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Critical Analysis of the Inclusive Education Implementation in the Concept of Freedom of the Soul and Zona Proximal Development Wijiastuti, Asri; Masitoh, Siti; Ainin, Ima Kurrotun; Ardianingsih, Febrita
JPI (Jurnal Pendidikan Inklusi) Vol 3, No 2
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v3n2.p62-71

AbstractKi Hadjar Dewantara laid the foundation of education in Indonesia through his thoughts related to the nature of children in 1913-1919. On the other hand Lev Vygotsky (1896-1934) stated a theory that children are able to learn with the help of competent people. Both theories illustrate that the implementation of education will provide freedom and happiness for children in learning to learn by understanding children naturally and as they are. Research that has been done using ethnographic design aims to dissect and trace Ki Hadjar Dewantara's thoughts and Vygotsky's theory in the implementation of inclusive education. Data collection is done through documentation studies, guided group discussions, and questionnaires. The results of the analysis of the position of Vygotsky's theory in the implementation of inclusive education in the concept of the Zone of Proximal Development are focused on how children construct knowledge according to their culture and ways. The ZPD concept which focuses on cognitive theory emerged around 1993 which in Indonesia itself had been developed by Ki Hadjar Dewantara in 1913-1919 the emphasis was on teaching according to the nature of the child. Ki Hadjar's philosophy is heavily influenced by Maria Montessori's thoughts which emphasize the value of children's independent activities and the importance of children's growth as individuals. In 1952 Ki Hadjar Dewantara created a "system among" approach that put forward â€œFreedom of the Soulâ€. The system that supports the child's natural nature in order to develop inner and outer life according to his own nature. Knowledge and intelligence are only tools, the fruit is the maturity of the soul that can realize life and livelihood in an orderly, holy, and useful for others. The concepts of â€œFreedom of the Soulâ€ and ZPD, are aligned in the cognitive view and efforts of children in obtaining the concept of knowledge in the implementation of education in the classroom.Â AbstrakKi Hadjar Dewantara meletakkan dasar pendidikan di Indonesia melalui pemikirannya terkait dengan sifat anak-anak pada tahun 1913-1919. Di sisi lain, Lev Vygotsky (1896-1934) menyatakan teori bahwa anak-anak dapat belajar dengan bantuan orang yang kompeten. Kedua teori tersebut menggambarkan bahwa implementasi pendidikan akan memberikan kebebasan dan kebahagiaan bagi anak dalam belajar belajar dengan memahami anak secara alami dan sebagaimana adanya. Penelitian yang telah dilakukan dengan menggunakan desain etnografi bertujuan untuk membedah dan melacak pemikiran Ki Hadjar Dewantara dan teori Vygotsky dalam implementasi pendidikan inklusif. Pengumpulan data dilakukan melalui studi dokumentasi, diskusi kelompok terpimpin, dan kuesioner. Hasil analisis posisi teori Vygotsky dalam penerapan pendidikan inklusif dalam konsep Zona Pengembangan Proksimal difokuskan pada bagaimana anak-anak membangun pengetahuan sesuai dengan budaya dan cara mereka. Konsep ZPD yang berfokus pada teori kognitif muncul sekitar tahun 1993 yang di Indonesia sendiri telah dikembangkan oleh Ki Hadjar Dewantara pada tahun 1913-1919 penekanannya adalah pada pengajaran sesuai dengan sifat anak. Filosofi Ki Hadjar sangat dipengaruhi oleh pemikiran Maria Montessori yang menekankan nilai kegiatan mandiri anak-anak dan pentingnya pertumbuhan anak sebagai individu. Pada tahun 1952 Ki Hadjar Dewantara menciptakan pendekatan "sistem di antara" yang mengedepankan "Kebebasan Jiwa". Sistem yang mendukung sifat alami anak untuk mengembangkan kehidupan dalam dan luar sesuai dengan sifatnya sendiri. Pengetahuan dan kecerdasan hanyalah alat, buah adalah kematangan jiwa yang bisa mewujudkan kehidupan dan mata pencaharian secara tertib, suci, dan bermanfaat bagi orang lain. Konsep "Kebebasan Jiwa" dan ZPD, diselaraskan dalam pandangan kognitif dan upaya anak-anak dalam memperoleh konsep pengetahuan dalam implementasi pendidikan di kelas.Â

Peran Guru dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada SLB di Sidoarjo Febrita Ardianingsih; Siti Mahmudah; Edy Rianto
Jurnal Pendidikan (Teori dan Praktik) Vol 2 No 1 (2017): Volume 2, Nomor 1, April 2017
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v2n1.p21-30

AbstrakGuru adalah pelaksana langsung dari kurikulum di suatu kelas. Pencapaian implementasi kurikulum yang baik sangat bergantung pada faktor kemampuan yang dimiliki oleh seorang guru. Oleh karena itu, dilakukan penelitian tentang œPeran Guru dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Keabsahan data dilakukan secara triangulasi. Teknik analisis data bersifat induktif. Hasil penelitian ini adalah: (1) Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo dilaksanakan secara bertahap, dimulai sejak tahun ajaran 2015/2016 pada kelas 1 dan 4 dan pada tahun ajaran 2016/2017 ditambah kelas 2 dan kelas 5. Implementasi pembelajaran di kelas menggunakan perpaduan antara Kurikulum 2013 Pendidikan khusus dan Kurikulum KTSP; (2) Sebagian guru Sekolah Luar Biasa di Sidoarjo sudah menjalankan perannya sesuai kurikulum 2013 Pendidikan Khusus dengan beberapa adaptasi dari kurikulum KTSP, mulai perencanaan pembelajaran seperti program tahunan, program semester, rincian minggu efektif, silabus, dan Rencana Pembelajaran (RPP), melaksanakan pembelajaran dengan pendekatan saintifik, dan evaluasi yang meliputi aspek sikap, pengetahuan, dan keterampilan; dan (3) Kendala yang dihadapi dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo, antara lain: kurang lengkapnya ketersedian buku guru dan buku siswa, prasarana juga masih banyak yang perlu dibenahi, kurang lengkapnya alat peraga pendidikan, kurangnya pemahaman guru tentang penyusunan perangkat pembelajaran berdasarkan kurikulum 2013. AbstractTeacher is an implementator of Curriculum in a class. Good achievement of curriculums implementation depends on the teachers capability. Therefore, this research performed œThe Role of Special Teachers in Implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo. The research was qualitative descriptive study. The Techniques of collecting data were observation, interview and documentation. The data validity use triangulation. Data analysis was inductive. Results are: (1) Kurikulum 2013 Pendidikan Khusus at special school in Sidoarjo is implemented gradually, starting from the academic year of 2015/2016 on Grades 1 and 4 and at academic year 2016/2017 was added Grades 2 and 5. Implementation of the curriculum in the classroom at special school is an assimilation between Kurikulum 2013 Pendidikan Khusus and Kurikulum KTSP; (2) Some special teachers in Sidoarjo are already running their role corresponding to Kurikulum 2013 Pendidikan Khusus with some adaptations from Kurikulum KTSP, including Planning Learning as Annual Program, Semester Program, effective weeks list, syllabus, and Lesson Plan (RPP), implementing learning with scientific approach, and Evaluation which covers Attitude, knowledge, and skills aspects; And (3) The obstacle in implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo, including: the lack of Teacher's books and students books, infrastructure, learning tools, and teachers understanding on learning tools based on Kurikulum 2013 Pendidikan Khusus.Keywords: The Role of Special Teachers, Kurikulum 2013 Pendidikan Khusus, Special School

Peran Guru dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada SLB di Sidoarjo Febrita Ardianingsih; Siti Mahmudah; Edy Rianto
Jurnal Pendidikan (Teori dan Praktik) Vol 2 No 1 (2017): Volume 2, Nomor 1, April 2017
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

AbstrakGuru adalah pelaksana langsung dari kurikulum di suatu kelas. Pencapaian implementasi kurikulum yang baik sangat bergantung pada faktor kemampuan yang dimiliki oleh seorang guru. Oleh karena itu, dilakukan penelitian tentang œPeran Guru dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Keabsahan data dilakukan secara triangulasi. Teknik analisis data bersifat induktif. Hasil penelitian ini adalah: (1) Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo dilaksanakan secara bertahap, dimulai sejak tahun ajaran 2015/2016 pada kelas 1 dan 4 dan pada tahun ajaran 2016/2017 ditambah kelas 2 dan kelas 5. Implementasi pembelajaran di kelas menggunakan perpaduan antara Kurikulum 2013 Pendidikan khusus dan Kurikulum KTSP; (2) Sebagian guru Sekolah Luar Biasa di Sidoarjo sudah menjalankan perannya sesuai kurikulum 2013 Pendidikan Khusus dengan beberapa adaptasi dari kurikulum KTSP, mulai perencanaan pembelajaran seperti program tahunan, program semester, rincian minggu efektif, silabus, dan Rencana Pembelajaran (RPP), melaksanakan pembelajaran dengan pendekatan saintifik, dan evaluasi yang meliputi aspek sikap, pengetahuan, dan keterampilan; dan (3) Kendala yang dihadapi dalam Implementasi Kurikulum 2013 Pendidikan Khusus pada Sekolah Luar Biasa di Sidoarjo, antara lain: kurang lengkapnya ketersedian buku guru dan buku siswa, prasarana juga masih banyak yang perlu dibenahi, kurang lengkapnya alat peraga pendidikan, kurangnya pemahaman guru tentang penyusunan perangkat pembelajaran berdasarkan kurikulum 2013. AbstractTeacher is an implementator of Curriculum in a class. Good achievement of curriculums implementation depends on the teachers capability. Therefore, this research performed œThe Role of Special Teachers in Implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo. The research was qualitative descriptive study. The Techniques of collecting data were observation, interview and documentation. The data validity use triangulation. Data analysis was inductive. Results are: (1) Kurikulum 2013 Pendidikan Khusus at special school in Sidoarjo is implemented gradually, starting from the academic year of 2015/2016 on Grades 1 and 4 and at academic year 2016/2017 was added Grades 2 and 5. Implementation of the curriculum in the classroom at special school is an assimilation between Kurikulum 2013 Pendidikan Khusus and Kurikulum KTSP; (2) Some special teachers in Sidoarjo are already running their role corresponding to Kurikulum 2013 Pendidikan Khusus with some adaptations from Kurikulum KTSP, including Planning Learning as Annual Program, Semester Program, effective weeks list, syllabus, and Lesson Plan (RPP), implementing learning with scientific approach, and Evaluation which covers Attitude, knowledge, and skills aspects; And (3) The obstacle in implementation of Kurikulum 2013 Pendidikan Khusus at Special School in Sidoarjo, including: the lack of Teacher's books and students books, infrastructure, learning tools, and teachers understanding on learning tools based on Kurikulum 2013 Pendidikan Khusus.Keywords: The Role of Special Teachers, Kurikulum 2013 Pendidikan Khusus, Special School

Involving Children with Special Needs in Managing a Digital-based Waste Bank Febrita Ardianingsih; Asri Wijiastuti; Siti Masitoh
INCLUSIVE EDUCATION Vol. 1 No. 1 (2022): Education for All
Publisher : International Inclusion Development and Cooperation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/inclusion.v1i1.5

The Covid-19 pandemic has increased plastic waste. Those may cause microplastics and nanoplastics contaminants in soil, water, and air that have the potential to interfere with environmental health and human health. Waste management from the source is important in solving the problem of plastic waste, one of which is through a waste bank. Can children with special needs be involved in managing a digital-based waste bank? This study aims to determine: (1) the skills of children with intellectual disabilities in sorting waste, and (2) the skills of children with hearing impairments to record waste transactions digitally. This research is a one-group posttest only design. The sample was carried out purposively, totaling 10 children with intellectual disabilities and 14 children with hearing impairment in special high schools. Data were collected through tests after training. Data analysis used descriptive statistics. The research findings show that: (1) children with intellectual disabilities have very good skills to sort waste with an average score of 84.40, and (2) children with hearing impairment have good skills to record waste transactions digitally with an average score of 80.36. It indicates that children with intellectual disability and hearing impairment have the potential to be involved in digital-based waste management. This involvement may develop an awareness of children with special needs in environmental health.

Special School vs Mainstream School: Parents’ Perspective on School Choice for Students with Disabilities Sujarwanto, Sujarwanto; Ashar, Muhammad Nurul; Purwoko, Budi; Ardianingsih, Febrita
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/um005v7i22023p280

This study aimed to discover the experience of choosing a school among parents of children with disabilities in Indonesia and found out their opinion about the current school placement of their children. This study applied the quantitative -survey study Data were collected using a questionnaire. Parents from one mainstream school and one special school in Indonesia completed the questionnaire. Results from the questionnaire were analyzed manually. This study revealed that parents from the mainstream school were influenced by mixed factors, compared to parents from the special school, which mainly based on the instrumental-academic perspective. Regarding key persons, parents in the mainstream and special school were majorly making their own decision or supported by family. It is also found that parents were satisfied with the current school placement, even though the process of choosing school is not easy. Some suggestions for practice and further study are also discussed.

Training Model Design Terrarium to Increase Teachers Special Education Competency Asriwijiastuti; Masitoh, Siti; Ardianingsih, Febrita
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i1.64472

Special education teachers with non-science backgrounds were found to have 85% below standard and weak competency in explaining environmental phenomena related to ecosystem concepts and experiments. This condition requires conscious efforts to enhance quality through modeling and direct experimentation. This study aims to analyze the improvement of teacher competencies in creating terrariums by applying a training model based on "Gagne’s nine events of instruction". The method used is a pre-post design, data collection using test methods, and analyzed using the Wilcoxon test with SPSS 26. This research was conducted on 21 teachers from SLB School. The competency results of teacher knowledge based on the pretest and posttest show t count = 11.370 and t count = 3.092, t table (10-1) with alpha 0.05 two-tail = 1.833. Thus, the application of the training model based on Gagne's learning perspective improves teacher competencies in teaching terrarium materials. Furthermore, the training model can provide basic vocational knowledge, especially in terrarium design, improve teacher mastery, and motivation. The implications of this research can be used in schools with limited space to be presented in the classroom through mini-labs in the form of terrariums and for teachers teaching students with intellectual disabilities. These findings can serve as a reference for teachers in special education to conduct meaningful learning for students with intellectual disabilities in other learning materials.

Star Up Ecopreneur for Students with Special Needs Through Waste Bank Based on Digital Record Wijiastuti, Asri; Masitoh, Siti; Ardianingsih, Febrita; Andajani, Sri Joeda
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 8, No 2 (2021): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v8i22021p13-16

The Corona virus pandemic has forced the Indonesian people to adapt their lifestyle by conducting online transactions. Changes in people's lifestyles have an impact on increasing the use of plastic waste , so as not to cause pollution due to the burning of plastic waste that causes carcinogens, must find a solution by managing it from the source. The objective of Community Service activities is To increase knowledge and skills of children with special needs in sorting waste, determining selling prices, recording customer data, transactions with waste collector, recording in savings borrowing and saving mechanisms in the implementation of waste banks based. This activity was carried out using the one shoot case study method, respondents were given an intervention to know computers, recognize selling waste, record transactions digitally, then given a test. The results of the activity show that children with hearing impairments are able to follow and recognize computers, only recording using the excel program still requires further assistance. Knowledge related to types and selling prices to waste collector requires mentoring from teachers. The conclusion is that the waste bank is an alternative to build ecopreneurs and environmental awareness for children with special needs.

Employability of Special Education Graduates according to Indonesian National Accreditation Standard Ardianingsih, Febrita; Wijiastuti, Asri; Widajati, Wiwik; Mahmudah, Siti
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 9, No 1 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v9i12022p10-14

Accreditation of the Undergraduate Program of Special Education (UPSE) in Indonesia is still carried out by the National Accreditation Agency for Higher Education (BAN-PT) based on national higher education standards. One of the assessment elements is graduates employability. The aim of this research is to describe the employability of special education graduates according to BAN-PT standard. This research is a survey with a cross sectional design. Respondents were 161 graduates of the UPSE Universitas Negeri Surabaya (UNESA) spread across Bangka Belitung, Banten, DKI Jakarta, Yogyakarta, West Java, Central Java, East Java, South Kalimantan, West Nusa Tenggara, and Papua. Data were collected using online questionnaire and analyzed quantitatively. The results are: (1) the average waiting period of the graduates is 3.8 months, and (2) 88% of graduate employments have compatibility with the field of study. Therefore, it can be concluded that the employability of special education graduates has met the highest standards according to the BAN-PT. Research findings also indicate that the UPSE is able to produce quality graduates who have skills that support employability so that graduates are quickly absorbed in the world of work that match with their field of study.

SOFTWARE DETEKSI ANAK ADHD (ATTENTION DEFICIT AND HYPERACTIVE DISORDER) BAGI GURU PEMBIMBING KHUSUS (GPK) DI SEKOLAH PENYELENGGARA INKLUSI Rofiah, S.Pd., M.Pd., Khofidotur; Ardianingsih, M.Si., dr. Febrita; Mahmudah, M.Kes., Dra. Hj. Siti; Niratama, Fairus; Nugraheni, Berliana Septi Dwi
JPI (Jurnal Pendidikan Inklusi) Vol. 1 No. 2 (2017)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v1n2.p154-160

Attention Deficit Hyperactive Disorder (ADHD) adalah suatu kelainan medis yang dapat dikenali dan memiliki ciri tersendiri yang cenderung merupakan keturunan. Secara umum ada tiga jenis perilaku yang dikaitkan dengan kelainan ini, yaitu : sikap kurang memperhatikan sekeliling (inattentiveness) atau mudah terganggu (distractibility/hyperactivity), dan sikap menurutkan kata hati (impulsiveness). Pengabdian masyarakat yang dilakukan memiliki target untuk meningkatkan pengetahuan guru pembimbing khusus tentang konsep dasar ADHD bagi guru-guru pembimbing khusus di sekolah penyelenggara pendidikan inklusif serta meningkatkan keterampilan guru pembimbing khusus penggunaan software deteksi ADHD bagi guru-guru pembimbing khusus di sekolah penyelenggara pendidikan inklusif.Dengan menggunakan metode pretes dan postes, diharapkan mitra yang bekerjasama mengalami peningkatan baik pengetahuan tentang ADHD maupun keterampilan penggunaan software untuk mendeteksi anak ADHD. Kegiatan pelatihan penggunaan aplikasi deteksi anak ADHD ini dilaksanakan pada bulan Juni sampai dengan bulan Oktober 2017. Subjek dalam kegiatan ini adalah Guru Khusus di sekolah luar biasa (SLB) yang ada di Surabaya sebanyak 20 orang terdiri atas tiga SLB, yaitu SLB Al Falah, SLB .Kegiatan ini bertempat di Kampus PLB, Gedung O6 Lidah Wetan Unesa.Hasil dari kegiatan pelatihan ini adalah adanya peningkatan skor post test dibandingkan skor pretest terkait pengetahuan guru tentang karakteristik dan penanganan anak ADHD sejumlah 83.5 % dengan rincian peningkatan pengetahuan dan keterampilan pada materi Karakteristik anak ADHD 80.35%, materi Identifikasi dan asesmen anak ADHD 82.45%, materi Perbedaan ADHD dan autis 87.33%, dan materi Penggunaan software deteksi ADHD 83.48%.

Program Intervensi Terpadu Anak Berkebutuhan Khusus: Proses Pengembangan Kurikulum Sudarto, Zaini; Rofiah, Khofidotur; Ardianingsih, Febrita; Sujarwanto, Sujarwanto
JPI (Jurnal Pendidikan Inklusi) Vol. 3 No. 1 (2019)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v3n1.p1-10

AbstractCurriculum development for children with special needs intervention programs is important to support the implementation of effective learning and intervention program services. The more so is related to the success of the mission of the service unit for children with special needs Unesa to provide educational solutions for children with special needs in all circles.For the implementation of adequate and professional services, support is needed for the development of curriculum tools that are appropriate to the characteristics, abilities, and needs of clients. So that with the intervention program curriculum being developed, clients and families of children with special needs get optimal and best service for their children.The curriculum development program for integrated interventions for children with special needs in this study uses the 4D-Model development plan. This model was developed by S. Thagarajan, Dorothy S. Semmel, and Melvyn I. Semmel. The 4D development model consists of 4 main stages: (1) Define, (2) Design, (3) Develop and Disseminate.This research was conducted for 8 months, so based on the design of the development model, the research activities in the first year focused on implementing 3 stages, namely (1) definition, (2) planning / design, and (3) development.AbstrakPengembangan kurikulum program intervensi anak berkebutuhan khusus menjadi penting untuk mendukung terselenggaranya pembelajaran dan layanan program intervensi yang efektif. Lebih-lebih berkait dengan keberhasilan misi unit layanan anak berkebutuhan khusus Unesa untuk memberikan solusi pendidikan bagi anak berkebutuhan khusus pada semua kalangan.Untuk terselenggranya layanan yang memadai dan professional, dibutuhkan dukungan adanya pengembangan perangkat kurikulum yang sesuai dengan karakteristik, kemampuan, dan kebutuhan klien. Sehingga dengan dikembangnya kurikulum program intervensi, klien dan keluarga anak berkebutuhan khusus mendapatkan pelayanan yang optimal dan terbaik bagi anak mereka.Pengembangan kurikulum progrsm intervensi terpadu anak berkebutuhan khusus dalam peneilitian ini menggunakan rancangan pengembangan 4D-Model. Model ini dikembangkan oleh S. Thagarajan, Dorothy S. Semmel, dan Melvyn I. Semmel. Model pengembangan 4D terdiri atas 4 tahap utama yaitu: (1) Define (Pembatasan), (2) Design (Perancangan), (3) Develop (Pengembangan) dan Disseminate (Penyebaran).Penelitian ini dilaksanakan selama 8 bulan, sehingga berdasarkan desain model pengembangan tersebut, kegiatan penilitian pada tahun pertama difokuskan pada pelaksanaaan 3 tahapan yaitu (1) pendefinisian, (2) perencanaan/desain, dan (3) pengembangan.

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