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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Jurnal ORTOPEDAGOGIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL EDUCATION AND DEVELOPMENT Jurnal Studi Guru dan Pembelajaran Jurnal Abdidas Jurnal Pendidikan dan Teknologi Indonesia Indonesian Journal of Innovation Studies Proceeding of International Conference on Special Education in South East Asia Region LITERAL: Disability Studies Journal
Handoyo, Rendy Roos
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Cakrawala Pendidikan

 1 
TEACHER'S PEDAGOGY COMPETENCE AND CHALLENGES IN IMPLEMENTING INCLUSIVE LEARNING IN SLOW LEARNER Mumpuniarti Mumpuniarti; Rendy Roos Handoyo; Diajeng Tyas Phytanza; Dewi Barotuttaqiyah
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.599 KB) | DOI: 10.21831/cp.v39i1.28807

Abstract

Regular teacher training for schools implementing inclusive education is expected to affect the teachers mastery of learning competency. The results of the training need to be examined to determine some aspects of competency that need to be trained further, so that it is beneficial to an ideal inclusive education. This study aims to describe regular teachers most important aspects of competency, as well as their obstacles and challenges in implementing learning in inclusive schools. The research instrument consisted of 21 closed-ended questions and 4 open-ended questions. The data from the 21 closed questions were analyzed using percentage of answers from respondents, and respondents' answers to the open-ended questions were analyzed using the categorization of the challenges faced by teachers for inclusive learning. The findings from the study shows that the inclusive teachers possessed the pedagogical competence to help them face the diversity of the students from various aspects; the regular teachers were able to manage the diverse learning needs; the regular teacher competence to help slow-learners was able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement.
The individualized instruction application for personal-social skills of students with intellectual disabilities Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Cakrawala Pendidikan Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i2.49240

Abstract

Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
Co-Authors Adi Suseno Angga Damayanto Dewi Barotut Taqiyah Dewi Barotuttaqiyah Dewi, Zulvita Ichsania Diajeng Tyas Phytanza Ernisa Purwandari Irmawanti, Irmawanti Ishartiwi Ishartiwi , Ishartiwi Ishartiwi Ishartiwi Kusumawati, Anggriani Manullang, Raynald Rahmadani Mumpuniarti Mumpuniarti Nur Azizah Nurazijah, Sifa Pramesti, Vioni Aghna Priyatni, Iffah Ramadhan, Tarangga Rizal Rossiani, Wianda Difitria Setiyawan, Bagus Putra Sinta D, Nia Aprilia Pratama Suseno, Adi Wening Prabawati Yusuf, Arya