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All Journal Vidya Karya Journal of ICSAR
Widodo, Agus Pratomo Andi
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Education

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Inclusive Practices: Levels of Teacher Collaboration in Regular Schools Widodo, Agus Pratomo Andi; Hufad, Achmad; Sunardi, Sunardi; Hardi, Enny; Safitri, Adinda
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p346

Abstract

This research aims to analyze the collaborative learning in inclusive schools from the perspective of teachers and its implementation. Collaborative learning will be a challenge if there are children with special needs and regular students learning together in inclusive class. This research used quantitative research method with descriptive approach. This research was conducted in 10 inclusive schools involving 20 teachers (10 special teachers and 10 regular teachers). The results showed the acceptance of the existence of children with special needs by regular teachers related to the collaboration process in inclusive schools. The collaboration levels that occurred were 50% very good (level 1), 30% good (level 2) and 20% poor (level 3). Collaborative learning will succeed when the regular teachers accept the existence of children with special needs.
Teachers Perception on the Management of Inclusive Education in Elemantary School Widodo, Agus Pratomo Andi; Hufad, Achmad; Sunardi, Sunardi
Journal of ICSAR Vol 3, No 2 (2019): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (305.786 KB)

Abstract

The problem in this study was motivated by the difficulty of the teacher in implementing the Inclusive Education, which have been held since 2017 at the Sungai Andai 3 Elementary School in Banjarmasin. This study aims to describe the teacher’s perception of the implementation of Inclusive Education in Sungai Andai 3 Elementary School Banjarmasin, which covers 3 aspects according to the research questions, including: Teacher perceptions of the basic concept of  children with special needs, teacher perceptions of the education for children with special needs, and teacher perceptions of facilities and infrastructure. This study uses a type of qualitative research with a descriptive approach. Information about the perceptions of each respondent was revealed through questionnaires with 22 statements and in-depth interviews as data collection techniques and documentation. Data analysis techniques in this study are data reduction, data presentation, and conclusion. The teacher referred to in this study is a class teacher and subject teacher, as well as GPK or shadow teacher without any background of special education. This study was conducted on 23 respondents who teach at Sungai Andai 3 Elementary School in Banjarmasin . The results of the study are related to the purpose of the study that the teacher’s perception of the basic concept of children with special needs was “Good”. While the Teacher’s Perception of children with special need’s education and infrastructure facilities was “Enough”. Therefore, it is concluded that the teacher’s perception of the implementation of inclusive education in Sungai Andai 3 SDN Banjarmasin was “Good”.
Technology-Based Assessment for Children with Special Needs: Improving Accessibility and Accuracy in Inclusive Education Environments Susanti, Dewi Juwita; Mirnawati, Mirnawati; Amka, Amka; Widodo, Agus Pratomo Andi; T, Etna Anjani; Rizqina, Aulia; Rahmawati, Nor; Bonafita, Raberria
Vidya Karya Vol 39, No 2 (2024)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v39i2.20107

Abstract

This study aims to evaluate the effectiveness of technology-based assessment applications in identifying and assessing the needs of learners with special needs in inclusive schools. Using a mixed methods design, this study involved 40 respondents consisting of teachers and parents of children with special needs in inclusive schools in Banjarbaru, with data collection through surveys, observations and in-depth interviews. The results showed that the technology-based assessment application made it easier to understand the needs of children with disabilities and plan more effective interventions, with 85% of respondents (teachers and parents) finding it easy to use. 78% of respondents felt that the app helped them to identify children's cognitive, emotional, social and physical abilities more accurately than manual methods. Use of the app also improved the efficiency of the learning process, with 70% of observations indicating regular use by teachers and 60% by parents. This study highlights the importance of additional training and improved technology infrastructure to maximize the benefits of this app. In conclusion, this study shows that technology can effectively overcome the challenges of assessing children with disabilities and support the development of inclusive education policies in Indonesia.
Co-Authors Achmad Hufad Amka, Amka Aulia Rizqina, Aulia Bonafita, Raberria Enny Hardi Mirnawati Mirnawati Rahmawati, Nor Safitri, Adinda Sunardi Sunardi Susanti, Dewi Juwita Trunoyudho, Etna Anjani