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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Journal of Education and Learning (EduLearn) Prosiding Ilmu Pendidikan Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal ORTOPEDAGOGIA Jurnal Pendidikan Kebutuhan Khusus JURNAL INOVASI PENDIDIKAN DAN PEMBELAJARAN SEKOLAH DASAR Jambura Early Childhood Education Journal Journal for Lesson and Learning Studies
Wening Prabawati
Universitas Negeri Yogyakarta
Humanities Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other

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Journal : Cakrawala Pendidikan

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Family nurture in the social skills development of children with intellectual disabilities through daily activities Mumpuniarti Mumpuniarti; Gena Diniarti; Wening Prabawati; Suparno Suparno
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.43984

Abstract

In the time of the COVID-19 pandemic, social restriction inhibits social skills. This research examines family nurturing in facilitating social skills development, parents' inclination in facilitating nurturing, and different intensities in nurturing the social skills development of children with intellectual disabilities (ID). This research subject included eight parents of 5–7-year-old children with mild ID who were pursuing preschool special education. It employed a qualitative approach. Data collection was performed through interviews guided with a close-ended questionnaire on 11 social skills categories. Reasons for the development of each social skills category were to be revealed through an open-ended questionnaire. Data analysis involved the categorization of social skills in relation to daily living activities in the family. It was found that the social skills that might be developed through daily living activities in the family were the social skills performed through activities with family. Parents' ability to stimulate the social skills of children with ID tended to be concrete in nature and dependent on other people as models and the intensity on the presence of others to support as media.
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 Ade Putri Sarwendah Adi Suseno Aini Mahabbati Angga Damayanto Cepi Safruddin Abdul Jabar Dewi Barotuttaqiyah Edi Purwanta Galih Rasita Dewi Gena Diniarti Grahita Kusumastuti, Grahita Hadianto Handoyo, Rendy Roos Hermanto Hermanto Ibnu Syamsi Ishartiwi Ishartiwi Muhammad Nurrohman Jauhari Mumpuniarti Mumpuniarti Solly Aryza Sukinah Sukinah Suparno Suparno Umar, Sri Yulan Veroyunita Umar