scholarly journals Mathematic Learning Material Capabilities on Special Needs

2021 ◽  
Vol 8 (01) ◽  
pp. 73-84
Author(s):  
Sri Wuryanti ◽  
Fahmi Fahmi ◽  
Giri Hamiseno
Keyword(s):  
Special Needs ◽  
Average Score ◽  
Science Department ◽  
Students With Special Needs ◽  
National Examination ◽  
The Poor ◽  
The Social ◽  
Inclusive Schools ◽  
Academic Year ◽  
Absorption Power

The purpose of this study was to see the application of students with special needs in inclusive schools and their absorption of Mathematics subject matter in the SMA National Examination 2018/2019 academic year. Although, the National Examination has 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 in order 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 were all high school level students who took the National Examination for the 2018/2019 academic year, while the research sample was all inclusive high school students who took the National Examination for the 2018/2019 academic year. The data used is secondary data, namely the SMA National Exam data for the 2018/2019 academic year. Data analysis used Excel software, and then descriptive statistical analysis was carried out. The results showed the highest score of the National Mathematics Examination for students with special needs in inclusive schools was 54.02 and the lowest was 22.69 with an average score of 39.43. The average score of Mathematics for the Science Department is 45.66 (included in the poor category), the Language Department is 40.04 (including the poor category), while the Social Science Department is 29.28 (including the low category). The highest average absorption power of Mathematics in the Science department is 30%, in the scope of Algebra material, the lowest absorption is 23% in the scope of calculus material. In the social studies department, the highest average absorption power in mathematics is 29% each for algebra and statistics, the lowest absorption rate is 18% in the scope of Geometry and Trigonometry. Meanwhile, in the Language Department, the highest average absorption is algebra 38%, the lowest is 30% in the scope of Geometry and Trigonometry. 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 special needs students in Mathematics is the material scope of Geometry and Trigonometry.

scholarly journals Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

2021 ◽  
Vol 8 (01) ◽  
pp. 179-189
Author(s):  
Ediyanto Ediyanto ◽  
Aris Setiawan ◽  
Irvan Handaka ◽  
Nurul Rofiah ◽  
Suhendri Suhendri
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Negative Attitude ◽  
Learning System ◽  
Students With Special Needs ◽  
The Public ◽  
Special Services ◽  
Inclusive Schools ◽  
Academic Year

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

scholarly journals Metode Tutor Sebaya Berbantuan Whatsapp untuk Meningkatkan Hasil Uji Coba Ujian Nasional di SMK Negeri 1 Tanjungpandan

2019 ◽  
Vol 6 (2) ◽  
pp. 691-703
Author(s):  
Yuli Yulianti
Keyword(s):  
Peer Tutoring ◽  
Average Score ◽  
Learning Method ◽  
Test Results ◽  
Peer Tutors ◽  
National Examination ◽  
The Subject ◽  
The Difference ◽  
The Government ◽  
Academic Year

National Examination is one of the learning results assessment set by the Government, and is ruled at Minister of Education and Culture regulation Number 4 year 2018. The problem discussed in this study is the low percentage of students achieving Graduare Competence Standard/SKL 55 in the nationale examination tryout for mathematics. One of the alternatives to solve this problem is the Peer Tutoring learning method using Whatsapp Messenger application asisstance, in which the subject is grade 12 AP students of SMK Negeri 1 Tanjungpandan academic year of 2018/2019. The research method implemented is the classroom action research. The peer tutoring learning method using Whatsapp Messenger application asisstance was carried out both inside and outside the classroom by providing a smaller member whatsapp group and a  classroom whatsapp group. Each small group consists of 6 people in which there were 1-2 peer tutors. Based on the results of data analysis and discussion, there was an increase at the results of the tryout of mathematics national exam tryout for grade 12 AP students after peer tutoring learning method using whatsapp messenger application asisstance was applied, with the total increase up to 50%. This fact can be inferred from the difference of the test results percentage for the first tryout and the third tryout which is from 10% to 60%, while the average score is increased from 34.96 to 60.22 by 25.26 points.

scholarly journals IMPLEMENTASI TPS UNTUK MENINGKATKAN KARAKTER GOTONG ROYONG, KETERAMPILAN BERKOMUNIKASI DAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IXC DI SMPN 1 KANDEMAN

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Wulan Dwi Aryani
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals ANALISIS KOMPETENSI PEDAGOGIK GURU IPS DALAM PENGEMBANGAN KETERAMPILAN SOSIAL ANAK BERKEBUTUHAN KHUSUS (STUDI KASUS SMP N 12 SEMARANG)

2020 ◽  
Vol 5 (1) ◽  
pp. 52-59
Author(s):  
Azizah Nur Aini Muslichah ◽  
Aisyah Nur Sayidatun Nisa
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Special Needs ◽  
Qualitative Method ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Inhibiting Factor ◽  
School Collaboration ◽  
Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

scholarly journals SOCIAL PARTICIPATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE ELEMENTARY SCHOOLS / SPECIALIŲJŲ UGDYMOSI POREIKIŲ TURINČIŲ MOKINIŲ SOCIALINIS DALYVAVIMAS INKLIUZINĖJE PRADINIO UGDYMO MOKYKLOJE

2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Social Participation ◽  
Social Acceptance ◽  
The Self ◽  
Social Self ◽  
Special Educational Needs ◽  
Self Perception ◽  
Students With Special Needs ◽  
The Social ◽  
Regular Students

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>

scholarly journals Learning Implementation for Students with Special Needs in Inclusive Schools During the Covid-19 Pandemic

2021 ◽  
pp. 90-103
Author(s):  
Teguh Prasetyo ◽  
Asep Supena
Keyword(s):  
Online Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Learning Activities ◽  
Structured Interviews ◽  
Online Data ◽  
Students With Special Needs ◽  
Offline Learning ◽  
Inclusive Schools

Learning activities during the Covid-19 pandemic are a new challenge for teachers in schools. especially special companion teachers or GPK in inclusive primary schools. GPKs still have to provide maximum service related to the learning process carried out during the Covid-19 pandemic. The purpose of this study was to obtain information related to the implementation of learning for students with special needs (PDBK) in inclusive schools during the Covid-19 pandemic. The research was conducted using a qualitative approach to the type of case study. The subjects studied were three GPKs in the Kreativa Inclusive Elementary School, Bogor City. Data collection was obtained through questionnaires and semi-structured interviews conducted online. Data analysis was carried out in a descriptive qualitative manner with the help of nvivo 12 plus. The results showed that the PDBK learning during the Covid-19 pandemic was as follows; (1) the GPK has prepared learning tools, especially individual learning programs, (2) offline learning in classrooms and center rooms focus on developing PDBK life skills, (3) learn the content is the same as before the pandemic, (4) online learning is carried out through the zoom application and WhatsApp, and (5) the process of assessing learning outcomes using google forms and worksheets related to PDBK learning activities. The learning challenges during the Covid-19 pandemic faced by GPK, namely; decreased learning outcomes of PDBK, problems with GDPK tantrums during online learning, and communication problems to provide an understanding of learning.

scholarly journals Gambaran kebersihan gigi dan mulut pada siswa berkebutuhan khusus di SLB YPAC Manado

e-GIGI ◽  
2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Christavia J. Motto ◽  
Christy N. Mintjelungan ◽  
Shane H.R. Ticoalu
Keyword(s):  
Special Needs ◽  
Oral Hygiene ◽  
Sampling Method ◽  
Descriptive Study ◽  
Average Score ◽  
Students With Special Needs ◽  
Cross Sectional ◽  
The Status ◽  
Cross Sectional Design ◽  
Emotional Condition

Abstract: Oral health is an important part of the overall body health. Children with special needs are at risk or have chronic physical, developmental, behavioral, or emotional condition, therefore, they commonly require some assistance in maintaining their cleanliness, especially the oral hygiene. The indicator degree of oral hygiene in Indonesia is the status of oral hygiene degree with an average of Simplified Oral Hygiene Index (OHI-S) <1.2 obtained from summing the number debris index and calculus index. This study was aimed to describe the dental and oral hygiene in students with special needs at SLB YPAC Manado. This was a descriptive study with a cross sectional design. Subjects were 36 students, aged 10-28 years, cooperative, and had letters of consent signed by their parents or proxy parents, obtained by using total sampling method. Data were analyzed manually and presented in tables, figures, and percentages, grouped based on their characteristics. The results showed that the students with special needs in SLB YPAC Manado had an average score of OHI-S of 1.3 with a total scores of Simplified Debris Index (DI-S) 0.9 and Simplified Calculus Index (CI-S) 0.4 which belonged to the moderate category.Keywords: oral hygiene, students with special needs Abstrak: Kesehatan gigi dan mulut menjadi salah satu bagian penting dari kesehatan tubuh secara keseluruhan. Anak berkebutuhan khusus (ABK) berisiko tinggi atau mempunyai kondisi kronis secara fisik, perkembangan, perilaku atau emosi sehingga memerlukan bantuan dalam menjaga kebersihan diri sendiri khususnya kebersihan gigi dan mulut. Indikator derajat kebersihan gigi dan mulut di Indonesia ialah status derajat kebersihan gigi dan mulut dengan rerata Oral Hygiene Index Simplified (OHI-S) <1,2 yang didapatkan dari menjumlahkan angka debris indeks dan kalkulus indeks. Penelitian ini bertujuan untuk mengetahui gambaran kebersihan gigi dan mulut pada siswa berkebutuhan khusus di SLB YPAC Manado. Jenis penelitian ialah deskriptif dengan desain potong lintang. Subyek penelitian sebanyak 36 siswa berusia 10-28 tahun, kooperatif, serta bersedia menjadi responden berdasarkan surat persetujuan yang ditandatangani oleh orang tua atau wali, diperoleh dengan metode total sampling. Data diolah secara manual dan ditampilkan dalam bentuk tabel, gambar, dan persentase yang dikelompokkan berdasarkan karakteristiknya. Hasil penelitian menunjukkan dari 36 siswa berkebutuhan khusus di SLB YPAC Manado didapatkan rerata skor OHI-S 1,3 dengan jumlah skor Debris Index Simplified (DI-S) 0,9 dan skor Calculus Index Simplified (CI-S) 0,4 yang tergolong pada status kebersihan gigi dan mulut sedang.Kata kunci: kebersihan gigi dan mulut, siswa berkebutuhan khusus

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

scholarly journals Prevalensi Penurunan Visus pada Siswa Berkebutuhan Khusus di SLB Kasih Angelia Kota Bitung Tahun Ajaran 2017/2018

e-CliniC ◽  
2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Junifer M.L. Dalope ◽  
Josefien Saerang ◽  
Vera Sumual
Keyword(s):  
Prospective Study ◽  
Special Needs ◽  
Common Type ◽  
Male Students ◽  
Age Group ◽  
Students With Special Needs ◽  
Visual Disorder ◽  
Visual Problems ◽  
Academic Year

Abstract: Untreated visual disorder can result in mild to severe visual problems, and even blindness. This study was aimed to determine the prevalence of decreased visus in students with special needs in SLB Kasih Angelia Bitung of academic year 2017/2018. This was a descriptive prospective study. There were 61 students with special needs in this study. Of the total 61 students, 29 students had decreased vision and 32 students had normal visus. Refractive anomaly cases were higher in males versus females, and dominated by age group of 16-20 years. The prevalences of hypermetropia, astigmatism, myopia, and multiple refractive anomalies disorders were 31% (9 students), 27.6% (8 students), 20.7% (6 students), 20.7% (6 students) respectively. Conclusion: Decreased visus due to refractive anomalies were more prevalent in male students, age group of 16-20 years, and in students with deaf disability. Hypermetropia was the most common type of refractive anomalies.Keywords: decreased vision, refractive anomaly Abstrak: Gangguan penglihatan yang tidak dikoreksi dapat mengarah kelainan visus ringan sampai berat, bahkan sampai mengalami kebutaan. Penelitian ini bertujuan untuk mengetahui prevalensi penurunan visus pada siswa berkebutuhan khusus di SLB Kasih Angelia Kota Bitung tahun ajaran 2017/2018. Jenis penelitian ialah deskriptif prospektif. Terdapat 61 siswa berkebutuhan khusus dalam penelitian ini. Di antaranya terdapat 29 siswa yang mengalami penurunan visus (kelainan refraksi) dan 32 siswa lainnya memiliki visus normal. Kelainan refraksi lebih banyak ditemukan pada laki-laki dibandingkan perempuan dan didominasi oleh kelompok usia 16-20 tahun. Prevalensi hipermetropia, astigmatisma, miopia, dan kelainan refraksi ganda secara berturut-turut ialah 31% (9 siswa), 27,6% (8 siswa), 20,7% (6 siswa), dan 20,7% (6 siswa). Simpulan: Penurunan visus seperti kelainan refraksi lebih banyak didapatkan pada siswa laki-laki, kelompok usia 16-20 tahun, dan pada jenis kecacatan tunarungu. Hipermetropia merupakan jenis kelainan refraksi yang paling banyak ditemukan.Kata kunci: penurunan visus, kelainan refraksi

scholarly journals KOMUNIKASI SISWA BERKEBUTUHAN KHUSUS DI RUANG KELAS

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Enang Yusuf Nurjaman
Keyword(s):  
Special Needs ◽  
Participant Observation ◽  
Inclusive Classrooms ◽  
Ethnography Of Communication ◽  
Students With Special Needs ◽  
Communicative Acts ◽  
Communication Events ◽  
Inclusive Schools ◽  
Education Of Students ◽  
Depth Interviews

This study uses a qualitative approach to ethnography of communication, the purpose of this research was to (1). Explain the communicative situation or context of the communication of students with special needs in inclusive classrooms (2). explain communication events that occur in school classrooms inclusive, (3). explain the communicative acts contained in the behavior of children with special needs in inclusive classrooms. Informants were selected by purposive sampling. Data was obtained through depth interviews, participant observation, and document analysis. Supporting data were obtained from analysis of documents and interviews with relevant parties to the issue of inclusive schools and the education of students with special needs.

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