Persepsi Guru terhadap Aktivitas Bermain Anak Berkebutuhan Khusus di PAUD Inklusi se-Jawa Tengah

Diana, Diana; Pranoto, Yuli Kurniawati Sugiyo; Rumpoko, Anisa Utamiyanti Tri

doi:10.31004/obsesi.v6i6.3559

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…Teachers' ability to select information refers to their strategies in facilitating the students' needs based on their characteristics, personal barriers and disorders, which are analysed during the previous identification attempt (Kartini & Aprilia, 2022). To optimise play activities for children with disabilities in inclusive ECE, teachers should perform initial assessments, modify teaching plans, and tailor activities for special needs children to allow them to play properly and improve their abilities (Diana et al, 2022;McGowan et al, 2023;Movahedazarhouligh, 2018).…”

Section: It Is Our Responsibility If There Is a Child With A Special ...mentioning

confidence: 99%

Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Tasu’ah,

Diana,

Sugiariyanti

et al. 2023

IJLTER

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Digital teaching emphasises information literacy as one of the competencies critically required in the education community. It marks the starting point of information management to acquire comprehension and achieve learning objectives, as an attempt to support individual abilities in facing any challenges. The increasing number of special needs children at inclusive schools challenges teachers to provide the best education services. Teachers are urged to learn in diverse ways to acquire skills in handling special needs children in their classrooms. This study used a mixed methods approach, using quantitative data to present participants’ demographic data and observation on literacy-numeracy skills of special needs children and qualitative data on the teachers’ information literacy for facilitating literacy-numeracy activities for special needs children in inclusive classrooms. This study purposively selected 20 Early Childhood Education teachers from five regions in Central Java who were experienced in handling inclusive classrooms. The data were collected through interviews, observations and documentation studies. Meanwhile, the data analysis interpreted all aspects that correlated to each other. The findings confirmed that teachers with information literacy on special needs children could facilitate play-based activities for literacy-numeracy skill learning. Teachers used the outcome of this information literacy to manage learning, starting from identifying the learning needs, designing learning programmes, implementing programmes, to conducting evaluations. Therefore, teachers urgently require necessary training that supports their information literacy in managing classroom learning, especially for special needs children.

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Section: It Is Our Responsibility If There Is a Child With A Special ...mentioning

confidence: 99%

Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Tasu’ah,

Diana,

Sugiariyanti

et al. 2023

IJLTER

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“…Dalam pelaksanaan pembelajaran untuk anak berkebutuhan khusus diperlukan berbagai macam inovasi pembelajaran (Bening & Putro, 2022;Diana et al, 2022;Fakhiratunnisa et al, 2022;Widhiati et al, 2022), termasuk dengan menggunakan media gambar seperti yang ditemukan dalam penelitian ini. Meskipun penggunaan media jangan dibatasi hanya dengan satu media saja, karena bisa memaksimalkan penggunaan variasi berbagai media (Aguss, 2022) di dalam proses pembelajaran.…”

Section: Pembelajaran Wudhu Melalui Media Kartu Gambar Bagi Anak Berk...unclassified

Pembelajaran Wudhu Melalui Kartu Gambar Bagi Anak Berkebutuhan Khusus di Banjarmasin Tengah

2023

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The aim of this research is to describe the learning of wudhu through picture cards for children with special needs and to identify the factors that influence the learning of ablution through picture cards for children with special needs in Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict. The subjects in this study were two special accompanying teachers of class IV A, one Islamic education teacher, and one inclusion teacher at Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict. The object of the study is the efforts made in learning ablution through picture card media for children with special needs in Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict. The techniques used in collecting data in the field are observation, interviews, and documentation, while the techniques used in processing the data are data collection, data editing, and data interpretation. The results of the research show that learning ablution through picture cards for children with special needs in Gadang 2 State Elementary School, Banjarmasin Tengah Subdistrict, is carried out well. They quickly understand the explanation, especially with the use of picture card that enables them to remember what they have seen on the cards. The factors that influence the learning of ablution through picture cards for children with special needs are derived from the teachers' educational background and good and supportive teacher experiences. Factors from students, their feelings or moods can affect the learning activities of ablution, and factors from media use, the use of picture cards in learning ablution has not been carried out well. The accompanying teacher, in addition to providing learning explanations, must also provide a sense of calm and comfort to children with special needs so as not to disrupt their learning mood and always provide encouragement and motivation to them.

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“…Selain dalam dunia pendidikan, keterampilan berbahasa juga digunakan sebagai sarana komunikasi langsung maupun tidak langsung. Dengan mempelajari bahasa Indonesia menjadi lebih mudah bagi siswa untuk berkomunikasi baik secara lisan maupun tulisan, terutama dalam pembelajaran dan tugas akademik (Diana, 2010). Dengan demikian, bahasa menjadi dasar komunikasi dengan orang lain dan menggunakan istilah-istilah bahasa yang disepakati untuk beradaptasi dengan masyarakat.…”

Section: Pendahuluanunclassified

Dampak “Tiktok” pada Kemampuan Berkomunikasi Siswa

Puja Kusuma Wati

2022

CDS

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Keberadaan aplikasi Tiktok semakin banyak diminati sejak Pandemi COVID-19. Aplikasi Tiktok memudahkan pemula untuk membuat video pendek yang menarik perhatian. Sebagian besar konten video berisi komentar yang tidak pantas, salah satunya adalah bahasa yang menyinggung. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan bahasa mana saja yang ditiru oleh anak dari konten aplikasi Tiktok. Jenis penelitian ini adalah kualitatif dan subjek kelas 1 adalah SDN 173 Pekanbaru, Subbagian Tenayan Raya. Berbagai macam bahasa ofensif ditemukan dalam hasil survei. Jenis bahasa kotor ini dapat diklasifikasikan menjadi lima jenis, yaitu keadaan, nama binatang, makhluk astral, benda dan bagian organ tubuh manusia. Mereka mengakui bahwa berdasarkan konten Tiktok mereka, mereka meniru dan berpartisipasi dalam penyebaran bahasa yang menyinggung ini. Para remaja ini mengakui bahwa berbicara dengan bahasa yang menyinggung seperti itu adalah wajar dan sehari-hari.

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Persepsi Guru terhadap Aktivitas Bermain Anak Berkebutuhan Khusus di PAUD Inklusi se-Jawa Tengah

Cited by 5 publications

References 24 publications

Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Pembelajaran Wudhu Melalui Kartu Gambar Bagi Anak Berkebutuhan Khusus di Banjarmasin Tengah

Dampak “Tiktok” pada Kemampuan Berkomunikasi Siswa

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