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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar
Septiana Arini
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Sikap Guru terhadap Anak Usia Dini dengan Autism Spectrum Disorder Septiana Arini; Farida Kurniawati
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 4, No 2 (2020)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v4i2.410

Abstract

Sikap guru terhadap anak usia dini dengan Autism Spectrum Disorder (ASD) adalah sebuah predisposisi yang dapat ditunjukkan secara favorable atau unfavorable. Sikap ini merupakan faktor penting yang memengaruhi bagaimana kualitas pengajaran terhadap anak dengan ASD di sekolah inklusif. Kajian literatur sistematis ini bertujuan untuk mengetahui sikap guru terhadap anak usia dini dengan ASD dan faktor yang memengaruhi sikap tersebut. Pencarian dilakukan melalui empat mesin pencari elektronik, yaitu Taylor Francis Online, ProQuest, EBSCOhost, dan Science Direct . Tahapan identifikasi, screening, uji kelayakan, dan eliminasi dilakukan hingga diperoleh 2 artikel yang sesuai dengan tujuan penelitian. Hasilnya, ditemukan bahwa terdapat perbedaan sikap guru terhadap anak usia dini dengan ASD antara pre-service dan in-service teacher. Pre-service teacher menunjukkan sikap positif sedangkan in-service teacher cenderung netral atau sedikit setuju. Penelitian lebih lanjut disarankan untuk dilakukan terhadap guru-guru PAUD inklusif di Indonesia untuk memperluas gambaran dalam berbagai konteks budaya dan negara, serta memfokuskan penelitian sikap guru yang bukan merupakan dampak hasil pelatihan tertentu.
PENINGKATAN KOMPETENSI PEDAGOGIK MELALUI PELATIHAN GURU DALAM MENGAJAR PESERTA DIDIK BERKEBUTUHAN KHUSUS Septiana Arini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48163

Abstract

This Community Service Program (PkM) aimed to enhance teachers’ pedagogical competence in designing and implementing instructional strategies for students with special educational needs at MIS NWDI Tebaban. The program was motivated by teachers’ limited readiness in implementing inclusive education, particularly in understanding the characteristics of students with special needs, designing differentiated instruction, and managing inclusive classrooms effectively. The method employed was a needs-based participatory training approach consisting of preparation, implementation, and evaluation stages. The program was conducted through workshops involving interactive lectures, case discussions, teaching reflection activities, and practical exercises in designing adaptive instructional strategies. The evaluation was carried out through simple pretests and posttests as well as participant observation during the training sessions. The results indicated that more than 80% of teachers showed improved understanding of inclusive education concepts and the characteristics of students with special educational needs. In addition, approximately 75% of teachers were able to design more adaptive and individualized learning strategies, while around 70% demonstrated improved skills in implementing differentiated instruction, utilizing simple assistive media and technology, and managing supportive inclusive classrooms. These findings suggest that structured, participatory, and practice-oriented training effectively improves teachers’ pedagogical competence and supports the implementation of inclusive education in elementary schools.
Co-Authors Kurniawati, Farida