scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN MATEMATIKA BAGI SISWA BERKESULITAN BELAJAR DI SEKOLAH DASAR INKLUSI

2015 ◽  
Vol 10 (2) ◽  
pp. 102-103
Author(s):  
Indina Tarjiah
Keyword(s):  
Learning Disabilities ◽  
Elementary School ◽  
Research And Development ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Model Testing ◽  
Instructional Model ◽  
Preliminary Study ◽  
Instruction Model

The objective of this research is to produce a mathematic instruction model for the children with learning disabilities in multiplication. This research was conducted at the elementary school implementing inclusive education. This research performed as from June 2013 through November 2014 was categorized as a research and development with the stages starting from preliminary study by analyzing potentials and problems, collecting and analyzing all information related to the problems, designing the model, validating the model, revising the model, testing the model, revising the model, trying out the model, improving the model, and finally producing the model. The research produced instructional model consisting of several components appropriate for the students with disabilities in learning multiplication.

scholarly journals The Evaluation Inclusive Education Program Based Pancasila Values in Giwangan Elementary School Yogyakarta

2019 ◽  
Author(s):  
Fitri Indriani ◽  
Satrianawati Satrianawati
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Research And Development ◽  
Inclusive Education ◽  
Education Program ◽  
Quality Evaluation ◽  
First Principle ◽  
Evaluation Instrument ◽  
School Research ◽  
Development Data

This research is educational research and development. The aim is developing an evaluation instrument that implementation inclusive education based on the values of Pancasila in elementary school. The research target is to get the evaluation instrument for inclusion school so that the known effectiveness of inclusive education based on the values of Pancasila in elementary school. Research methods have used research and development. Data collection techniques using an instrument. The object of research is the Giwangan elementary school. The results showed the steps used in developing the evaluation instrument of inclusive education program is analyzing needs, designing development, producing/developing evaluation instrument, to evaluate products, and do the final product testing and quality evaluation instrument of inclusive education program based on the values of Pancasila. Thus, this evaluation instrument can be used to conduct the evaluation in school which would program the inclusive educational based on the values of Pancasila, particularly on the first principle, second principle, and the fifth principle.

scholarly journals MODEL PENDIDIKAN INKLUSIF UNTUK SISWA TUNAGRAHITA DI SEKOLAH DASAR

2017 ◽  
Vol 29 (2) ◽  
pp. 145-155
Author(s):  
Asep Supena
Keyword(s):  
Elementary School ◽  
Mental Retardation ◽  
Research And Development ◽  
Inclusive Education ◽  
Evaluation Model ◽  
Lesson Plans ◽  
School Today ◽  
School Research ◽  
Model C ◽  
D Model

The research aims to produce a model’s implementation of inclusive education for students who are syndromic Mental Retardation in elementary school. Research conducted by the method of research and development (R&D). The research has produced two major findings: (1) a description of the facts and issues of implementation for inclusive education for students who are Syndromic Mental Retardation in elementary school today.; (2) konsep pelaksanaan model pendidikan inklusif bagi siswa tunagrahita di sekolah dasar. The resulted models include 5 main products (1) general guidelines for the implementation of inclusive education, (2) model of curriculum and learning, (3) model lesson plans, (4) evaluation model, (5) syllabus’ lessons in elementary school that have been modified for students who are Syndromic Mental Retardation Abstrak Penelitian ini bertujuan untuk menghasilkan implementasi model tentang pendidikan inklusif bagi siswa yang Tunagrahita di sekolah dasar (SD). Penelitian dilakukan dengan metode penelitian dan pengembangan (R & D). Penelitian ini menghasilkan dua temuan utama, yaitnu (1) deskripsi fakta dan isu-isu implementasi pendidikan inklusif bagi siswa tunagrahita di sekolah dasar saat ini; (2) konsep pelaksanaan model pendidikan inklusif bagi siswa yang Tunagrahita di sekolah dasar. Model hasil meliputi 5 produk utama:  (a) panduan umum untuk pelaksanaan pendidikan inklusif, (b) model kurikulum dan pembelajaran, rencana Model (c) pelajaran, (d) model evaluasi, pelajaran (e) silabus 'di sekolah dasar yang telah dimodifikasi bagi siswa yang Tunagrahita.

scholarly journals Pengembangan Model Pembelajaran Blended Learning pada Pendidikan Kesetaraan Program Paket C dalam Meningkatkan Kemandirian Belajar

2016 ◽  
Vol 18 (3) ◽  
pp. 156-168
Author(s):  
Anan Sutisna
Keyword(s):  
Research And Development ◽  
Blended Learning ◽  
Conceptual Models ◽  
The Self ◽  
Instructional Model ◽  
Community Learning ◽  
Three Stages ◽  
Preliminary Study ◽  
C Program ◽  
Self Learning

This research aimed at discovering a instructional model to improve self learning of students package C program. Alternative selected to reach the objective of this research to develop a instructional model of Blended Learning, focusing at self learning. The instructional model was developed based on the fact and consideration that the on going instruction process was regarded too conventional. Learning Blended learning model on the package C program is conducted by the method of research and development through three stages: a preliminary study, the preparation of conceptual models and test to determine the effectiveness of the model. The result showed that instructional model of Blended Learning is effective to improve the self learning of students package C program at the Center for Community Learning.

scholarly journals Developing Communicative-Based Instructional Model Of Speaking Skill In Elementary School

2021 ◽  
Vol 12 (2) ◽  
pp. 199-220
Author(s):  
Muammar Muammar ◽  
Suhardi Suhardi ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Research And Development ◽  
Learning Process ◽  
T Test ◽  
Test Method ◽  
Instructional Model ◽  
Speaking Skill

This study aims to develop a communicative-based instructional speaking skill model, in respect to experts' validation, practicality, and effectiveness in learning. The learning process was generated due to the unavailability of an instructional speaking skill model, which was predicted to help students verbalize their thoughts, ideas, and feelings. The method used was research and development (R&D) technique, while the subjects included five experts/teachers and 26 students selected in the elementary school. Data collection were carried out through scale, observation, tests, and distribution of questionnaires, as well as analyzed descriptively and statistically, using a t-test method. The results showed that, the communicative-based instructional speaking skill model was practical, effective in improving students'verbal ability, and considered valid by the experts.

scholarly journals ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA

2021 ◽  
Vol 2 (3) ◽  
pp. 346
Author(s):  
Ahsan R Junaidi ◽  
Asep Sunandar ◽  
Joko Yuwono ◽  
Ediyanto Ediyanto
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Schools ◽  
Three Dimensions ◽  
Survey Method ◽  
School Teachers ◽  
Important Indicator ◽  
Teachers Perceptions

Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There are differences in teachers' perceptions of inclusive education based on the length of teachers' experience teaching students with disabilities. Teachers' perceptions of inclusive education can be measured from three dimensions: the inclusion concept, disability student placement, and learning management.

scholarly journals Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems

2020 ◽  
Author(s):  
Anne M. Hayes
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
World Health ◽  
Middle Income ◽  
Persons With Disabilities ◽  
School Based ◽  
The World ◽  
Screening And Identification

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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