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All Journal Elementary: Islamic Teacher Journal Pedagogik Journal of Islamic Elementary School Al-Bidayah : jurnal pendidikan dasar Islam
Calista, Wina
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Associative and Dissociative Social Interaction Patterns In The Inclusion School Of SD Taman Muda Ibu Pawiyatan Yogyakarta Calista, Wina; Mudiyono, Mudiyono
ELEMENTARY: Islamic Teacher Journal Vol 9, No 2 (2021): ELEMENTARY
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/elementary.v9i2.11471

Abstract

AbstractThe background of this study is still the occurrence of rejection and disputes between regular students and students with special needs in inclusion schools. This certainly has an impact on student relationships in schools. Therefore, this study aims to describe the pattern of associative and dissociative interaction of regular students and students with special needs at SD Taman Muda Ibu Pawiyatan Yogyakarta. This type of research is qualitative research with a phenomenology approach. The result of this study is a pattern of associative interaction between regular students and students with special needs classified in the form of cooperation, assimilation, and accommodation. Cooperation is seen at the activities in the school. This form of assimilation between regular students and students with special needs is the planting of a tolerance attitude. The form of accommodation between regular students and students with special needs leads to a form of arbitration and tolerance. Dissociative interaction patterns between regular students and students with special needs are classified in patterns of competition, contravention, and conflict/strife. Competition occurs in academic competition and competition to be the best student. While the contravention which leads to rejection and the onset of displeased feelings hidden by students against the companion of students with special needs(shadow teacher). The conflict is dominated by students with special needs with emotional and behavioral disorders (unsociability disorder). 
Discrimination of Students in Specific Need: Cerebral Palsy Calista, Wina; Qiftiyah, Maratul
Pedagogik Journal of Islamic Elementary School VOL 3 NO 2 OCTOBER 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v3i2.1575

Abstract

The purpose of this study was to describe acts of discrimination that occur between regular students and students with special needs in inclusive schools. This type of research is qualitative research with a case study approach. The subjects in this study were students with special needs in grade IV with the initials AN who had been diagnosed with cerebral palsy. The study was conducted at Giwangan Public Elementary School in Yogyakarta. Data collection techniques used in this study were interviews, observation, and documentation. The results showed that the forms of discrimination between regular students and students with special needs with cerebral palsy disorders in inclusive schools were ridicule, rejection, and physical contact. As a result, students with special needs withdraw from the social environment at school. Inclusive schools as child-friendly schools can certainly eliminate discriminatory attitudes in schools. The existence of acts of discrimination that still occur in inclusive schools means that schools have not been able to accommodate all students.
The Integration Of Among (Instantiating) System In The Inclusive Education At Taman Muda Ibu Pawiyatan Primary School Yogyakarta Tusyana, Eka; Calista, Wina
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 11 No. 2 (2019): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v11i2.191

Abstract

The research aim is to describe the integration of among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta. This research utilized case study method with a qualitative approach. The data collection instruments were interview, observation, and documentation. The result indicates that among systems in inclusive education at Taman Muda Ibu Pawiyatan Primary School Yogyakarta is integrated into classroom and outing class learning activities. Among system in the classroom learning activity is integrated by teachers to not only provide material but also advise and habituation to students such as maintaining a good attitude to peers. Teachers apply the jigsaw method in learning, which is aimed to train regular students or students with special needs to implement the attitudes of being responsible, cooperative, and respecting other people’s opinions. Teachers do not demand students with special needs to compare their ability with regular children to achieve scores based on Minimum Criteria of Mastery Learning (or usually called Kriterai Ketuntasan Minimal/KKM). They open the opportunity to students, especially they who have special needs at inclusive school to train their independence without continuously depending on guardian. In the among the system of outing class learning, teachers apply three systems, which are karawitan (playing a java musical instrument), dance art, and scout.
Discrimination of Students in Specific Need: Cerebral Palsy Calista, Wina; Qiftiyah, Maratul
Pedagogik Journal of Islamic Elementary School VOL 3 NO 2 OCTOBER 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v3i2.1575

Abstract

The purpose of this study was to describe acts of discrimination that occur between regular students and students with special needs in inclusive schools. This type of research is qualitative research with a case study approach. The subjects in this study were students with special needs in grade IV with the initials AN who had been diagnosed with cerebral palsy. The study was conducted at Giwangan Public Elementary School in Yogyakarta. Data collection techniques used in this study were interviews, observation, and documentation. The results showed that the forms of discrimination between regular students and students with special needs with cerebral palsy disorders in inclusive schools were ridicule, rejection, and physical contact. As a result, students with special needs withdraw from the social environment at school. Inclusive schools as child-friendly schools can certainly eliminate discriminatory attitudes in schools. The existence of acts of discrimination that still occur in inclusive schools means that schools have not been able to accommodate all students.
Co-Authors Mudiyono Mudiyono Qiftiyah, Maratul Tusyana, Eka