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 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 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 Increased Ability to Face Disaster Threats for Children with Special Needs in Inclusion Elementary Schools at Yogyakarta City

2019 ◽  
Vol 2 ◽  
pp. 323-325
Author(s):  
Mahilda Dea Komalasari
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Capacity Building ◽  
Community Partnership ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Question And Answer ◽  
The City ◽  
Partnership Program ◽  
Yogyakarta City

The potential for many disasters in the city of Yogyakarta needs to be addressed with a training to improve the ability to face disaster threats, especially for children with special needs. This training aims to increased ability to face disaster threats for children with special needs in inclusion elementary schools at Yogyakarta City. The capacity building training to face the threat of disaster was carried out by lecture, question and answer, and demonstration methods. This training took place at SDN Karanganyar and SDN Minggiran. Both of these elementary schools are inclusion in the city of Yogyakarta. Based on observations at SDN Karanganyar and SDN Minggiran, it is necessary to conduct training to improve the ability to face disaster threats to improve the ability to face disaster threats because there were students with special needs who did not understand how to protect and save themselves in the event of a disaster. Therefore, Thegoals of this community partnership program are teacher and students with special needs in SDN Karanganyar and SDN Minggiran, and implemented from February 2018 to October 2018. Through training to improve the ability to face disaster threats, it is expected to improve the ability of students with special needs in facing disaster threats.

scholarly journals Decision Support System for an Art University

2021 ◽  
Vol 1 (2) ◽  
pp. 8-12
Author(s):  
Svetlana E. Vecherskaya
Keyword(s):  
Decision Support ◽  
Decision Support System ◽  
Special Needs ◽  
Support System ◽  
Learning Process ◽  
Performance Indicators ◽  
Educational Process ◽  
Learning Plan ◽  
Specific Performance ◽  
Talented Students

A prototype of an automated decision support system for creative universities has been developed, which will allow assessing the achievements particularly talented students and identifying the needs in the learning process in order to help organize the educational process in accordance with identified capabilities. Use of a decision support system based on the Bayesian classifier is suggested which will allow to evaluate factors contributing to the progress in teaching students particular techniques, and in perspective to assess the possible resources that will be required to make changes to the learning. The list of specific performance indicators is given. The system should contribute to the formation of the learning plan, taking into account the capabilities of both a group art workshop as a whole, and special needs of an individual to develop, if necessary an individual approach.

Inclusive Classes in Physical Education: Teachers' Difficulties

2016 ◽  
Vol 19 (1) ◽  
pp. 25-33
Author(s):  
Gabriela Gallucci Toloi ◽  
Eduardo José Manzini ◽  
Diego Machado Spoldaro ◽  
Lucas Ventura Zacarias
Keyword(s):  
Physical Education ◽  
Focus Groups ◽  
Special Needs ◽  
Analysis Data ◽  
Physical Education Teachers ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Verbal Interactions ◽  
Inclusive Settings ◽  
Interview Guide

Abstract The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify, through self-reporting, common difficulties physical education teachers experienced while teaching children with special needs in inclusive environments. Two focus groups of physical education teachers who taught children with special needs were interviewed to provide data. Focus groups met twice for an average of two hours each meeting. An interview guide was employed to encourage discussion and idea sharing. Verbal interactions were transcribed and subjected to content analysis. Data analysis identified seven subthemes related to difficulties commonly experienced by the teachers working in inclusive environments: 1) access to diagnoses; 2) physical education syllabus; 3) inclusion and physical education; 4) architectural and administrative barriers; 5) family collaboration; 6) relationships with other professionals; 7) teacher training. Identifying these subthemes of commonly shared difficulties relating to successful inclusion may help guide the development of a training program for including students with special needs in physical education classes.

scholarly journals Innovation of Adaptive Physical Education in the Teacher's Perspective on Children with Special Needs

2021 ◽  
Vol 8 (7) ◽  
pp. 543
Author(s):  
Awik Retyaka Afudaniati ◽  
Mohammad Furqon Hidayatullah ◽  
Tri Rejeki Andayani
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Special Needs ◽  
Learning Process ◽  
Qualitative Data ◽  
Children With Special Needs ◽  
Main Obstacle ◽  
Adaptive Physical Education ◽  
Teacher's Perspective ◽  
Qualitative Data Collection

The purpose of the study was to investigate the teacher's views on learning innovations for adaptive physical education for children with special needs. This study uses descriptive qualitative data collection through observation, questionnaires, and interviews. This study involved 10 SDLB teachers in Temanggung. In this study, the teacher understands; first, a sense of responsibility expressed by all respondents to provide and design a learning process that supports the needs of students. Second, the main obstacle that occurs to teachers is in modifying the implementation of learning that is tailored to the conditions and needs of students. Third, teachers need adaptive physical education learning innovations for children with special needs. Fourth, teachers are motivated to implement and develop adaptive physical education learning innovations for children with special needs associated with local wisdom values.

scholarly journals Kebutuhan layanan pendidikan khusus di sekolah dasar

2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Bahrudin Bahrudin ◽  
Indra Jaya ◽  
Cecep Kustandi
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Real Data ◽  
Future Research ◽  
School Students ◽  
Students With Special Needs ◽  
Analysis Technique ◽  
Special Service ◽  
Inclusive School ◽  
Thousand Islands

There is no real data on students who need special service education in elementary schools for the DKI Jakarta area. This study is interested in identifying and analyzing elementary school students who need special service education. This study will determine the real condition of the prevalence of the number of students in elementary schools who need special education services. The research method used is a quantitative approach. The instrument in this study used questions derived from the variable characteristics and characteristics of children with special needs. We collaborated with 14 elementary schools in the Thousand Islands, DKI Jakarta and the number of respondents in this study was 70 teachers. The data analysis technique was carried out by statistical analysis for quantitative. Therefore, the results obtained from a number of questions were asked to respondents and then transferred to the frequency distribution table. The results showed that the special needs most needed by students with special needs are slow learning, learning difficulties and intellectual disorders. The demand for educational services can increase family outreach efforts with schools through communication according to the types of needs of students. Inclusive school environments are ready to change and adapt and consider the needs of all people. The future research is required for an IQ test to ascertain special needs for intellectual disabilities and learning disabilities.

scholarly journals Learning Strategies in Elementary Schools During the Covid 19 Pandemic

2021 ◽  
Vol 10 ◽  
pp. 33-37
Author(s):  
Nur Adinda Putri ◽  
Muhlasin Amrullah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Elementary Schools ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Learning Strategies ◽  
Learning Process ◽  
Research Process ◽  
Learning Objectives ◽  
School Teachers

The purpose of this research is about various aspects in it, including methods, processes, strategies and learning breakthroughs during a pandemic. In the process of this research using descriptive qualitative research methods and data collection techniques with interviews, observations and photos when the research process is carried out. This study aims to reveal the methods used in learning and conclude how the learning strategies during the pandemic in elementary schools. Like schools in general, strategies are carried out online using the Google Meet application and sometimes offline in the learning process. In addition, there are breakthroughs in online learning by teachers, there are several challenges in implementing learning strategies. But even so, elementary school teachers continue to carry out the learning process through the google meet application with the hope that students can continue to study even in pandemic conditions. Parents here play an important role in the success of online learning strategies. Because in the learning process parents do not monitor or accompany their children, so they may not pay attention, so when the teacher gives homework, they cannot answer it. If students cannot answer the questions that have been given, then the learning objectives still cannot be achieved. Because there are students who still do not understand the material presented. This strategy is carried out to prevent and break the spread of the Covid-19 virus that is currently in Indonesia.

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