scholarly journals PENGEMBANGAN MEDIA PAPAN BALIK (FLIPCHART) UNTUK MENINGKATKAN KEMAMPUAN BACA ANAK BERKEBUTUHAN KHUSUS DENGAN HAMBATAN AUTIS DI SEKOLAH INKLUSI

2021 ◽  
Vol 5 (2) ◽  
pp. 126-137
Author(s):  
Suchaimatul Lutfia ◽  
Setya Yuwana ◽  
Hendratno Hendratno
Keyword(s):  
Special Needs ◽  
Reading Ability ◽  
Reading Difficulties ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
A Value ◽  
Significant Difference ◽  
Inclusive School ◽  
Post Test ◽  
The Right

This study aims to produce flipchart media products to improve the reading ability of children with special needs with autism in inclusive schools. Because education is the right of every child. Therefore, children with special needs with autism have the right to receive learning according to their conditions. This research method uses research and development methods with a 4-D cycle (define, design, develop and disseminate). The subjects of this study were 6 students with special needs with autism at SD Muhammadiyah, Tulangan sub-district Sidoarjo. The sample of 6 students was selected based on categories, 2 students with mild autism and reading difficulties, 2 students with moderate autism and reading difficulties and 2 students with severe reading difficulties. The results of the study are as follows: (1) the material from the flipchart media developed is declared very feasible with a percentage value of 85.5%. (2) the results of the percentage value of media flipchart get a value of 83.75% with a decent category. (3) the test of the effectiveness of the developed flipchart media obtained a percentage value of 83.33%, a significance value of 0.000 > 0.05 so that there was a significant difference between the pre-test and post-test. Through the n-gain test, the score was obtained 0.33 which means the effect of the application is categorized as 'medium'. It can be concluded that the flipchart media developed had a positive effect on the reading ability of students with special needs with autism at SD Muhammadiyah Tulangan Sidoarjo. Keywords: Reading Ability, Flipchart Media, Autistic Child, Inclusive School

scholarly journals Model Of Disability Learning in Islamic Education at Inclusive School Malang, Indonesia

2021 ◽  
Vol 12 (3) ◽  
pp. 5388-5392
Author(s):  
Zulfi Mubaraq Et. al.
Keyword(s):  
Special Needs ◽  
Assessment System ◽  
Islamic Education ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Pull Out ◽  
Inclusive School ◽  
Learning Programs ◽  
The Difference ◽  
The Government

Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.

scholarly journals KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

2021 ◽  
Vol 10 (1) ◽  
pp. 76-92
Author(s):  
Mutiah Mutiah
Keyword(s):  
Special Needs ◽  
Implementation Process ◽  
Communication Process ◽  
Online Media ◽  
Communication Model ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Face To Face ◽  
Inclusive School ◽  
Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school  

Conditions That Facilitate Music Learning Among Students With Special Needs

2013 ◽  
Vol 61 (2) ◽  
pp. 144-159 ◽  
Author(s):  
Kevin W. Gerrity ◽  
Ryan M. Hourigan ◽  
Patrick W. Horton
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Special Needs Children ◽  
Musical Ability ◽  
Students With Special Needs ◽  
Paired Samples ◽  
Significant Difference ◽  
School Music ◽  
Musical Growth ◽  
Study Participants

The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that served as measurements of musical ability and growth. A paired-samples t test revealed a significant difference between pre- and posttest scores. Additionally, all of the study participants (the children, each child’s parent and/or guardian, university students serving as mentors, and professionals who supervised the program) completed semistructured interviews in order to determine the conditions that may have led to the children’s musical growth. Qualitative results corroborated the quantitative results and indicated that repetition, student choice, and increased response time were considered important teaching strategies that led to student growth and learning. Likewise, having in place clear directions and expectations, a behavior plan, and fostering a positive atmosphere that was free of distractions were identified by the participants as important conditions that must be met for learning to take place. A model for including children with special needs in public school music programs is discussed.

scholarly journals Optimalisasi Peran Sekolah Inklusi

2016 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Reni Ariastuti ◽  
Vitri Dyah Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Soft Skills ◽  
Educational Games ◽  
Skills Training ◽  
Children With Special Needs ◽  
Design Learning ◽  
Inclusive Schools ◽  
Inclusive School ◽  
The Right

Every Indonesian citizen has the right to get a decent education and teaching, not least for those children with special needs (ABK). SD Lazuardi Kamila may use as an information referral inclusive school in Surakarta, existence is capable of being a facilitator for the inclusion of other schools to further develop and improve themselves for educational purposes such inclusion can be more optimal. This IbM activity aims to: (1) the teacher can determine the level of need crews primarily on the healthcare, (2) the teacher can understand how to be a teacher-friendly (welcoming teacher) in the school inclusion, (3) the teacher can make early detection of the growth protege (4) teachers can design learning, and (5) the management of the school is to prepare the required facilitation of inclusive education. Referring to objectives, the method is performed in service activities are conducting trainings and workshops directly to the participant/teacher. This activity was followed with the assistance of the participants that this activity can be sustained. From this activity provides benefits to the community, particularly the development of soft skills training and a teacher of children with special needs with the birth of inclusive schools friendly to children. Tools educational games are also given to crew members in order to support the therapy and also their education.

IMMERSION OF HEAT POLYMERIZED ACRYLIC RESIN DENTAL BASE IN ARAK BALI AGAINST SURFACE ROUGHNESS

2021 ◽  
Vol 17 (1) ◽  
pp. 22-26
Author(s):  
Kadek Ayu Wirayuni ◽  
◽  
I Made Hendri Dwi Saputra ◽  
Keyword(s):  
Surface Roughness ◽  
Acrylic Resin ◽  
Control Group ◽  
Surface Strength ◽  
Denture Base ◽  
A Value ◽  
Removable Denture ◽  
Significant Difference ◽  
Post Test ◽  
Oral Tissue

Introduction: The denture base is the part of the removable denture that is supported by good adaptation to the underlying oral tissue. Most of the denture bases are made of acrylic or polymethyl methacrylate resin, better known as PMMA. However, the acrylic resin also has disadvantages such as easily broken and absorbs liquids both water and chemicals. The chemical absorption like alcohol, ethanol, and some drinks that contain acidic materials will chemically be induced with acrylic resin and settle in the pores of the acrylic resin. The chemical damage or defect creates roughness on the surface of the acrylic resin which can cause cracking or crazing and a decrease in surface strength and hardness. Materials and Methods: The method used in this research was a laboratory experimental design with a post-test-only control group using 12 samples consisting of 2 different types of samples by measuring the surface roughness of the acrylic resin after immersing the sample with a predetermined time. Results and Discussions: One-way ANOVA test results showed a significant difference in surface roughness after the samples immersion with a value of p = 0.006 (p <0.05). Conclusions: Based on this research, can be concluded that there is an increase in the surface roughness of the heated polymerized acrylic resin for 3 hours and 4 hours of immersion. The longer the heated polymerized acrylic resin is soaked in arak hence the level of surface roughness increases.

scholarly journals Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

2018 ◽  
Vol 41 (1) ◽  
pp. 171-181
Author(s):  
Enas Majadley
Keyword(s):  
Special Needs ◽  
Design Research ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Mainstream Teachers ◽  
Teachers Perceptions ◽  
Integration Program ◽  
Arab Schools ◽  
Teachers Attitudes ◽  
Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON THE STUDENTS’ ABILITY IN READING COMPREHENSION ON RECOUNT TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 91-100
Author(s):  
Sam Roberto Andre Hasian Lumbantobing ◽  
Hilman Pardede ◽  
Herman Herman
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Test Score ◽  
Alternative Hypothesis ◽  
Average Score ◽  
Control Group ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
Experimental Group

This research is a study of improving students’ ability in reading comprehension. The aim was to find out whether the use of Herringbone technique would bring a significant difference in teaching reading comprehension through Recount text, compared with the result before the students being treated. The study was conducted in the tenth grade students of SMA N 4 Pematangsiantar. The research method used was the experimental design, where the Experimental group was the PMIA 3 class, and the PMIA 2 class as the control class. Both of the classes had 34 students in each of it. The data were obtained through pre-test, treatment and post test. The pre-test was held to know the students’ basic ability or score before treatment was given. Meanwhile, the post test was held to know the students’ achievement and significant effect after the students were taught using Herringbone technique. Finding of the research showed that both groups had a significant improvement in their reading ability after being treated and passed the KKM. The Control group, which the pre-test score was 60, made an improvement shown in their post-test score in amount of 70,44. The experimental group, the group which the researcher treated the Herringbone technique to them, had a higher improvement than the control group. The average score of pre-test in this group was about 54,41 where then being improved up to 78,97. The score of t-test (3,981) was higher than t-table (1,668) at the level of significance 5% for two tailed test, so Null Hypothesis is rejected and Alternative Hypothesis is accepted.

scholarly journals The Effect Of Counseling On The Adherence Of Therapeutic Hypertension Patients

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Gita Sekar Prihanti ◽  
Novi Puspita Sari ◽  
Nur Indah Septiani ◽  
Laura Putri Risty L. Tobing ◽  
Annisa Rahayu Adrian ◽  
...  
Keyword(s):  
Family Support ◽  
Statistical Tests ◽  
Adherence Rate ◽  
Test Results ◽  
A Value ◽  
Significant Difference ◽  
Post Test ◽  
Lifestyle Education ◽  
Nonparametric Statistical ◽  
Adherence To Therapy

Failure of therapy is a result of bad adherence  medication. Non-adherence to therapy is a major factor that is suspected to result in uncontrolled blood pressure in hypertensive patients resulting in more serious complications. Therefore it is important to increase the adherence rate of treatment in patients with hypertension in the treatment process. For this reason, the need for interventions to improve  adherence  with several aspects that can be changed. This study uses One Group Pretest-Posttest Design using 100 samples. Data derived from questionnaires containing 25 items of adherence to therapy, 5 items of knowledge, 4 items of trust, 3 items of motivation, 10 items of family support with nonparametric statistical tests used were Mc Nemar test. Mc Nemar test results indicate that there is a significant difference between adherence at the pre-test and at the post-test after counseling with a significance value (p = 0,000). The results also showed that there was a difference in knowledge with a significance value (p = 0.001), motivation with a value (p = 0.031) and family support with a value (p = 0,000). The education with counseling about knowledge, trust, motivation and family support is effective in increasing compliance. There are other changeable factors such as lifestyle education, patient doctor relationships, and the use of smartphone applications for self-reported therapy can improve adherence in patients thereby minimizing therapy failure. Other educational methods that can be used besides counseling are counseling and dissemination of social media information.

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.

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