scholarly journals PENGEMBANGAN FASILITAS KURSI BELAJAR YANG ERGONOMIS DAN ANTROPOMETRI UNTUK ANAK HIPERAKTIF DI SEKOLAH INKLUSI

2021 ◽  
Vol 5 (1) ◽  
pp. 145
Author(s):  
Hartini Laswandi ◽  
Heni Mularsih (Almrh)
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Learning Process ◽  
Design Method ◽  
Learning Activities ◽  
Special Study ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Chair Design ◽  
Design Result

There are complaints of discomfort and difficulty in dealing with the activeness of hyperactive students felt in inclusive elementary schools. Anxious attitude when sitting, always disturbing friends while learning is taking place, this can interfere with the learning process, both for other normal students and hyperactive students. The purpose of this research is to develop a special study chair design for hyperactive students that is ergonomic based on anthropometry. The method used in this research is an ergonomic approach to the anthropometric method and the design method that prioritizes quality. Develop ergonomic and anthropometric chair products based on devine, design and develop procedures. This approach is used to determine the dimensions of the chair design. Study chair facilities that are ergonomic and anthropometric in learning need to be developed in every school, both public and inclusive schools. Guidelines for the design of activities and facilities for hyperactive students during learning activities, based on the analysis of activities and facilities for hyperactive students in inclusive schools. The design result of the development of a special study chair for hyperactive students is a chair design with adjustable armrests, flexible chairs and footrests with a slider system that can answer user complaints. Chair design with armrests, flexible and strong footrests can provide comfort for hyperactive students and reduce their activity. Inclusion schools are expected to facilitate learning facilities, especially for students with special needs. Adanya keluhan ketidaknyamanan dan kesulitan dalam menghadapi keaktifan siswa hiperaktif dirasakan di sekolah dasar inklusi. Sikap cemas saat duduk, selalu mengganggu teman saat belajar berlangsung hal ini dapat mengganggu proses belajar, baik untuk siswa normal lainnya maupun siswa hiperaktif. Tujuan dari penelitian ini adalah untuk mengembangkan desain kursi belajar khusus untuk siswa hiperaktif yang ergonomis berdasarkan antropometri. Metode yang digunakan dalam penelitian adalah pendekatan ergonomi terhadap metode antropometri dan metode desain yang mengutamakan kualitas. Mengembangkan produk kursi yang ergonomis dan antropometris berdasarkan dengan prosedur devine, design, dan develop. Pendekatan ini digunakan untuk menentukan dimensi desain kursi. Fasilitas kursi belajar yang ergonomi dan antropometri dalam pembelajaran perlu dikembangkan di setiap sekolah, baik sekolah umum maupun sekolah inklusi Pedoman desain aktivitas dan fasilitas siswa hiperaktif saat kegiatan belajar, berdasarkan analisis aktivitas dan fasilitas siswa hiperaktif di sekolah inklusi. Hasil desain dari pengembangan kursi belajar khusus untuk siswa hiperaktif adalah desain kursi dengan sandaran tangan yang bisa disetel, kursi yang fleksibel dan sandaran kaki dengan sistem slider dapat menjawab keluhan pengguna. Desain kursi dengan sandaran tangan, pijakan kaki yang lentur dan kuat dapat memberikan kenyamanan bagi siswa hiperaktif dan mengurangi keaktifannya. Sekolah inklusi diharapkan untuk memfasilitasi sarana belajar terutama bagi siswa berkebutuhan khusus ini.

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 Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal?

2020 ◽  
Vol 5 (2) ◽  
pp. 149
Author(s):  
Arif Widodo ◽  
Umar Umar
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Educational Institutions ◽  
Students With Special Needs ◽  
Learning Programs

<p class="abstrak" style="text-align: justify;">The Shadow Teacher is urgent in inclusive education. However, the shadow teacher cannot be found in all-inclusive educational institutions. The purpose of the study is to evaluate learning programs in inclusive primary schools that do not have Shadow Teachers. This case study was carried out in SDN Gunung Gatep, one of Central Lombok's inclusive elementary schools, from May to November 2020. The data was obtained through interviews with teachers, principals, and students with special needs. In addition to interviews, the data collection was taken by recording and observation during the learning process. Based on the results of the report, the teaching services provided by teachers are not satisfactory.</p><p class="abstrak" style="text-align: justify;"><em>Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan ink</em><em>l</em><em>usif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data </em><em>dilaksanakan di SDN Gunung Gatep</em><em>, salah satu sekolah dasar inklusif di</em><em> Lombok Tengah, </em><em> </em><em>sejak </em><em>Mei </em><em>hingga </em><em>November 2020. </em><em>Data p</em><em>enelitian </em><em>deskriptif kualitatif jenis studi kasus ini dilaksanakan </em><em>melalui wawancara</em><em> dengan</em><em> </em><em>i</em><em>nforman utama</em><em> </em><em>guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian</em><em>,</em><em> layanan belajar yang dilakukan guru belum optimal. </em><em></em></p>

scholarly journals PENGGUNAAN GAWAI DALAM PEMBELAJARAN BAHASA INGGRIS BAGI ANAK BERKEBUTUHAN KHUSUS DI SMK NEGERI 8 SURAKARTA

2020 ◽  
Vol 2 (2) ◽  
pp. 156-163
Author(s):  
Puspita Indra Wardhani ◽  
Shelviana Khoirun Nisa ◽  
Illiyyin Wasistha Ratnakannyaka ◽  
Laksitha Damayanti ◽  
Denisa Elvina Sari
Keyword(s):  
Qualitative Methods ◽  
Special Needs ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Activities ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Effective Learning ◽  
The Media ◽  
Different Characteristics

Children with special needs (ABK) are individuals who have different characteristics from individuals physically, intellectually and emotionally. Children with special needs need special education and services to optimize their potential in learning activities. Gadgets as one of the learning media that have many advantages can help children with special needs in the learning process. The purpose of this study was to determine whether the media (gadgets) can create effective learning activities for students with special needs in the classroom. This study uses qualitative methods by observing learning activities for English subjects for 2 weeks. The results showed that the use of devices by students with special needs can make it easier for students to access subject matter and help to do assignments from the teacher.

scholarly journals STRATEGI PEMBELAJARAN PENDIDIKAN JASMANI DI SEKOLAH DASAR INKLUSIF KOTA YOGYAKARTA

2018 ◽  
Vol 2 (2) ◽  
pp. 212
Author(s):  
Taryatman Taryatman ◽  
Abdul Rahim
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Special Needs ◽  
Learning Strategies ◽  
Learning Process ◽  
Research Result ◽  
Deaf Students ◽  
Students With Special Needs ◽  
Learning Plan ◽  
Yogyakarta City

This study aims to obtain the learning plan of the physical education in inclusive elementary schools, find out the learning process and identify physical education learning strategies in inclusive elementary schools in Yogyakarta city. The research method used is descriptive qualitative. The data collection techniques in this study employed direct field observation techniques during the learning process of Physical Education, direct interview towards theteachers of physical education and mentoring teachers, and documentation by collecting various images or data that support this research. The study was conducted in 3 elementary schools: 1) Taman Muda Ibu Pawiyatan, 2) SD Negeri Baciro and 3) SD Negeri Pakel. Data were collected through the techniques of direct observation, interviews, and documentation so that they can yield overview and conclusion regarding to the learning strategies. The results of the research showed that in the planning of physical learning, there should be more serious and better preparation regarding to the syllabus, lesson plans and assessment. In the process of learning physical education, the research result showed that some students with special needs for athletic sports, especially running subject does not need significant adjustment, however blind students and deaf students felt that they need some adjustment in the running subject. There are a number of physical learning strategies for students with special needs including the use of appropriate language, making task sequences, allocation of time for learning, modification of the games/ sports rules and learning environments.

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 Administrasi dan supervisi pendidikan

2019 ◽  
Author(s):  
Melia sri devi
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Business School ◽  
Service Management ◽  
Learning Activities ◽  
Educational Goals ◽  
Special Services ◽  
Special Service

Abstrak—Special service administration is to provide servicesspecifically or a business that is not directly related to the teachingand learning process in the classroom. But specifically given by theschool to the students so that they are more optimal in carrying outthe learning process Special service management in schools isbasically set and organized to facilitate or facilitate learning, andcan meet the special needs of students at school. Special services are held in schools with the aim of facilitating the implementationof teaching in the context of achieving educational goals in schools.Education in schools also includes trying to keep students in goodcondition. Good here concerning physical and spiritual aspects.Special services provided by schools to students, between schools one with other schools are generally the same, but the managementprocess and utilization are different. Some special services availableat school include: Library, Labor, UKS (School of Health Business),School Kafetaria, Facilities of worship, Dormitory, Cooperativesand Transportation. Thus, special service management is a processof providing services to students to support learning activities sothat educational goals can be achieved effectively and efficiently

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 RANCANGAN BANGUN KOMIK SEJARAH PERSIAPAN KEMERDEKAAN INDONESIA PADA MATA PELAJARAN IPS di SD

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Vera Ironita Christiani Sihombing
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Social Studies ◽  
Learning Process ◽  
Information Gathering ◽  
Learning Activities ◽  
Average Score ◽  
Development Research ◽  
Initial Form ◽  
Historical Material

Presentation of historical material in social studies learning in elementary schools, in general, still uses media in the form of textbooks. Not many media are available so learning activities become menotonous and unattractive. The presence of media is very important in the learning process. This study aims to determine the feasibility of comic-based learning media media on historical concepts in social studies in grade V elementary school. This research is a development research in 4 stages of implementation, namely research and information gathering, planning, developing the initial form of the product, and validating. The results of the evaluation of comic media are shown by an average score, namely material expert I at 88% with a very decent category, material expert II at 90.33% with a very decent category, media expert at 95% with a very decent category. Based on the results of expert tests, educators and limited trials, comic media in social studies subjects in elementary schools are in the very feasible category and can be used as learning media.

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