scholarly journals The Models of Character and Akhlaq Education for Special Needs Children in An Inclusion School

2020 ◽  
Vol 24 (1) ◽  
pp. 1
Author(s):  
Manpan Drajat ◽  
Mohd Roslan Mohd Nor
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Special Needs ◽  
Group Discussion ◽  
School Age Children ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
School Activities ◽  
Interactive Analysis ◽  
The Right

The law stresses that education is the right of all citizens, including children with special needs. The need for education is the same as school-age children in general, but the training provided is adjusted to the specifics of the children. It is certainly guaranteed that all children need character education and akhlaqul karimah. This research aims to explore how character education and akhlaq in children with special needs in Al-Ghazali Jatinangor Inclusion Elementary School. The method used is phenomenological quality research. The data is collected in by observations, interviews, documentations, and Focus Group Discussion (FGD). Then, it was analyzed using interactive analysis techniques. The results indicate that the education program at Al-Ghazali Inclusion Elementary School is different from most other elementary schools. It has long hours of activities and most of the  time conducted at school activities are filled with daily routines that build consistent characters and akhlaqul karimah for both children.

scholarly journals EVALUATION OF HANDLING OF CHILDREN WITH SPECIAL NEEDS IN PRIMARY SCHOOL INCLUSION

2018 ◽  
Vol 1 (2) ◽  
pp. 82
Author(s):  
Kurniayu T.R.A Ratu
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Primary School ◽  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
National Education ◽  
National Education System ◽  
Inclusive Schools ◽  
Qualitative Descriptive

According to article 15 of Law No. 20 of 2003 on National Education System, that kind of education for children with special needs is Special Education. Article 32 (1) of Law No. 20 of 2003 imposes limits that Special Education is education for students who have difficulty in following the learning process because of physical, emotional, mental, social, and/or have the potential intelligence and special talents. The purpose of this study was to determine the treatment of children with special needs in inclusive schools in elementary school inclusion and know the resistance received by teachers in dealing with children with special needs in elementary school inclusion Glagah subdistrict in Lamongan district. Researchers used purposive sampling to choice of subjects in this study, to specialize in the subject in accordance with the purpose or goal of this study. Subjects in this study were three teachers who teach in the classroom who are children with special needs, the three principals in three schools as well as the inclusion of six parents whose children including children with special needs in inclusive schools in the District Glagah Lamongan. Technique data collecting by observation, interview techniques, and documentation techniques. The benefits of research to contribute about appropriate handler for special needs children who enroll in primary school inclusion. This study used a qualitative approach. This study was a qualitative descriptive.

scholarly journals Application of Character Education for Children with Special Needs in Special Schools

2018 ◽  
Author(s):  
Firunika Intan Cahyani ◽  
Eko Purnomo ◽  
Eddy Marheni
Keyword(s):  
Character Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Children With Special Needs ◽  
Special Schools ◽  
Students With Special Needs ◽  
Interactive Analysis ◽  
West Sumatra ◽  
Mentally Retarded Children ◽  
Analysis Models

This research is a qualitative research,This research was conducted on August 2 to September 29, 2018 at Padang Perwari Special School, West Sumatra. The informants in this study were teachers who taught at the extraordinary Padang Perwari school which amounted to 5 people, with the object of research totaling 64 students with special needs. Data collection methods use observation, interviews and focus group discussions (FGD). Data analysis uses interactive analysis models through the stages of data reduction, data presentation and verification. The findings of the researcher indicate several behavioral problems which indicate that there is no personal character or social character in children with special needs (especially for mentally retarded children). The results of the study show the importance of applying the values of character education to children with special needs for the realization of a better national character.

scholarly journals Peran Wali Kelas Dalam Pengelolaan Anak Berkebutuhan Khusus di SDN 1 Banda Aceh

2020 ◽  
Vol 6 (2) ◽  
pp. 191
Author(s):  
T. M. Haekal
Keyword(s):  
Special Needs ◽  
Active Role ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Education Personnel ◽  
The Right ◽  
Homeroom Teachers ◽  
Regular Students ◽  
Banda Aceh

<p>The child with special needed need special assistance from the school side, the homeroom teacher is no exception. At Banda Aceh 1 Elementary School, children with special needs are managed in accordance with applicable standards. This study aims to determine the role, strategies and obstacles of homerooms in the management of children with special needs at SDN 1 Banda Aceh. This research is a qualitative research with data collection techniques, namely: observation, interviews, and documentation. The analysis was carried out by miles and huberman techniques. Research results include: 1). The role of homeroom is that it is very much needed even very important in terms of the management of children with special needs. As the right of the homeroom teacher in managing his students in the classroom, his roles include making plans for implementing learning, designing syllabi, media, and modifying curriculum. 2). Homerooms in the management of special needs children are homeroom teachers and special mentoring teachers always accompany regular students and children with special needs during the learning process until the learning is complete, the classroom atmosphere is always made fun sometimes there are also students who are bored so the teacher becomes more active in looking after. The homeroom teacher understands that management is not only theoretically using his own instincts. Obstacles are the lack of skills in exploring children with special needs because education personnel are not graduates of schools for children with special needs. Management of children with special needs carried out by teachers at SDN 1 Banda Aceh, management can be done well, as evidenced by students always playing an active role in learning and students are able to carry out evaluations conducted by the teacher. And for the next researcher, hopefully it can study more deeply about the management of homeroom teachers and special teachers in managing and handling children with special needs (ABK) and the factors that influence barriers to better complement and refine this research.</p>

scholarly journals PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY

2018 ◽  
Vol 2 (2) ◽  
pp. 247
Author(s):  
Dinar Westri Andini ◽  
Ayu Rahayu ◽  
C Asri Budiningsih ◽  
Mumpuniarti Mumpuniarti
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Narrow View ◽  
The Right ◽  
Agent Of Change ◽  
Special Region

The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.

PERAN ORANGTUA DAN GURU PEMBIMBING KHUSUS KEPADA ANAK BERKUBUTAHAN KHUSU (SLOW LEARNER) DI SD NEGERI 5 ARCAWINANGUN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ujang Khiyarusoleh
Keyword(s):  
Special Needs ◽  
Research Question ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Slow Learner ◽  
Learning Achievement ◽  
Study Approach ◽  
Role Of Parents ◽  
Guidance Teachers

ABSTRAK Penelitian ini dilatarbelakangi oleh adanya pendidikan yang diperuntukkan bagi semua anak, termasuk anak berkebutuhan khusus. Anak berkebutuhan khusus memiliki karakter yang berbeda-beda, khususnya slow learner dalam pembelajaran mengalami keterlambatan dalam memahami materi. Oleh karena itulah diperlukan peran orangtua dan guru pembimbing khusus untuk membantu memberikan pendidikan yang lebih baik sesuai dengan karakternya. Rumusan masalah penelitian ini yaitu bagaimana peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Tujuan penelitian ini yaitu untuk mengetahui peran orangtua dan guru pembimbing khusus kepada slow learner di SD Negeri 5 Arcawinangun. Jenis penelitian ini yaitu penelitian kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dokumentasi dan triangulasi sumber. Hasil penelitian ini menunjukan bahwa terdapat beberapa peran orangtua yaitu meliputi: orangtua sebagai pendamping utama, orangtua sebagai advokat, orangtua sebagai guru, orangtua sebagai diagnostian. Serta peran guru pembimbing khusus yang meliputi: merancang dan melaksanakan program kekhususan, melakukan identifikasi, asesmen dan menyususn program pembelajaran individual, memodifikasi bahan ajar, melakukan evaluasi, dan membuat laporan program dan perkembangan anak berkebutuhan khusus. Dengan peran peran tersebut, maka sebagian besar anak berkebutuhan khusus di SD Negeri 5 Arcawinangun dapat memberikan layanan dengan baik. Saran untuk penelitian ini orangtua senantiasa mendorong anaknya untuk belajar bersungguh-sungguh di rumah dan di skolah, serta menyediakan fasilitas belajar yang mendukung perkembangan pendidikan bagi anaknya. Kata Kunci: peran guru pembimbing khusus, peran orangtua, slow learner   ABSTRACT Background of the study was the existence of education aimed at all children, including children with special needs. Children with special needs have different characters, thus affecting their learning achievement. Therefore, the role of parents and special tutors were needed to help them improve learning achievement. The research question of this research was how the role of parents and special guidance teachers towards learning achievement of children with special needs in SD Negeri 5 Arcawinangun. The focus of this research was the role of parents and special guidance teachers on learning achievement of children with special needs in grades 1, 2 and 3 of SD Negeri 5 Arcawinangun. The purpose of this study was to determine the role of parents and special guidance teachers on the learning achievement of children with special needs in Arcawinangun 5 Public Elementary School. This type of research was qualitative research with a case study approach. Technique of data collection was observation, interviews, documentation and source triangulation. The results of this research indicated that there were several roles of parents, namely: parents as the main companion, parents as advocates, parents as teachers, parents as diagnostics. As well as the role of a special mentor teacher which includes: designing and implementing specific programs, identifying, assessing and arranging individual learning programs, modifying teaching materials, evaluating, and making program reports and development of children with special needs.With this role, most of the children with special needs in SD Negeri 5 Arcawinangun can improve their learning achievement well.Suggestions of this research were parents always encourage their children to study seriously at home and at school, and provide learning facilities that support the development of education for their children. Keywords: role of parents, role of special guidance teachers, slow learner

Diagnostics of school adaptation in children with special needs.

2016 ◽  
Vol 3 (3) ◽  
pp. 142-145
Author(s):  
Zavgorodniy I.V., Lazarenko K. P., Chekhovskaya I.M.
Keyword(s):  
Elementary School ◽  
Special Needs ◽  
Musculoskeletal Disorders ◽  
School Children ◽  
Elementary School Children ◽  
Boarding School ◽  
Boarding Schools ◽  
Children With Special Needs ◽  
School Adaptation

The article deals with the problem of school adaptation of elementary school pupils studying in specialized boarding schools for children with special needs and musculoskeletal disorders. The article studies special materials and methods for diagnosis of school desadaptation. The authors presented the findings of the research identifying the peculiarities of school desadaptation diagnosis.Key words: сhildren with special needs, school adaptation, specialized boarding school, elementary school children with musculoskeletal disorders. АнотаціяДіагностика шкільної адаптації дітей з особливими потребами. Завгородній І.В., Лазаренко К.П., Чеховська І.М.         У статті розглядаються проблеми шкільної дезадаптації дітей з патологією опорно-рухового апарату, що навчаються у спеціалізованому начальному закладі. Описані методики для визначення рівня шкільної адаптації першокласників. Надані результати проведених досліджень серед учнів першого класу спеціалізованого навчального закладу.Ключові слова: діти з особливими потребами, шкільна адаптація,спеціалізований навчальний заклад,першокласники,  захворювання опорно-рухового апарату. АннотацияЗавгородний И.В., Лазаренко К.П., Чеховская И.М.Диагностика школьной адаптации у детей с особыми потребностями. В статье рассматриваются проблемы школьной дезадаптации детей с патологией опорно-двигательного аппарата, обучающихся в специализированном учебном заведении. Описанны методики для определения уровня школьной адаптации первоклассников. Представлены результаты проведенных исследований среди учащихся первого класса специализированного учебного заведения.Ключевые слова: дети с особыми потребностями, школьная адаптация, специализированное учебное заведение, первоклассники, заболевания опорно-двигательного аппарата.

scholarly journals CERITA ANAK SEBAGAI MEDIA PEMBENTUK KARAKTER ANAK

2018 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
Ferdian Achsani
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Literary Work ◽  
School Level ◽  
Human Beings ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Children's Stories ◽  
The Right ◽  
Literary Materials

Literature and character education are two things that can not be separated. Literature as a reflection of the life of the community generally teaches the reader to be able to understand the wisdom of the displayed story. Literature can be used as a medium of learning, especially in the process of internalization of the value of character education to learners. The value of character education in the literary work is expected to be followed by the students. Currently, Indonesia is experiencing moral degradation. The need for moral cultivation to the learners aims to create human beings who are virtuous in the future. Each subject has the right to internalize character education to learners. So in the Indonesian language, the process of characterization of character education can be done when learning on literary materials. This study aims to describe the value of character education in Solopos children's stories. this research is included in qualitative descriptive research. The results of this study concluded that in the story Solopos child, there is a value of character education that can be taught to learners, especially at the elementary school level. The results showed that this child's story can be used as a reference for teachers, as a medium to internalize character education at the elementary school level. Sastra dan pendidikan karakter merupakan dua hal yang tidak dapat dipisahkan. Sastra sebagai cerminan kehidupan masyarakat, umumnya mengajarkan kepada pembaca untuk dapat memahami hikmah dari cerita yang ditampilkan. Sastra dapat digunakan sebagai media pembelajaran, terutama dalam proses penginternalisasian nilai pendidikan karakter kepada peserta didik. Nilai pendidikan karakter dalam karya sastra tersebut diharapkan dapat diteladani oleh peserta didik. Saat ini Indonesia sedang mengalami degradasi moral. Perlunya penanaman moral kepada peserta didik bertujuan untuk menciptakan manusia yang berbudi pekerti di masa depan. Setiap mata pelajaran memiliki hak untuk menginternalisasikan pendidikan karakter kepada peserta didik. Maka dalam bahasa Indonesia, proses penginternalisasian pendidikan karakter dapat dilakukan ketika pembelajaran pada materi kesastraan. Penelitian ini bertujuan untuk mendiskripsikan nilai pendidikan karakter dalam cerita anak Solopos. penelitian ini termasuk dalam penelitian diskrptif kualitatif. Hasil penelitian ini menyimpulkan bahwa dalam cerita anak Solopos, terdapat nilai pendidikan karakter yang dapat diajarkan kepada peserta didik terutama pada jenjang sekolah dasar. Hasil penelitian menunjukan bahwa cerita anak ini dapat digunakan sebagai rujukkan bagi guru, sebagai media untuk menginternalisasikan pendidikan karakter pada jenjang sekolah dasar.

scholarly journals Penyelenggaraan Pendidikan Inklusif Anak Berkebutuhan Khusus (Studi Multi Situs di SDN-4 Palangka dan SDN-3 Langkai Kota Palangka Raya)

2020 ◽  
Vol 1 (2) ◽  
pp. 134-142
Author(s):  
Bedha Tamela ◽  
Joni Bungai ◽  
Wawan Kartiwa
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Document Analysis ◽  
Substantial Improvement ◽  
Education For All ◽  
Children With Special Needs ◽  
Inhibiting Factors ◽  
Factors Influencing ◽  
Current Implementation ◽  
The Right

Every Indonesian citizen has the right to get education according to Article 31 paragraph (1) of the 1945 Constitution. To date, education for children with special needs (Anak Berkebutuhan Khusus/ABK) is held separately from the majority one. The separation, further, leads to the idea of inclusive education for all. This research aims to describe the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangkaraya City. Besides, it looks for the supporting and inhibiting factors in its implementation. The data derived from observation, interviews and document analysis. The results confirm that the current implementation of inclusive education still needs substantial improvement and support, primarily in terms of qualified teaching staffs, facilities/infrastructure and funding. We found eleven supporting factors and four inhibiting factors influencing the implementation of inclusive education in SDN 4 Palangka and SDN-3 Langkai in Palangka Raya City.

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