scholarly journals Analisis kemampuan menulis dan membaca huruf pada anaka berkebutuhan khusus di sdn 1 picungremuk

2021 ◽  
Vol 6 (1) ◽  
pp. 84-92
Author(s):  
Lusi Andriyani Lusi
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Theory Approach ◽  
Learning Method ◽  
Class V ◽  
Interesting Learning ◽  
The Right ◽  
Grounded Theory Approach ◽  
Difficult Subject ◽  
General Explanation

Based on the results of observations in class V SDN 1 Picungremuk, it shows that in the learning process the teacher has not used the right learning method so that learning is less interesting and students think writing and reading is a difficult subject. The purpose of this study was to determine the development of writing and reading for children with special needs, to determine the development of children with special needs after being given picture cards during the study. The method used in this research is qualitative research with the Grounded theory approach, which is to produce a general explanation of a process, researchers focus on different processes or actions from time to time, develop theories of these processes or actions, take notes to be collected and analyzed, carry out interviews, and data analysis. The findings showed that the use of media in recognizing the letters A-Z in children with special needs can run well through various stages and approaches, creating a fun and interesting learning atmosphere. Even though the child still has difficulty remembering the letters, there has been progress in writing because the child has a habit of writing these letters.

scholarly journals USE OF CONTEXTUAL TEACHING AND LEARNING (CTL) ASSISTED WITH NUMBER CARD MEDIA IN UNDERSTANDING NUMBERS 1-10 IN CHILDREN WITH SPECIAL NEEDS (ABK) CLASS IV SDN CIBUNGKUL

2021 ◽  
Vol 6 (1) ◽  
pp. 67-76
Author(s):  
Melsa Rahayu Melsa ◽  
Meiliana Nurfitriani ◽  
Yopa Taufik Saleh
Keyword(s):  
Special Needs ◽  
Learning Process ◽  
Teaching And Learning ◽  
Children With Special Needs ◽  
Learning Method ◽  
The Subject ◽  
Contextual Teaching ◽  
Interesting Learning ◽  
The Right ◽  
Class Iv

Based on the results of observations in grade IV SDN Cibungkul, it shows that in the learning process the teacher has not used the right learning method so that learning is less interesting and students think mathematics is a difficult subject. Students have difficulty solving problems and are less active in the learning process in class. The results of observations by researchers there were obstacles that were encountered at PLP 2 at SDN Cibungkul, namely the lack of students to be able to understand in recognizing numbers and children who were used as subjects, namely children with special needs (ABK) in grade IV. I made observations after PLP 2 by conducting interviews and testing the children with special needs. Based on this, the researcher wants to try to use the Contextual Teaching And Learning (CTL) approach assisted by number card media in understanding numbers 1-10 in children with special needs (ABK) in Class IV SDN Cibungkul. This study uses the case method with the subject of 1 student with special needs. Data analysis in qualitative research. The findings show that the use of number card media in understanding numbers 1-10 in children with special needs has gone well through various stages using the Contextual Teaching And Learning (CTL) learning method. Contextual methods assisted by number card media, especially for children with special needs, create a fun and interesting learning atmosphere. The understanding of numbers for children with special needs has made a lot of progress, children no longer forget numbers 1-10 and children feel happy because they use items that are liked by children. In children with special needs, the application of contextual learning methods assisted by number card media will motivate students to participate in active learning.

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.

scholarly journals “It’s Like a Death Sentence but It Really Isn’t” What Patients and Families Want to Know About Hospice Care When Making End-of-Life Decisions

2019 ◽  
Vol 37 (9) ◽  
pp. 721-727
Author(s):  
Channing E. Tate ◽  
Grace Venechuk ◽  
Elinor J. Brereton ◽  
Pilar Ingle ◽  
Larry A. Allen ◽  
...  
Keyword(s):  
Focus Groups ◽  
End Of Life ◽  
Family Caregivers ◽  
Terminal Illness ◽  
Hospice Care ◽  
Death Sentence ◽  
Theory Approach ◽  
Snowball Sampling ◽  
The Right ◽  
Grounded Theory Approach

Background: Hospice is underutilized, due to both lack of initiation from patients and late referral from clinicians. Prior research has suggested the reasons for underuse are multifactorial, including clinician and patient lack of understanding, misperceptions about the nature of hospice care, and poor communication during end-of-life discussions about hospice care. Little is known about the decisional needs of patients and families engaging in hospice decision-making. Objectives: To understand the decisional needs of patients and families making decisions about hospice care. Methods: We conducted focus groups with family caregivers and hospice providers and one-on-one interviews with patients considering or enrolled in hospice care. We identified participants through purposeful and snowball sampling methods. All interviews were transcribed verbatim and analyzed using a grounded theory approach. Results: Four patients, 32 family caregivers, and 27 hospice providers participated in the study. Four main themes around decisional needs emerged from the interviews and focus groups: (1) What is hospice care?; (2) Why might hospice care be helpful?; (3) Where is hospice care provided?; and (4) How is hospice care paid for? Discussion: Hospice may not be the right treatment choice for all with terminal illness. Our study highlights where patients’ and families’ understanding could be enhanced to assure that they have the opportunity to benefit from hospice, if they so desire.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini

2020 ◽  
Vol 6 (2) ◽  
pp. 108
Author(s):  
Muchamad Irvan
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Deaf Children ◽  
Children With Special Needs ◽  
Disabled Children ◽  
Special Services ◽  
Blind Children ◽  
Mentally Retarded Children ◽  
The Right ◽  
Different Characteristics

Anak berkebutuhan khusus (ABK) merupakan anak yang tumbuh dan berkembang dengan berbagai perbedaan dengan anak-anak pada umumnya. Istilah anak berkebutuhan khusus tidak merujuk pada sebutan untuk anak dengan kecacatan, namun merujuk pada layanan khusus yang diperlukan anak berkebutuhan khusus. Terdapat berbagai jenis kategori dalam lingkup istilah anak berkebutuhan khusus. Dalam konteks pendidikan khusus di Indonesia anak berkebutuhan khusus di kategorikan dengan istilah anak tunanetra, anak tunarungu, anak tunagrahita, anak tunadaksa, anak tunalaras, dan anak cerdas dan bakat istimewa. Setiap anak berkebutuhan khusus memiliki karakteristik yang berbeda-beda antara satu dengan yang lain. Lebih daripada itu, setiap anak berkebutuhan khusus juga memerlukan layanan khusus yang disesuaikan dengan kemampuan dan karakteristik mereka. Perlu dilaksanakan kegiatan identifikasi dan asesmen untuk mengetahui karakteristik dan kebutuhan mereka. Hal tersebut dianggap penting guna mendapatkan layanan yang tepat sesuai dengan karakteristik, kebutuhan dan kemampuan. Children with special needs (ABK) are children who grow and develop with various differences from children in general. The term children with special needs does not refer to children with disabilities, but instead refers to special services needed by children with special needs. There are various types of categories within the scope of the term children with special needs. In the context of special education in Indonesia, children with special needs are categorized by the terms blind children, deaf children, mentally retarded children, disabled children, children with disabilities, and intelligent children and special talents. Every child with special needs has different characteristics from one another. More than that, every child with special needs also requires special services that are tailored to their abilities and characteristics. It is necessary to carry out identification and assessment activities to determine their characteristics and needs. This is considered important in order to get the right service according to the characteristics, needs and capabilities.

scholarly journals METODE PEMBELAJARAN DISCRETE TRIAL TRAINING (DTT) UNTUK MELATIH KEMAMPUAN BERWUDHU BAGI ANAK AUTIS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Mauliya Nandra Arif Fani
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Positive Impact ◽  
Children With Autism ◽  
Discrete Trial Training ◽  
Learning Method ◽  
Discrete Trial ◽  
Literature Study ◽  
Appropriate Behavior ◽  
The Right

ABSTRACTEducation is the right of every citizen regardless of any physical abnormality to form people who are faithful and devoted to God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens. Thus, children with special needs have the right to get an education, including religious education as a solution in order to achieve these goals. Therefore, this study aims to train the ability of ablution for children with autism so that they can worship like children in general. This study uses the literature study method, namely by making observations on relevant library books and scientific articles and then concluding. The results of this study indicate that the Discrete Trial Training learning method has a positive impact on practicing ablution for children with autism, marked by a good response. In this method, there is a repetition of the behavior. Appropriate behavior is rewarded, while inappropriate behavior does not receive a reward, thus stimulating to show the expected behavior.Keywords: Discrete Trial Training, Wudu, Autism ABSTRAKPendidikan merupakan hak setiap warga negara tanpa memandang kelainan fisik apapun dengan tujuan membentuk manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Dengan demikian, anak berkebutuhan khusus memiliki hak untuk mendapat pendidikan, termasuk pendidikan agama sebagai solusi dalam rangka mencapai tujuan tersebut. Oleh karena itu, penelitian ini bertujuan untuk melatih kemampuan berwudhu bagi anak autis agar dapat beribadah seperti anak pada umumnya. Penelitian ini menggunakan metode studi pustaka, yaitu dengan melakukan observasi pada buku-buku perpustakaan dan artikel ilmiah yang relevan kemudian disimpulkan. Adapun hasil penelitian ini menunjukkan bahwa metode pembelajaran Discrete Trial Training memberi dampak positif dalam melatih kemampuan berwudhu bagi anak autis ditandai dengan adanya respon yang baik. Dalam metode ini terdapat pengulangan tingkah laku. Tingkah laku yang sesuai mendapat hadiah sedangkan tingkah laku yang tidak sesuai tidak mendapat hadiah sehingga merangsang untuk menunjukkan tingkah laku yang diharapkan.Kata Kunci: Discrete Trial Training, Berwudhu, Autis

scholarly journals Pengelolaan Kelas Terhadap Siswa Tuna Rungu-Wicara Di Kelompok A1 PGRA Mamba’ul Hisan

2019 ◽  
Vol 1 (2) ◽  
pp. 98-103
Author(s):  
Aprilia Rahmawati ◽  
Juhaeni Juhaeni ◽  
Siti Aisah ◽  
Ayu Kinasih ◽  
Nur Shibyany
Keyword(s):  
Special Needs ◽  
Children With Special Needs ◽  
Normal Children ◽  
Teaching Process ◽  
Class Management ◽  
Teachers And Parents ◽  
The Right

Children with special needs including children who are deaf-speech are children who have the right to get teaching and develop according to their potential. Like normal children in general, children who are deaf-mute have problems that must be resolved so that they can perform maximally. One of them is by providing education. Education is very important in life to eradicate ignorance. Teachers and parents must also be seen in the teaching process of students. For this reason, class management must also be in accordance with the conditions of students so that students are interested and can follow the learning well and in accordance with what is expected

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 PROSES TUMBUH DAN BERKEMBANGNYA KOMUNITAS MEREK SEBAGAI GERAKAN SOSIAL

2016 ◽  
Vol 26 (2) ◽  
pp. 146
Author(s):  
Azmil Chusnaini
Keyword(s):  
Grounded Theory ◽  
Social Movement ◽  
Theory Approach ◽  
Brand Community ◽  
Brand Communities ◽  
Movement Theory ◽  
Depth Interview ◽  
The Right ◽  
Community Pressure ◽  
Grounded Theory Approach

Using social movement theory, this study identify factors that influence likelihood and speed of acceptance new brand community. With grounded theory approach, data collected by in-depth interview from 16 informants within 2 famous brand communities. These brand communities exhibit three processes that transform aspiring community from a few costumer who consume similar brand and product become a big brand community that accepted in environment. These processes consist of (1) Differentiation; (2) Legitimacy Building; and (3) Mobilization. The author also reveals some norms call normative community pressure that protect members of community to interact and cooperate within community stay on the right track. Managerial and academic implication also explained how to build and grow brand community which can be very usefull to firms.

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