scholarly journals Implementasi Pendidikan Inklusi dalam Pembelajaran Pendidikan Agama Islam

2019 ◽  
Vol 2 (2) ◽  
pp. 201
Author(s):  
Nurhadisah Nurhadisah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Learning Process ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Research Approach ◽  
Children With Special Needs ◽  
Normal Children ◽  
Banda Aceh

SD Negeri (public elementary school) 25 Banda Aceh is one of the schools that join together children with special needs with normal children in one class in every school subject including Islamic religious education. This practice may cause teachers to encounter difficulties in teaching children with special needs; moreover, other problems also occur such as the limited number of teachers of Islamic religious education, inadequate facilities, and so forth. The focus of this research was related to the implementation, the role of teachers, as well as the constraints and solutions of the Islamic religious education teachers in performing the teaching and learning process at SD Negeri 25 Banda Aceh. This qualitative research employed a descriptive research approach. The data were collected through observation, interviews, and documentation. The results showed that the implementation of Islamic religious education learning for children with special needs was based on the 2013 curriculum. The modified curriculum was then grouped into the modifications of learning time allocation, learning materials, and the teaching and learning process of the children with special needs. The methods employed by the teachers were relatively similar to regular children such as memorization, lecture, question and answer, group work, demonstration, and practice. However, children with special needs also required further assistance and motivation. These children would also need a special escort teacher during the teaching and learning process. The roles of the teachers in implementing inclusive education included being correctors, inspirators, informers, organizers, motivators, initiators, facilitators, mentors, demonstrators, classroom managers, supervisors, mediators, and evaluators. In addition, teachers used learning tools and media to support students' understanding, especially in Islamic education learning. The obstacles faced by the teachers were due to the different abilities and characters of the students that made the teachers become very difficult in delivering the materials, the limited number of the teachers, the nonoptimal use of media, facilities, and infrastructure, and lack of study hours. The solutions to these issues included teachers being equipped with a guideline for handling children's special needs by making adjustments of time, manner, and material, and building togetherness, equality, and respect among fellow students.

scholarly journals The Effect Of Christian Religious Education (PAK) On Special Needs (ABK) In The Inclusive School Of Sukolilo Areas In Understanding The Word Of God

2018 ◽  
Vol 1 (1) ◽  
pp. 26-33
Author(s):  
Lilis Setyarini ◽  
Kasiatin Widianto
Keyword(s):  
Christian Education ◽  
Special Needs ◽  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hypothesis Test ◽  
Maximum Yield ◽  
Children With Special Needs ◽  
Word Of God ◽  
Disabled Children

      Christian education is important in the family and school environment. There is no exception for schools that accept students / students with special needs. However, it should be noted that the teaching and learning process of Christian education often has problems, especially in public schools. Problems that arise are mainly caused by unpleasant learning conditions, which are caused by not having a permanent learning place. Always moving around, and the place is sometimes not suitable for students to study, such as in a warehouse, in rooms that have never been used, near bathrooms that are not insulated, in the teacher's room, in the library, etc. thus experiencing obstacles in the teaching and learning process. This of course does not meet the maximum yield target. There are also internal barriers, namely from the students themselves. one of them is disabled children, both physically and mentally. The learning process of disabled children cannot run smoothly due to their disability. Based on the hypothesis test there is a relationship and influence of "Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God." From thetable ANOVA, it was concluded that there was a significant effect of Christian Religious Education (PAK) with Children with Special Needs (ABK) in Understanding the Word of God.

scholarly journals Implikasi Metode Mengajar Bagi Guru Pendidikan Agama Kristen

2021 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Hendrik Legi
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Teaching Methods ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Research Library ◽  
Research Approach ◽  
Learning Material ◽  
Education Teacher ◽  
Christian Religion

ABSTRACTThe task of a Christian Religious Education teacher is not just to teach and prepare teaching materials, but a teacher is required to be able to create active, creative learning interactions and be able to design fun learning. Christian religious education teachers are not only tasked with transferring factual and conceptual knowledge to their students but Christian religious education teachers must think about how students can receive messages in their teaching and learning process. One of the reasons the learning process did not go as expected by the teacher was due to the inaccurate selection of teaching methods in the teaching and learning process. It cannot be denied that teaching methods also affect the ability of students to absorb learning material. Learning will be fun if the Christian Religious Education teacher chooses and uses various teaching methods in their teaching assignments. The research approach used is a descriptive approach, namely methods and research procedures that are Research Library by utilizing information sources from books and journals. This study aims to describe the implications of Christian religious education teaching methods for Christian religion teachers.Keywords: Christian Religion Teachers, Christian Religious Education, Teaching Methods. ABSTRAKTugas seorang guru Pendidikan Agama Kristen bukan hanya sekadar mengajar serta menyiapkan materi ajar, melainkan seorang guru dituntut untuk dapat menciptakan interaksi pembelajaran yang aktif, kreatif serta dapat mendisain pembelajaran yang menyenangkan. Guru pendidikan agama Kristen tidak hanya bertugas memindahkan pengetahuan faktual dan konseptual  kepada peserta didiknya tetapi guru pendidikan agama Kristen harus memikirkan bagaimana peserta didik dapat menerima pesan dalam proses belajar mengajarnya. Salah satu penyebab proses pembelajaran tidak berjalan sesuai dengan yang diharapkan oleh guru karena pemilihan metode mengajar yang kurang tepat dalam proses belajar mengajar Belajar dari Sang guru Agung,  Tuhan Yesus Kristus selalu menggunakan metode yang berbeda-beda ketika mengajar para murid maupun orang banyak. Tidak dapat dipungkiri bahwa metode mengajar ikut memengaruhi kemampuan peserta didik dalam menyerap materi pembelajaran. Pembelajaran akan menjadi menyenangkan apabila guru Pendidikan Agama Kristen memilih dan menggunakan metode mengajar yang variatif dalam tugas mengajarnya. Pendekatan  penelitian  yang digunakan  adalah metode pendekatan deskriptif, yaitu  metode dan prosedur penelitian yang bersifat Research Library  dengan memanfaatkan sumber-sumber informasi dari buku maupun jurnal. Penelitian ini bertujuan mendeskripsikan implikasi metode mengajar pendidikan agama Kristen bagi guru Agama Kristen.Kata kunci:  Guru Agama Kristen, Pendidikan Agama Kristen, Metode Mengajar.

scholarly journals Mapping Schools’ Strength in Inclusive Education Learning for Building Language Competence in Wetland Ecological Awareness

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Moh. Yamin ◽  
Utomo Utomo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Children With Special Needs ◽  
Language Competence ◽  
Ecological Awareness ◽  
Limited Knowledge ◽  
Learning Plans ◽  
Peat Area

This research aims at mapping schools’ strength in facilitating the inclusive education learning towards for building language competence in wetland ecological awareness. It is descriptive in qualitative approach. The respondent is teachers in three schools, namely state junior high school 13, 15, and 21 in Banjarmasin. The instrument used is questionaire and interview. The results state that there has been positive teachers’ perception about inclusive education dealing the adaptation of the curriculum and/or individual learning plans, teaching and learning materials for learners with special needs, communication skill in accordance with the characteristics of children with special needs, and the minimum completeness criteria for children with special needs that are in accordance with their abilities and needs. There is also positive perception about Banjarmasin as the peat area, loving the river as the manifestation of taking care of the river, and the ecological education to maintain and keep Banjarmasin as a city of a thousand rivers inserted in certain subject. However, in practice, all teachers do the task based on limited knowledge and experience. Strengthening language competence so that the teacher can interact wih the learners for special needs inspite of limited knowledge and experience should be conducted.

scholarly journals LIFE SKILLS AND INCLUSIVE EDUCATION

2018 ◽  
Vol 5 (43) ◽  
Author(s):  
Parul Aggarwal
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Life Skills ◽  
Literacy Skills ◽  
Children With Special Needs ◽  
Main Question ◽  
Social Emotional ◽  
Normal Children ◽  
Rapid Social Change ◽  
Basic Learning

The rapid social change consequent upon modernization, urbanization, globalization and media boon has made the lives of youth, their expectations, values and outlook very different from those of older generations. Youth is considered as the most powerful members of the society due to their physical and intellectual capabilities. But it is sad to see the fact that most of them are unable to utilize their potential in a suitable and pertinent way due to lack of guidance and motivation. Now, the main question arises that if the normal youth is unable to utilize their potential then what about the excluded groups who are deprived of vision, hearing, movement, communication, perceptual-motor, social-emotional, intelligence and adaptive behavior? Therefore, the challenges faced by normal children as well as children with special needs are many and they require more than even the best numeracy and literacy skills. That is why, many countries have included “Life Skills” as basic learning need for all the children including normal children as well as children with special needs (UNICEF).

scholarly journals Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

2020 ◽  
Vol 17 (2) ◽  
pp. 217-228
Author(s):  
Suharjo Suharjo ◽  
Silfia Hanani ◽  
Jasmienti Jasmienti
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
The Subject

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

MODEL PENDIDIKAN INKLUSI BAGI ANAK USIA DINI DI PAUD TERPADU PUTRA HARAPAN PURWOKERTO

2017 ◽  
Vol 18 (2) ◽  
pp. 356-370
Author(s):  
Azhariyanti Mei Ghita ◽  
Wahyuningsih Wahyuningsih ◽  
Zakiyah Ulfa
Keyword(s):  
Early Childhood ◽  
Public Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Cluster Model ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Inclusion Education ◽  
Keywords Education

Abstract: Inclusion education is one model of education that mixes students or children with special needs (ABK) with other students (normal) to study together in a classroom. The curriculum used in inclusive education is the same as that used in public schools, only the curriculum for children with special needs (ABK) is more specific and in accordance with the abnormalities that each child suffers. According to the researcher, the learning process in inclusion class with cluster model which implemented in PAUD Terpadu Putra Harapan Purwokerto can be said successful. This can be seen from the development of children with special needs (ABK) is increasing. In addition, it can happen because of various factors that support the process of learning model of inclusion education. Such as: factors of the principal, teachers, parents, and peers. Keywords: Education, Inclusion, Early Childhood Education

scholarly journals Fasilitas Ruang Khusus Pada Sekolah Inklusi Binar Indonesia (Bindo) di Bandung

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Mamiek Nur Utami ◽  
Wahyu Buana Putra
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Attention Deficit ◽  
National Level ◽  
Children With Special Needs ◽  
Normal Children ◽  
Attention Deficit Hyperactive Disorder ◽  
Inclusive Schools ◽  
Space Requirements ◽  
Descriptive Qualitative

ABSTRAK     Diterbitkannya Rencana Induk Pengembangan Pendidikan Inklusif Tingkat Nasional Tahun 2019 – 2024, memperkuat keinginan pemerintah dalam membuat konsep sekolah pendidikan inklusi. Sekolah Inklusi merupakan sebuah pelayanan pendidikan dimana Anak Berkebutuhan Khusus (ABK) belajar bersama satu ruang dengan anak normal. Mereka belajar bersama, meskipun kemungkinan materi yang diberikan berbeda. Saat ini belum ada standar fasilitas kebutuhan ruang untuk sekolah inklusi. Penelitian ini menganalisa kebutuhan ruang, persyaratan ruang sekolah yang dapat mendukung proses belajar pada sekolah inklusi. Analisa kebutuhan ruang untuk sekolah inklusi ini berdasarkan karakteristik umum yang terdapat pada anak lamban belajar, kesulitan belajar, autis dan Attention Deficit Hyperactive Disorder (ADHD). Metode yang dipakai pada penelitian ini adalah metodologi kualitatif deskriptif. Hasil dari penelitian ini menunjukkan bahwa sekolah inklusi harus memiliki ruang-ruang khusus yang merupakan bagian dari penanganan anak-anak berkebutuhan khusus, ruang tersebut memiliki persyaratan ruang yang spesifik sesuai dengan karaktek anak yang ditangani. Ruang khusus tersebut diantaranya: (a) Ruang Belajar Individu yang digunakan untuk anak belajar bersama guru secara individual atau bisa juga secara kelompok dengan jumlah siswa terbatas, yaitu maksimum 5 siswa, (b) Ruang Renung dibutuhkan untuk anak yang sedang mengamuk atau tantrum berat, (c) Ruang konsultasi dipergunakan untuk orang tua berkonsultasi dengan  guru , psikolog dan pedagog di sekolah.Kata kunci: inklusi, anak berkebutuhan khusus (ABK), metode kualitatif deskriptif, ruang-ruang khusus. AbstraCTThe issuance of the National Level Inclusive Education Development Master Plan for 2019-2024, strengthens the government's desire to conceptualize inclusive education schools. Inclusive School is an educational service where children with special needs (ABK) study in one room with normal children. They studied together, even though the material might be different. Currently, there are no standard facilities for the space requirements for inclusive schools. This study analyzes space requirements and school space requirements that can support the learning process in inclusive schools. The analysis of space requirements for inclusive schools is based on general characteristics found in slow learners, learning difficulties, autism and Attention Deficit Hyperactive Disorder (ADHD). The method used in this research is descriptive qualitative methodology. The results of this study indicate that inclusive schools must have special rooms which are part of the handling of children with special needs, these spaces have specific space requirements in accordance with the characteristics of the children being handled. These special rooms include: (a) Individual Study Rooms which are used for children to study with the teacher individually or in groups with a limited number of students, namely a maximum of 5 students, (b) The Reflection Room is needed for children who are raging or heavy tantrums, (c) The consultation room is used for parents to consult with teachers, psychologists and pedagogues in schools.Keywords: inclusive, special needs student, descriptive qualitative method, special rooms

scholarly journals Thematic Learning for Children with Special Needs at Inclusion School During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Tri Nanda Maulidyah ◽  
Muhlasin Amrullah
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Normal Children ◽  
Learning Abilities ◽  
Inclusive Schools ◽  
Thematic Learning ◽  
Physical Accessibility

This study discusses thematic learning for children with special needs which is carried out online or online learning which is part of distance learning with contemporary special methods that consciously combine internet-based technologies to support the success of students in learning even though it is done remotely. far. As for the benefits of implementing inclusive education for both children with special needs and normal children, they will learn to interact and help each other, teach students that there is no difference and we are all the same. In order to carry out thematic education for children with special needs to the fullest. For this reason, knowing the thematic learning abilities of students with special needs online is very important although basically it is not easy to implement because it requires special supervision from both parents and other families who are at home. Inclusive education does not discriminate in educating normal and abnormal children. Thus, the characteristics of inclusive schools are, among others: having physical accessibility and non-physical accessibility, which aims to maximize services for all children.

scholarly journals PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF

2020 ◽  
Vol 4 (2) ◽  
pp. 304
Author(s):  
Tita Tri Utami Dewi ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Teacher Efficacy ◽  
Primary School ◽  
Special Needs ◽  
Prior Knowledge ◽  
Inclusive Education ◽  
Quantitative Methods ◽  
Children With Special Needs ◽  
Inclusive Practices ◽  
Normal Children ◽  
Teachers Attitudes

In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif. 

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