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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Dewantara Journal of ICSAR Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus LITERAL: Disability Studies Journal

Sari Rudiyati

Universitas Negeri Yogyakarta

Author-ID : 2903214

Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 16 Documents Claim Missing Document

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Articles

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IMPROVING SKILLS OF CANDIDATE TEACHERS OF CHILDREN WITH VISUAL IMPAIRMENT AS SIGHTED GUIDE Rudiyati, Sari
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (145.901 KB)

This study aims to improve the skills of candidate teachers of children with visual impairment as a sighted guide/companionfor blind peoplethrough training and mentoring. The subjects of this study were the students of the Department of Special Education of Faculty Education Yogyakarta State University that takes concentration education of children with visual impairment.Data analysis using descriptive analysis. The results showed that the training and mentoring is proven to improve skills of candidate teachers ofchildren with visual impairmentas a sighted guide/companion for blind people have done with two cycles of action. Results cycle 1 of actions undertaken by the practice as a sighted guide/companion for blind people accompanied by a pre-test as a baseline, seven candidate teachers of children with visual impairment cumulatively reached an average score of 2.47 and a post-test achieving an average score of 3.24; 31.17% have been able to improve the skills of the sevencandidate teachers of children with visual impairment as a sighted guide/companion for blind people. The results of the actions undertaken by cycle 2 had done with exercises and mentoring as a sighted guide/companion to look out for blind people , the seventh candidates teacher of children with visual impairment cumulatively reached an average score of 3.24 increased 29.63% to an average score of 4.2 with a good rating and has exceeded the target minimum standard score/weight percentage value of 3.5 or better stated, reaching 76%, but has not reached the predicate is very good because it has not reached a score of> 4.2 to 5.0 or 86% -100%, so it has reached the target action and not there needs to be action cycle 3.

Pembelajaran Membaca dan Menulis Braille Permulaan pada Anak Tunanetra Rudiyati, Sari
JASSI ANAKKU Vol 10, No 1 (2010): JASSI Anakku: Volume 10, Issue 1, 2010
Publisher : Universitas Pendidikan Indonesia (UPI)

Penelitian kualitatif ini bertujuan untuk mendeskripsikan pembelajaran membaca dan menulis Braille permulaan bagi anak-anak tunanetra di Sekolah Luar Biasa Tunanetra, terutama ditinjau dari persepsi guru, strategi, metodik khusus, dan peralatan yang digunakan. Subjek penelitian Kepala Sekolah, guru dan siswa. Teknik pengumpulan data melalui pengamatan berperan-serta, wawancara mendalam, dan studi dokumentasi, sedang untuk analisis data digunakan model alir dan interaktif. Hasil penelitian menunjukkan tidak terdapat perbedaan persepsi guru terkait dengan kompetensi guru, kemampuan yang harus dimiliki siswa serta pentingnya membaca dan menulis Braille permulaan bagi anak tunanetra. Strategi strategi khusus yang dilakukan guru adalah usaha kompensasi keterbatasan visual dengan melatih dria-dria non-visual terutama dria taktual. Metodik khusus yang digunakan guru yaitu melakukan modifikasi cara dan alat membaca dan menulis Braille. Peralatan yang digunakan yaitu bahan limbah dan peralatan seperti potongan-potongan kain; kertas amplas yang berbeda teksturnya, gunting, kertas tebal dan tipis, biji-bijian; papan huruf/bacaan atau Reken Plankjleglet dan penanya atau stylus.Kata kunci: membaca, menulis, Braille permulaan, tunanetra.

Pengembangan modul pembelajaran aksara jawa “Dinta Swara” dalam huruf Braille untuk siswa tunanetra Triyanto Triyanto; Sari Rudiyati
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 2 (2017): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk: (1) menghasilkan modul pembelajaran aksara Jawa“dinta swara” yang sesuai untuk siswa tunanetra, dan (2) mengukur efektifitas modul pembelajaran aksara Jawa dalam meningkatkan kemampuan siswa tunanetra mengenai baca tulis aksara Jawa dalam huruf Braille. Pengembangan modul pembelajaran ini dilakukan melalui studi pendahuluan, pembuatan desain produk, produk akhir, dan evaluasi. Hasil penelitian menunjukkan bahwa modul pembelajaran aksara Jawa dalam huruf Braille efektif dalam meningkatkan kemampuan siswa tunanetra mengenai pelajaran bahasa Jawa, khususnya dalam materi baca tulis aksara Jawa. Peningkatan kemampuan tersebut terlihat dari hasil pretest dan posttest yang dilakukan. Pada pretest uji coba kelompok kecil diperoleh hasil 40,00, pada posttest uji coba kelompok kecil diperoleh hasil 7,33. Sedangkan pada pretest uji coba lapangan lebih luas diperoleh hasil 44,00, dan pada posttest uji coba lapangan lebih luas diperoleh hasil 70,66.Kata kunci: modul pembelajaran, aksara jawa, huruf braille, siswa tunanetra DEVELOPING A MODULE FOR THE LEARNING OF THE JAVANESE ALPHABET “DINTA SWARA” IN BRAILLE FOR BLIND STUDENTAbstractThis study aims to: (1) produce a module of learning Java script "dinta swara" appropriate for blind students, and (2) measure the effectiveness of Javanese script module in improving the ability of students with visual impairment about reading Javanese script in Braille. The development of this learning module is done through preliminary study, product design, final product, and evaluation. The results showed that the Javanese script module in Braille is effective in improving the ability of blind students on Javanese lesson, especially in Javanese literacy reading material. Improvement of ability is seen from result of pretest and posttest done. In the small group trial pretest obtained 40.00 results, in small group trial posttest obtained results 7.33. While in pretest field trial more broadly obtained result 44,00, and at posttest field trial more broadly obtained result 70,66.Keywords: learning module, Javanese script, braille, blind student

PENINGKATAN KOMPETENSI GURU SEKOLAH INKLUSIF DALAM PENANGANAN ANAK BERKEBUTUHAN PENDIDIKAN KHUSUS MELALUI PEMBELAJARAN KOLABORATIF Sari Rudiyati
Jurnal Cakrawala Pendidikan No 2 (2013): CAKRAWALA PENDIDIKAN Juni 2013, Th. XXXII, No. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v0i2.1488

Abstrak: Penelitian ini bertujuan untuk meningkatkan kompetensi profesional guru sekolah inklusif dalam menangani anak berkebutuhan pendidikan khusus melalui pembelajaran kolaboratif. Jenis penelitian ini adalah penelitian tindakan. Subjek penelitian ini adalah 20 guru reguler dan 10 guru pembimbing khusus di 10 sekolah-sekolah dasar inklusif. Teknik pengumpulan data menggunakan tes, pengamatan berperan serta, wawancara mendalam, dan analisis dokumen. Analisis data dilakukan dengan analisis deskriptif. Pelaksanaan penelitian dilakukan lewat dua siklus yang diawali dengan pretes. Siklus ke-1 berupa pelatihan dan workshop dan siklus ke-2 berupa pendampingan pelaksanaan pembelajaran kolaboratif. Temuan hasil penelitian ini adalah bahwa pembelajaran kolaboratif terbukti dapat meningkatkan kompetensi profesional guru sekolah inklusif dalam penanganan anak berkebutuhan pendidikan khusus Kata Kunci: kompetensi guru, anak berkebutuhan pendidikan khusus, sekolah inklusif, pembelajaran kolaboratif IMPROVING TEACHERS’ COMPETENCIES IN TREATING CHILREN WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SCHOOLS THROUGH COLLABORATIVE INSTRUCTION Abstract: This study aimed to improve professional teachers’ competencies in treating children with special educational needs in inclusive schools through collaborative instruction.The study was action research. The subjects of this study were 20 regular teachers and 10 special guidance teachers 10 inclusive schools. The data, collected using a test, participant observation, in-depth interview, and a document analysis, were analyzed using the descriptive analysis provided by descriptive analysis. The study was carried out in two cycles with a pretest. The first cycle was in the form of workshops and the second cycle was in the form of providing support for the implementation of the collaborative instruction. The findings of this study showed that the collaborative instruction could improve the the teachers’ professional competencies in inclusive schools in treating children with special educational needs. Keywords: teacher competencies, children with special educational needs, inclusive school, collaborative instruction

PEMBERDAYAANPARAPENYANDANGTUNANETRA MELALUI REHABILITASI BERBASIS MASYARAKAT Sari Rudiyati
Jurnal Cakrawala Pendidikan No 2 (2003): CAKRAWALA PENDIDIKAN, EDISI JUNI 2003, TH. XXII, NO. 2
Publisher : LPMPP Universitas Negeri Yogyakarta

'Educational and or rehabilitation services for people with visualempairment in Indonesia are estimated not to have reached visuallyimpaired peoplewho have attained the age of25 years old and livein rural areas that have never received educational and orrehabilitation services so that they are powerless in their life. It isthen necessary to develop empowering programs for visuallyimpaired people through community-based education and orrehabilitation.In general such programs aim at an even distributionof theequal chance to get education and or rehabilitation for those living inthe rural areas who are already outside schoolage but have never goteducation and or rehabilitation. The programs especially aim tocreate situations making it possible for everyone with visualimpairmentto live normally their whole life and have a selfconfidence and a feelingof being; close neighbors with other people;to help the family, neighbors, and other membersof the communityto accept, appreciate, and comfortably give assistance if necessary tothe people with visual impairment in their life; and to give an equalchance and appreciate the abilities and all the potentials that the° visually impaired people have.The advantagesof the empowering programs for people withvisual impairment are that the programs are simple,inexpensive,ollIld very realistic; they serve these people in their own society based-ontheir potentials and individual needs; and the family and othercommunity members are involvedin the implementation process ofthe education and or rehabilitation ofpeople with visual impairment

PENANGANAN ANAK BERKESULITAN BELAJAR BERBASIS AKOMODASI PEMBELAJARAN Sari Rudiyati
Jurnal Kependidikan Vol. 40, No.2 (2010)
Publisher : Universitas Negeri Yogyakarta

The general objective of this study is to create a model of treatment for children with learning difficulties (CLD) by accommodation-based learning with elements: (1) material and techniques of instruction; (2) assignment and evaluation; (3) time demand and schedules; and (4) evironment of learning. The specific objective of this study is to create an accommodation-based treatment manual for CLD to: (1) provide educational services and instruction for CLD; (2) improve teachers knowledge and awareness of the importance of learning accomodation for CLD; and (3) increase the learning avchievement of CLD. This study is research and development. Data collection is conducted through the Delphi technique, focus group discussion (FGD), questionnaire, observation, interview, and documentation. Data analysis is descriptive. The findings show that: (1) In the first years: (a) CLD treatment has not been adequately performed; it means that the exact solution has not been found out in learning accommodation for CLD; (b) teachers perception and expectation on learning problems of CLD have not been quite positive; (c) the prototype of CLD treatment based on learning accommodation has been limitedly to test-driven and can be developed as a model of treatment for CLD in the elementary school. Its implementation is based on a manual of learning accommodation application for CLD. (2) In the second years, the model and product have been validated through the main field testing and operational field testing; and stated as a fit and effective model of CLD treatment in the elementary school. The effectiveness of the accommodation learning treatment is evident from indicators that the elementery school teachers have applied the model and product found in the manual books for CLD instructional flexibilities. In addition, the application of the model has improved the (a) learning motivation; (b) social interaction; and (c) academic achievement of CLD

Latihan Kepekaan Dria Non-Visual bagi Anak Tunanetra Buta Sari Rudiyati
JPK (Jurnal Pendidikan Khusus) Vol 4, No 3 (2009): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v4i3.787

Kehilangan fungsi penglihatan bagi seseorang memang sangatlah berat, karena menurut para ahli diperkirakan bahwa yang bersangkutan akan kehilangan kurang lebih 85% informasi yang dapat ditangkap oleh dria penglihatan (Sasraningrat: 1984). Sebagai kompensasinya maka para penyandang tunanetra buta akan berusaha menggunakan dria non-visual yang masih berfungsi seperti dria pendengaran, dria taktual, dria pembau, dria pencecap, dria kinestetik dan dria keseimbangan untuk memperoleh informasi tentang dunia sekitarnya.Kepekaan dria-dria non-visual ternyata perlu dilatih untuk menangkap informasi-informasi penting secara cepat, sehingga kerugian akibat hilangnya fungsi penglihatan masih dapat dikompensasikan dengan dria-dria non-visual yang masih berfungsi. latihan tersebut bertujuan agar anak-anak tunanetra bersangkutan mempunyai kepekaan dalam menangkap informasi-informasi penting secara cepat, sehingga mampu mengkompensasikan keterbatasan dan atau ketidakmampuan visualnya. Namun demikian apakah anak-anak tunanetra, terutama yang buta telah mendapat latihan kepekaan dria non-visual secara kontinyu? Fenomena menunjukkan bahwa sampai saat ini masih banyak anak-anak tunanetra buta yang belum mendapat latihan kepekaan dria-dria non visual, dan diduga hal ini akan berpengaruh terhadap kemampuan orientasi mobilitas mereka.

Pengembangan Materi dan Alat Bantu Pembelajaran Anak Tunanetra di Sekolah Terpadu/Inklusi Sari Rudiyati
JPK (Jurnal Pendidikan Khusus) Vol 1, No 2 (2005): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v1i2.6016

Pengembangan Materi dan Alat Bantu Pembelajaran Anak Tunanetra di Sekolah Terpadu/Inklusi

Pendampingan Guru dalam Peningkatan Kemampuan Penyusunan Program Pendidikan Karakter bagi Siswa Sekolah Luar Biasa Aini Mahabbati; Edi Purwanta; Sari Rudiyati; Purwandari Purwandari
JPK (Jurnal Pendidikan Khusus) Vol 12, No 2 (2016): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Tujuan pendampingan ini adalah untuk meningkatkan pemahaman dan keterampilan guru SLB mengenai pengembangan pendidikan karakter bagi siswa berkebutuhan khusus, memecahkan persoalan terkait karakter mereka, dan merancang penerapan pendidikan karakter dalam disain akademik dan non akademik. Metode pendampingan ini dibagi dalam empat tahapan, 1) Penjelasan konsep; 2) asesmen kebutuhan sekolah dan asesmen terhadap kebutuhan program; 3) simulasi kasus dan penyusunan contoh rancangan program; 4) penugasan menyusun program pendidikan karakter untuk ABK sesuai kondisi ABK di sekolah; 5) evaluasi kinerja guru. Hasil pendampingan menunjukkan peningkatan pemahaman dan keterampilan guru dalam penyusuna program pendidikan karakter ABK. Hasil kuantitatif menunjukkan peningkatan yakni konsep pendidikan karakter ABK meningkat 11,6%; materi pemecahan masalah pendidikan karakter ABK meningkat 12%; materi program akademik pendidikan karakter, peningkatan 12,5%; materi program non akademik pendidikan karakter meningkat 10,63%; materi perumusan rancangan program di sekolah meningkat 9%. Total rata-rata peningkatan pemahaman dan keterampilan peserta di akhir kegiatan mencapai 12%.

Pengembangan dan Pengelolaan Program Pendidikan Individual "Individualized Educational Program"/IEP Bagi Anak Berkelainan di Sekolah Inklusif Sari Rudiyati
JPK (Jurnal Pendidikan Khusus) Vol 6, No 2 (2010): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v6i2.6736

Pengembangan dan Pengelolaan Program Pendidikan Individual "Individualized Educational Program"/IEP Bagi Anak Berkelainan di Sekolah Inklusif

Co-Authors Aini Mahabbati David Evans Edi Purwanta Ernisa Purwandari Haryanto Haryanto Hermanto Hermanto Ibnu Syamsi Mumpuniarti Mumpuniarti Nur Azizah Nurdayati Praptiningrum, Nurdayati Purwandari Purwandari Rafika Rahmawati Sukinah Sukinah Suparno Suparno Susanti, Dewi Juwita Triyanto Triyanto

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