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All Journal Journal of ICSAR Jurnal Pendidikan Kebutuhan Khusus Soeropati: Journal of Community Service
Putri Kartika Ningsih
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Religion Arts Humanities Education Environmental Science Social Sciences Other

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Implementasi Tugas Guru Pembimbing Khusus Serta Kendala sebagai Tenaga Pendidik Profesional di Sekolah Inklusi Kota Surabaya Nindya Ayu Rizqianti; Putri Kartika Ningsih; Ediyanto Ediyanto; Asep Sunandar
Jurnal Pendidikan Kebutuhan Khusus Vol. 6 No. 1 (2022): April 2022
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v6i1.609

Abstract

Sebuah sekolah dikatakan inklusif ditandai dengan adanya anak berkebutuhan khusus di sekolah umum. Beberapa kota di Indonesia telah melaksanakan pendidikan inklusif dan mendapatkan hasil yang beragam dalam pelaksanaannya. Untuk memfasilitasi segala kebutuhan dan pelayanan anak berkebutuhan khusus maka sekolah perlu menambahkan guru pendamping khusus atau GPK. Guna mewujudkan suatu pendidikan inklusi yang ideal, ada beberapa aspek yang perlu dikelola dengan baik dan sungguh-sungguh, satu diantaranya adalah kompetensi dasar tenaga pendidik. Metode dalam penelitian ini adalah kualitatif deskriptif. Hasil penelitian yaitu terungkapnya beberapa kendala implementasi pendidikan inklusif dan gambaran pengetahuan profesional dari GPK di sekolah dasar inklusi kota Surabaya yang sesuai dengan kebutuhan tenaga pendidik di sekolah guna terciptanya pendidikan inklusi yang ideal.
Improving Reading Skills Of Beginning Deaf Students Through Global Reflective Maternal Methods Controlled Learning Motivation Putri Kartika Ningsih; Mohammad Efendi; Ahmad Samawi
Journal of ICSAR Vol 6, No 2 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i22022p237

Abstract

Deaf students have barriers to listening skills, so they need appropriate and structured instruction for teaching early reading. Researchers combined MMR and the global method into the Global Reflective Maternal Method (MMG) for early reading learning for deaf students at the elementary level. Learning motivation needs to be owned by students both intrinsic and extrinsic. Through this research, the researcher wanted to know the effect of the application of MMG on the early reading skills controlled by the learning motivation of the basic level deaf students in SLB Kabupaten Madiun. The real experimental method (true experimental) was applied in this study with a pretest posttest control group design. The results pre-test of the initial reading skills of the control group had an average of 33.5 percent with less criteria, and the experimental group had an average of 28.6 percent with less criteria. The post test of the control group had an average of 32.8 percent with less criteria, and the experimental group had an average of 62.1 percent with sufficient criteria. Based on the significant test through t-test mean pre-test and post-test and compare the results of t-test with t-table 5 percent. The results of the significance test showed t equals 3.42 less than t table 5 percent equals 1.79 then the results were significant. Reinforced the results of the hypothesis test with the results of 3.42 less than 1.79 which means the Global Reflective Maternal Method (MMG) has an effect on the beginning reading skills of basic deaf students in SLB Kabupaten Madiun. The results of the observation of the learning motivation of the control group and the experimental group showed that the motivation of the experimental group was better than the control group. And when compared, the learning outcomes of the experimental group were higher than the control group.
Peningkatan Kompetensi Guru Sekolah Inklusi melalui Pendampingan Terstruktur (Perencanaan, Tindakan & Pengamatan, dan Refleksi) Ediyanto; Asep Sunandar; Wiwik Dwi Hastuti; Putri Kartika Ningsih
Jurnal Soeropati Vol 4 No 1: November 2021
Publisher : LPPM Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/js.v4i1.2757

Abstract

Teachers are an important factor in optimizing inclusive education in certain educational units. In addition to classroom teachers, special teachers are also needed who have broad insight and skills in implementing inclusive learning in the classroom. In addition, parental involvement in children's education is a driving and determining factor in the development of inclusive education. Starting from making decisions regarding school placement, to collaboration between the education unit and parents who have children with special needs. With limited understanding and acceptance of the existence of ABK, teachers need skills in learning for ABK. Educational backgrounds that do not provide provisions for special education cause almost all teachers to face problems in dealing with children with special needs. This Community Service Program is one solution in an effort to provide the skills needed by inclusive school teachers at Ma'arif Prison in the form of handling children with special needs and indirectly as a form of improving the quality of learning in the classroom. The results of the pre-test and post-test showed a significant increase in competence in the aspects of awareness, knowledge, and skills of the trainee teachers. The average pre-test score was 54.67, while the post-test average score was 80.56. These results indicate that there is an increase in the understanding of the Ma'arif LP teachers regarding the service framework for inclusive students or with special needs which consists of early detection, consultation, collaboration and counseling. During the mentoring, the participants gave positive feedback on the activities and hoped that further activities would be applicable in relation to the implementation of inclusive education in educational units.
Co-Authors Ahmad Samawi Asep Sunandar Ediyanto Mohammad Efendi Nindya Ayu Rizqianti Wiwik Dwi Hastuti