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Ardisal
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Humanities Education Social Sciences

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The Effect of Inclusive Education Training on Teachers’ Social and Personality Competencies Irda Murni; Nurhastuti; Johandri Taufan; Ardisal; Teguh Wijaksana Isma
INCLUSIVE EDUCATION Vol. 2 No. 1 (2023): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v2i1.32

Abstract

Inclusive education system is a new challenge for teachers in teaching and learning activity. Homogeneity in learning activity has always been there but inclusive education system brings a new setting where regular students and students with special needs learn in the same classroom. The issue emerges due to teachers’ lack of competencies in implementing inclusive education. For this reason, teachers need to be provided with training on inclusive education. This research aims to examine whether teachers’ competencies can be improved through inclusive education training, specifically for social and personality competencies. This research used associative method which aims to find the influence of training on teachers’ social and personality competencies. The samples selected for this research were 42 elementary school teachers in inclusive education. The technique of data analysis used was T-test. Findings showed that inclusive education training has improved teachers’ social competency, while it gives no influence on teachers’ personality competency.
Meningkatkan Keterampilan Membuat Sabun Cuci Piring melalui Model Project Based Learning pada Siswa Tunagrahita Ringan Erlina, Resti; Budi, Setia; Damri; Ardisal
JURNAL PENDIDIKAN Vol 33 No 3 (2024): November
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v33i3.5794

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan membuat sabun cuci piring melalui model Project Based Learning. Penelitian tindakan kelas akan berlangsung selama dua siklus yang terdiri dari tahap perencanaan, tindakan, observasi dan refleksi. Proses mengumpulkan data dilakukan dengan memakai teknik observasi, tes, dan dokumentasi. Hasil penelitian ini menunjukkan adanya peningkatan setelah pemberian tindakan pada siklus I dan siklus II. Siswa yang berinisial KA dengan nilai kemampuan awal 42,19%, kemudian meningkat pada siklus I dengan nilai 66,07% dan siklus II dengan nilai 89,28%. Sedangkan pada siswa yang berinisial NA nilai kemampuan awal 46,87%, kemudian pada siklus I meningkat dengan nilai 71,42% dan siklus II dengan nilai 94,64%. Maka, kesimpulan dari hasil penelitian ini adalah model Project Based Learning dapat meningkatkan keterampilan membuat sabun cuci piring pada siswa tunagrahita ringan.
Co-Authors Afriyanti, Dian Budi, Setia Damri Erlina, Resti Guswanti, Trivani Irda Murni Isma, Teguh Wijaksana Johandri Taufan Noflia Anggraini, Vebby Nurhastuti Putri, Ulva Kardina Radila, Putri Yulita, Retna