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All Journal Jurnal Pendidikan Karakter Journal of Education and Learning (EduLearn)
Ade Putri Sarwendah
Yogyakarta State University
Humanities Education Library & Information Science Social Sciences Other

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NILAI-NILAI KARAKTER DALAM PELAKSANAAN PEMBELAJARAN TEMATIK BERBASIS PROYEK PADA SISWA SEKOLAH LUAR BIASA NEGERI BALIKPAPAN Ade Putri Sarwendah; Hermanto Hermanto
Jurnal Pendidikan Karakter VOL. 13, NO. 1 (2022)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v13i1.47299

Abstract

Penelitian ini bertujuan untuk (1) mendeskripsikan pelaksanaan pembelajaran tematik berbasis proyek siswa tunarugu kelas 1 SDLB di SLB Negeri Balikpapan; (2) Mendeskripsikan nilai-nilai karakter yang berkembang dalam pelaksanaan pembelajaran tematik berbasis proyek siswa kelas 1 SDLB Tunarungu di SLB Negeri Balikpapan. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Sumber data diperoleh dari guru kelas, siswa tunarungu dan orangtua siswa. Pengunpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Data selanjutnya dianalisis dengan model interaktif yang mengikuti format dari Miles Huberman, meliputi: reduksi data, penyajian data dan kesimpulan. Hasil penelitian menunjukkan bahwa pemilihan model pembelajaran harus disesuaikan dengan materi yang akan diajarkan beserta kemampuan siswa juga daya dukung lingkungan sekolah.  Dalam pembelajaran tematik berbasis projek yang dilaksanakan untuk siswa kelas 1 SDLB Tunarungu berdasarkan hasil observasi terlihat pengembangan nilai-karakter yang muncul dalam diri siswa meliputi nilai karakter religius, gotong royong, tanggung jawab, bernalar kritis, disiplin kreatif, mandiri, jujur dan kerjasama dan mulai berkembang dalam setiap aktifitas pembelajaran di sekolah. Nilai-nilai karakter yang diajarkan disekolah membawa pengaruh positif ketika siswa berada dirumah sehingga orangtua pun memberikan tanggapan positif dalam pelaksanaan pembelajaran tematik berbasis proyek ini.
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.
Co-Authors Dewi Barotuttaqiyah Galih Rasita Dewi Hermanto Hermanto Mumpuniarti Mumpuniarti Nur Azizah Sukinah Sukinah Suparno Suparno Wening Prabawati