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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dewantara Publikasi Pendidikan Journal of Education and Learning (EduLearn) Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Jurnal Pendidikan Kebutuhan Khusus Journal of Educational Research and Evaluation Jurnal Ners Jurnal Pendidikan dan Kebudayaan Jurnal Syntax Transformation Journal of Educational Sciences Journal of Innovation and Research in Primary Education Jurnal Konseling Pendidikan Islam International Journal of Studies in International Education Global Education : International Journal of Educational Sciences and Languages
Mumpuniarti Mumpuniarti
Universitas Negeri Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Contextual teaching and learning-based functional academic teaching materials for the teachers specialized in educating the students with visual impairment Sayidatul Maslahah; Ishartiwi Ishartiwi; Mumpuniarti Mumpuniarti; Yeni Irma Normawati
Jurnal Prima Edukasia Vol 7, No 2: July 2019
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v7i2.28738

Abstract

The objective of the study is to develop the Contextual Teaching and Learning (CTL)-based functional academic teaching materials for the teachers specialized in educating the students with different visual ability. The method that has been adopted within the conduct of the study is Research and Development (RD) with reference to the Borg amp; Gall Model by means of experiment limitation. The study itself has been conducted in the Yaketunis Special School Type A, which has been the school for the students with different visual ability in Yogyakarta. The results of the study, which cover the stages of needs analysis in the given special school, show that up to date there has not been any written systematic functional academic learning. In addition, the results of the study also show that the teachers still have been dealing with the efforts of teaching the functional academic because the curriculum has been the modification of the regular curriculum. Therefore, the teachers demand the functional academic teaching materials for the students with different visual ability. Based on the results of the expert judgment by the media expert, the material expert and the experiment with the teacher, the functional academic teaching materials have been declared good and fit for implementation in the school. Then, the aspects that have been assessed within the expert judgment are namely material/content, presentation, linguistic and graphic. Furthermore, the score by 3.65 from the media expert and the score 3.80 from the material expert imply that the product in the form of functional academic teaching materials have been very fit and good for implementation by the teachers specialized in teaching the students with different visual ability. In addition, the response within the experiment stage also show that the mean score has been 3.70; as a result, the product in the form of Contextual Teaching and Learning (CTL)-based functional academic teaching materials have good for implementation. In other words, it might be concluded that the Contextual Teaching and Learning (CTL)-based functional academic teaching materials have been feasible for implementation for the teachers specialized in educating the students with different visual ability in the terms of functional reading, writing and counting activities.
Perspective parents toward students diversity in inclusive education elementary school Mumpuniarti Mumpuniarti; C. Asri Budiningsih; Dinar Westri Andini; Ayu Rahayu
Jurnal Prima Edukasia Vol 7, No 2: July 2019
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v7i2.26937

Abstract

The perspective of parents who support student diversity in school will open to a variety of different problems. The attitude is expected to encourage the implementation of integration and harmony among diversity. Therefore, the objective of the study was to describe the views of parents towards student diversity in inclusive education. Diversity from the perspective of parents determines the attitude of agree and disagree, as well as the right view of inclusive. The research method used a questionnaire to respondents of 99 parents from elementary schools in five regencies of the Special Region of Yogyakarta. The results showed that the majority of parents still had a narrow understanding that the concept of inclusive was the same with Student Educational Need (SEN). Here, the concept of labeling might understand as a misconception phenomenon. However, the majority of parents agreed to the SEN in regular schools, but an understanding of separate learning is the responsibility of the special supervisor or, interpreted as the inclusion officer. The implications need the education to understand the inclusion correctly and discuss the perspectives of parents to contribute to the success of learning in inclusive elementary schools.
Pengembangan Media Smartbon untuk Meningkatkan Kemampuan Menyimak Anak Hambatan Intelektual Ringan Effran Zudeta; Mumpuniarti Mumpuniarti
Jurnal Pendidikan Kebutuhan Khusus Vol. 6 No. 2 (2022): November 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.v6i2.690

Abstract

Penelitian ini bertujuan untuk menghasilkan media smartbon untuk meningkatkan kemampuan menyimak hambatan intelektual ringan yang layak dan efektif. Penelitian pengembangan ini mengacu pada model pengembangan ADDIE (analysis, design, development, implementation, & evaluation). Subjek penelitian adalah tiga disabilitas intelektual ringan. Kelayakan produk media divalidasi oleh ahli materi dan ahli media. Uji coba lapangan awal melibatkan 5 guru dan uji coba lapangan utama dengan 18 guru. Uji efektifitas dilakukan dengan mengukur perbedaan skor pre-test dan post-test. Analisis data dilakukan adalah deskriptif kuantitatif yang disajikan dalam bentuk grafik dan tabel. Hasil penelitian, (1) Menghasilkan media untuk mengoptimal kemampuan menyimak. Kelayakan media smartbon dari penilaian ahli materi berada pada kategori baik (3,98) dan penilaian ahli media berada pada kategori “sangat baik” (4,57), penilaian guru pada uji coba lapangan tahap awal pada kategori “baik” (3,97) dan uji coba lapangan utama berada pada kategori “sangat baik” (skor 4,28). (2) keefektifan dari perbedaan skor pre test dan post test ada peningkatan  44.23%.
Handling behavior problems of children with special educational needs based on teacher analysis Suparno Suparno; Hermanto Hermanto; Sukinah Sukinah; Wening Prabawati; Ade Putri Sarwendah; Galih Rasita Dewi; Dewi Barotuttaqiyah; Mumpuniarti Mumpuniarti
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20484

Abstract

Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom’s conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This research used a Google Forms questionnaire containing a list of statements to be chosen by teachers as instrument, and analysis was carried out by computing the frequencies at which the teachers chose the statements in percentage and by comparing teachers’ statements on the way they handled behaviors. The results show that the teachers were more inclined toward problem-focused coping (PFC), the predictor chosen was intimacy control, the teacher directed the children to do a task at the time a behaviour problem arose, and in choosing predictors, the teachers would rather calm the children down and give them comfort, making the children calmed.
The use of technology in hybrid learning for student with special needs Ade Putri Sarwendah; Nur Azizah; Mumpuniarti Mumpuniarti
Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i2.20810

Abstract

This study aims to describe the use of technology in learning for students with special needs during the transition period after the COVID-19 pandemic to the new normal. This study is descriptive research with a survey method. The survey was conducted with 41 special education teachers with variety of special needs students. Data is collected using Google Form questionnaires. Data analysis is carried out by calculating the frequency and is presented as percentages. Participants in this study were chosen randomly for data variation. The presentation of data is carried out qualitatively based on the respondents’ answers to the questions asked. The study participants argued that hybrid learning was feasible, even though it was recognized as encountering obstacles. Based on the results of a survey conducted by special education teachers at special education school (SLB), for hybrid learning, digital platforms are used to support online learning. The platforms used are WhatsApp and video conferencing, such as Google Meet. Integrating technology is considered important for teachers to support the learning process. Conscious and planned efforts and teacher motivation are critical to increasing their experience and skills in utilizing technology in learning.
Teachers’ interventions against the behaviors of children with intellectual disability Mumpuniarti Mumpuniarti; Wening Prabawati; Hermanto Hermanto; Sukinah Sukinah; Ade Putri Sarwendah; Suparno Suparno
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20723

Abstract

Teachers’ interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers’ measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher’s direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher’s intervention can be applied as a basis for parents’ participation in collaboration to overcome behavior problems in students with ID. The teachers’ interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers’ interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the concequences the teachers should follow.
Elementary teachers’ pedagogical competencies in supporting students with learning difficulties Nur Azizah; Mumpuniarti Mumpuniarti; Sari Rudiyati; David Evans
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26345

Abstract

Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.
Involvement of Teachers and Parents in Developing Social Interaction of Autistic Students in Schools Phytanza, Diajeng Tyas Pinru; Umar, Veroyunita; Mumpuniarti, Mumpuniarti; Rahmawati, Rafika
Jurnal ORTOPEDAGOGIA Vol 10, No 1 (2024): July
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i12024p39-44

Abstract

This study aims to determine the form of involvement of teachers and parents in developing social interaction of autistic children at school. The instruments used in this study were developed based on the theory of teacher and parent involvement according to Epstein (2010), which includes six typologies: parenting, communication, volunteering, learning at home, decision-making, and collaborating with the community. The research was conducted by disseminating an online questionnaire using a Google form. The data analysis technique used is quantitative descriptive with pivot table analysis. The data is grouped into Excel format based on the research problem, calculated using pivot table analysis, and the results are interpreted as a pivot chart. The results of the study show that most teachers have provided training to parents on how to improve children's social interaction skills, but collaboration with outside parties is still minimal. Most parents have also actively taught their children how to interact socially well.
Pendampingan Pembuatan Media Dan Buku Panduan Pengembangan Komunikasi Augmentatif Dan Alternatif (AAC) Bagi Guru Sekolah Luar Biasa Mumpuniarti Mumpuniarti; Diajeng Tyas Pinru Phytanza; Veroyunita Umar; Rafika Rahmawati
Publikasi Pendidikan Vol 14, No 1 (2024)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v14i1.37461

Abstract

 Permasalahan yang terjadi di lapangan adalah masih banyak guru yang belum memahami AAC itu sendiri juga belum memahami media yang dapat digunakan bahkan dikembangkan untuk dapat membantu anak berkebutuhan khusus dalam berkomunikasi. Beberapa sekolah sebenarnya sudah menggunakan media untuk mengembangkan komunikasi namun mereka belum memahami perbedaan antara media komunikasi alternatif dan media pembelajaran. Berdasarkan permasalahan tersebut dirasa perlu adanya pendampingan terhadap guru sekolah luar biasa untuk dapat mengembangkan sebuah media komunikasi augmentatif dan alternatif untuk membantu mengoptimalkan kemampuan komunikasi siswa berkebutuhan khusus di sekolah mereka. Kegiatan program dosen berkegiatan diluar kampus dilakukan melalui metode berupa ceramah, diskusi, dan pendampingan pembuatan media dan buku panduan pengembangan komunikasi augmentatif dan alternatif (AAC). Hasilnya dapat terlihat bahwa seluruh kelompok telah mampu mengembangkan media AAC yang telah disesuaikan dengan karakteristik siswa, hal ini terlihat dari adanya peningkatan kemampuan para guru dari mulai melakukan asesmen kebutuhan peserta didiknya, menganalisis upaya media AAC yang pernah diberikan, menganalisis kekuatan dan kelemahan media yang pernah digunakan dan mengembangkan media AAC yang efektif.
Learning Accommodation for Slow Learners in Inclusive Elementary Schools Sukinah; Mumpuniarti; Murdiyani, Kenanga Kusuma
INKLUSI Vol. 11 No. 2 (2024)
Publisher : PLD UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijds.110207

Abstract

Abstract Teachers should understand slow learners to reduce behavioral problems. Thus, this study aims to identify forms of practical action taken by teachers to help with learning problems faced by slow learners. The method used is research and development to develop a questionnaire about teacher actions in overcoming learning problems faced by slow learners. The subjects of this study were 40 regular elementary school teachers in the Special Region of Yogyakarta. Furthermore, the data analysis technique used is quantitative with percentages. The results of the study show that regular elementary school teachers have taken tactical action to provide solutions to the learning problems of slow learners. Most teachers help students by maximizing student potential, meaning that they support all efforts students can make to learn. However, teachers have not utilized learning resources and media to bridge the metacognitive learning of slow learners. . Consequently, teachers need training on effective learning media for the development of students' metacognition.
Co-Authors Ade Putri Sarwendah Ady Dharma, Dwitya Sobat Amin, Asriani Ariefa Efianingrum Aspiah, Gusaimah Atien Nur Chamidah Ayu Rahayu Budiningsih, Chatarina Asri David Evans Dewi Barotut Taqiyah Dewi Barotuttaqiyah Dewi Barotuttaqiyah Diah Anita Diajeng Tyas Phytanza Diajeng Tyas Pinru Phytanza Dian Ngesti Swandari Dinar Westri Andini Effran Zudeta Eko Wahyu Wibowo Ernisa Purwandari Fathurrohman, Fathurrohman Galih Rasita Dewi Gena Diniarti Handoyo, Rendy Roos Hardiyanti Hardiyanti Hastuti, Nanna Tri Hermanto Hermanto Ibnu Syamsi Ishartiwi Ishartiwi Jumadil Luluk Trihandayani M. Irfandi, M. Irfandi Marlena Marlena Muh. Asriadi AM Muh. Rijal Munir, Muniroh Murdiyani, Kenanga Kusuma Nasaruddin Nasaruddin Noorita Dwi Sulistyaningrum Nur Azizah Nur Azizah Nurkhamid Nurkhamid Praptiningrum Praptiningrum Prima Harsi Kantun Lestari Pujaningsih Pujaningsih Purnamawati Rabiatul Adawiyah Rafika Rahmawati Rafika Rahmawati Rusdin, Arniwati Saipul Bahri Sari Rudiyati Sayidatul Maslahah Siagian, Iin Adelorinta Solly Aryza Sukinah Sukinah Suparno Suparno Suryani, Ning Swandari, Dian Ngesti Tin Suharmini Veroyunita Umar Wening Prabawati Yeni Irma Normawati