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All Journal Jurnal Prima Edukasia JPS Unimus Jurnal Inovasi Pendidikan IPA Journal of ICSAR Taman Cendekia : Jurnal Pendidikan Ke-SD-an
Ayu Rahayu
Universitas Sarjanawiyata Tamansiswa
Agriculture, Biological Sciences & Forestry Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY Dinar Westri Andini; Ayu Rahayu; C Asri Budiningsih; Mumpuniarti Mumpuniarti
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 2 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.22 KB) | DOI: 10.30738/tc.v2i2.3142

Abstract

The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.
Pengembangan RPP IPA sekolah dasar berbasis problem-based learning untuk siswa learning disabilities Retno Utaminingsih; Ayu Rahayu; Dinar Westri Andini
Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (705.814 KB) | DOI: 10.21831/jipi.v4i2.21401

Abstract

Tujuan penelitian pengembangan ini adalah untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) IPA SD berbasis Problem Based Learning (PBL) untuk anak learning disabilities yang layak digunakan dalam pembelajaran. Metode penelitian yang digunakan menggunakan desain 4D (four D-Models) yang dikemukakan oleh Thiagarajan (1974) yang terdiri tahap pendefinisian (define), perencanaan (design), pengembangan (develop) dan diseminasi (dissemination). Instrumen yang digunakan adalah lembar validasi ahli, instrumen tes dan nontes untuk menilai hasil belajar siswa dari sisi kognitif, afektif dan psikomotor serta lembar keterlaksanaan pembelajaran. Teknik analisis data menggunakan analisis data validasi ahli, analisis data tes hasil belajar dari aspek kognitif, afektif dan psikomotor serta analisis data keterlaksanaan pembelajaran. Hasil  penelitian menunjukkan data dari analisis ahli pada tahap 1 nilai rata rata 3,99 (baik), tahap 2 nilai rata-rata 4,38 (sangat baik). Dari ujicoba lapangan didapatkan hasil belajar siswa sebanyak 70% sudah memenuhi KKM dan siswa yang mengalami peningkatan pembelajaran sebanyak 60%. Untuk analisis keterlaksanaan pembelajaran pada ujicoba lapangan I, II dan II memperoleh nilai 3,575, 3,625, dan 3,65 semuanya masuk pada kategori baik. Nilai presentase keterlaksanaan pembelajaran berturut-turut pada pertemuan ke I, II dan III adalah 99,31%, 97,94% dan 98,64%, sehingga secara keseluruhan RPP IPA berbasis PBL untuk anak learning disabilities layak digunakan dalam pembelajaran. Development of primary school natural science lesson plan based on problem based learning (PBL) for learning disabilities students AbstractThe purpose of this development research was to produced a primary school natural science lesson plan based on Problem Based Learning (PBL) for learning disabilities children that are appropriate to be used in learning. The research method used uses 4D (four D-Models) design proposed by Thiagarajan (1974) which consists of define, design, develop and dissemination. The instruments used were expert validation sheets, test and non-test instruments to assess student learning outcomes in terms of cognitive, affective and psychomotor as well as learning achievement sheets. Data analysis techniques used expert validation data analysis, data analysis of learning outcomes test from cognitive, affective and psychomotor aspects as well as data analysis of learning achievement. The results showed that the data from expert analysis at stage 1 was 3.99 (good), stage 2 had an average value of 4.38 (very good). From field trials obtained student learning outcomes as much as 70% has fulfilled the KKM and students who experienced learning improvement as much as 60%. For the analysis of the feasibility of learning in the field trials I, II and II obtained a score of 3.575, 3.625, and 3.65 all in the good category. The percentage value of learning successive at meetings I, II and III are 99.31%, 97.94% and 98.64%, so that the overall lesson plan based PBL for children with learning disabilities was worthy of use in learning. 
Teachers’ Readiness to Accommodate Diverse Students Through Distance Learning in an Inclusive Setting Dinar Westri Andini; Ahmad Hufad; Ayu Rahayu; Yohana Sumiyati; Abdul Rahim; Taryatman Taryatman
Journal of ICSAR Vol 5, No 2 (2021): July
Publisher : Department of Special Education

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Abstract

Learning must be accessible to all students. Therefore, significant challenges face developing distance learning that can meet the learning needs of every student diversity, including the student with special needs. Therefore, this study aims to describe the teacher readiness to meet the student learning needs through distance learning in schools by providing inclusive education. The research method used a questionnaire in 173 teachers from elementary schools in five districts in the Special Region of Yogyakarta (DIY) by asking them the questions such as the ease of internet networks, learning tools and equipment used, the selected learning management system (LMS) and provides the open-ended questions in the form of advantages and difficulties in distance learning. Indeed, the study results indicate that to increase teacher readiness, such as the efforts are needed and a positive atmosphere that can form self-development and self-efficacy culture
PENANAMAN SIKAP PRO-LINGKUNGAN MELALUI PENGEMBANGAN DESA WISATA “KAMPOENG KALEN” DI DUSUN DANEN Ayu Rahayu; eko yuliyanto
JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG Vol 6, No 2 (2018): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia Unimus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.6.2.2018.1-12

Abstract

Danen is located in Sumberadi village, Mlati sub-district, Sleman district, Daerah Istimewa Yogyakarta (DIY) Province. This hamlet has the potential of good natural resources and human resources especially active youth. However, this potential is not balanced with the attitude of people who are less concerned about the environment (pro-environment). The presence of littering and degradation of watersheds is a form of the necessity of planting a pro-environment attitude of the community. The development of tourist village "kampoeng kalen" is one of the right solutions in accordance with the potential owned by the hamlet. Through the development of tourist village "kampoeng kalen", youths move to be pro-environment agents for the whole village community in particular and the village in general. The method of implementation of this program is in the form of counseling, education, and continuous facilitation. The successful development of tourist village "kampoeng kalen" in instilling a pro-environment attitude is characterized by the state of the environment is more beautiful and community activities that pay more attention to aspects of concern for the environment.
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.
Co-Authors Abdul Rahim Ahmad Hufad Budiningsih, Chatarina Asri Dinar Westri Andini Dinar Westri Andini Eko Yuliyanto Mumpuniarti Mumpuniarti Retno Utaminingsih Taryatman Taryatman Yohana Sumiyati