Prestianta

Bangun²,

Perdana³

et al. 2021

JKP

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Internet dan teknologi digital telah mengubah seluruh aspek kehidupan manusia, salah satunya pendidikan. Kehadiran teknologi informasi dan komunikasi (TIK) memungkinkan penyelenggaraan pendidikan secara daring. Pandemi COVID-19 menunjukkan bahwa TIK kini adalah bagian yang tak terpisahkan dalam pendidikan. Namun, tidak semua orang bisa mengakses pendidikan secara daring dengan optimal. Penyandang disabilitas netra adalah salah satu yang menghadapi kendala dalam pembelajaran. SLB A Pembina Tingkat Nasional belum sepenuhnya siap untuk menjalani pembelajaran daring. Guru masih harus beradaptasi dengan teknologi dan sistem manajemen belajar daring yang tidak sederhana. Orang tua atau pendamping siswa tuna netra juga perlu mendapatkan edukasi berkaitan dengan proses belajar daring. Sementara siswa juga perlu diajarkan agar dapat belajar daring secara mandiri. Kegiatan pengabdian kepada masyarakat (PKM) ini dilakukan guna meningkatkan kemampuan guru dan orang tua/ pendamping siswa dalam hal sistem manajemen belajar daring agar dapat memandu siswa beraktivitas. Secara bersamaan PKM ini mendorong guru dan orang tua untuk membangun komunikasi yang dinamis dan transaksional yang berkesinambungan agar siswa berkebutuhan dapat belajar dari rumah secara optimal.Kata Kunci: Sistem manajemen pembelajaran; Disabilitas; Covid-19; Belajar Daring; Komunikasi Transaksional

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Section: Pendahuluanunclassified

Pemanfaatan Sistem Manajemen Pembelajaran Bagi Guru dan Orang Tua Siswa Disabilitas Netra di SLB A Pembina Tingkat Nasional

Prestianta

Bangun²,

Perdana³

et al. 2021

JKP

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“…This was reinforced in the 1993 Exam Nation resolution on inclusive education and the Minister of Education Regulation Number 70 of 2009 on inclusive education [2]. Herawati [8] emphasizes that all physical, intellectual, social, emotional, and linguistic disorders, children with disabilities, talents, street children, child laborers, children in remote or migratory communities, children from speaking ethnic groups ethnic/ cultural minorities, and children vulnerable to marginalization have the right to education without discrimination .…”

Section: Literature Reviewmentioning

confidence: 99%

Description About Materials Mathematics the Special Needs of Junior School of Result National Examination 2019

Wuryanti¹,

Rivalina²,

Rahdiani³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The purpose of this study was to see students with special needs in inclusive schools and their absorption of mathematics subject matter in the 2018/2019 Junior High School National Examination. Although the National Examination has been legally abolished, the results of the last National Examination 2018/2019 can still be used to capture students' minimum academic abilities and also for reflection to improve the quality of education better. The ability of students can be seen from the results of the national exam, while the absorption of mathematics can be seen from the proportion of students with special needs in inclusive schools who can correctly answer questions on the National Mathematics Exam. The population of this study was all junior high school students who took the National Examination for the 2018/2019 academic year, while the sample was all students with special needs who added 3806 junior high school students who took the National Examination for the 2018/2019 academic year. The data used is secondary data, namely the Junior High School National Examination data for the 2018/2019 academic year. Data analysis using Excel software, and then carried out descriptive statistical analysis. The results showed that the highest score of the National Mathematics Examination for students with special needs in inclusive schools was material and opportunity statistics with a score of 52.74, while the lowest score was in the coverage of numerical material with a score of 34.53. For, the next material coverage is Algebra 46.84, and Geometry and measurement 38.10. The range of values for participants with special needs is very large so it needs assistance to improve the abilities of students. The weakness of students with special needs in inclusive schools in Mathematics is the scope of the numerical material.

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“…Inclusive education is the one that is friendly to all children, with an education service system that requires children with special needs to study at nearby schools in regular classes with their peers. The purpose of inclusive education is to fulfill the mandate of Article 31 of the 1945 Constitution, while what underlie inclusive education are philosophical, juridical, and empirical (Herawati, 2016).…”

Section: Child-friendly Educationmentioning

confidence: 99%

How To Build Students’ Characters Based on Child-Friendly Education (Collaboration Study of MAN 2 Yogyakarta with Ainul Yaqin Islamic Boarding School Gunungkidul)

Wahab¹,

Taruna²,

Muntakhib³

2021

Proceedings of the 2nd International Conference on Religion and Education, INCRE 2020, 11-12 November 2020, Jakarta, Indonesia

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There are two models to build students' characters, which are independence and collaboration. Independence is performed internally by the educational institution itself, while collaboration is done through "cooperating with" other institutions. MAN 2 Yogyakarta is an institution that has built the characters of its students in collaboration with Ainul Yakin Islamic boarding school Gunungkidul. The school applies independence model by creating "child-friendly" madrasa through habituation, and it runs without violence and punishment. Naughty students are considered the ones who have "more energy". If such students do not change better until grade XII, a "service" process is conducted. The collaboration model is conducted with the Ainul Yakin Islamic boarding school. This Islamic boarding school fosters students with special needs (disabilitied students) who have special potential for each individual student. This potential is the thing that puts the students at the level of 'ilmal yaqin, Ainul yaqin, or Haqqul yaqin, for Assisted Students, Assisted-Directed Students, and independent Students. The collaboration between the two institutions provides new hope for students who have "more energy" and disabled students to rise up and have independent characters.

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Pendidikan Inklusif

Cited by 37 publications

References 0 publications

Pemanfaatan Sistem Manajemen Pembelajaran Bagi Guru dan Orang Tua Siswa Disabilitas Netra di SLB A Pembina Tingkat Nasional

Pemanfaatan Sistem Manajemen Pembelajaran Bagi Guru dan Orang Tua Siswa Disabilitas Netra di SLB A Pembina Tingkat Nasional

Description About Materials Mathematics the Special Needs of Junior School of Result National Examination 2019

How To Build Students’ Characters Based on Child-Friendly Education (Collaboration Study of MAN 2 Yogyakarta with Ainul Yaqin Islamic Boarding School Gunungkidul)

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