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

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Task Analysis dan Pendekatan Fungsional-Individual dalam Pembelajaran Anak Berkelainan Sari Rudiyati
JPK (Jurnal Pendidikan Khusus) Vol 2, No 2 (2006): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v2i2.1005

Abstract

Anak berkelainan atau disebut anak berkebutuhan khusus adalah anak yang mengalami gangguan atau ketidaksempurnaan phisik dan atau sensomotorik, intelektual, sosial atau emosional. Dalam pembelajaran terhadap anak berkelainan perlu dilakukan asesmen terlebih dahulu; dan perlu disusun program pendidikan individual atau "individualized educational programs". Pendekatan yang paling efektif dalam pembelajaran anak berkelainan adalah pendekatan fungsional-individual yang dalam pelaksanaannya menggunakan task analysis dan daftar perkembangan anak sebagai acuhan dalam merencanakan kegiatan pembelajaran. Pelaksanaan pendekatan fungsional-individual digunakan metode-metode: "elicitation", "prompting", "chaining", "shaping", "errorless discrimination learning" dan "fading". Selain itu guru/pengasuh perlu memperhatikan media komunikasi yang digunakan oleh anak-anak berkelainan, antara lain media baca-tulis Braille, baca-tulis huruf visual yang ukurannya diperbesar, bahasa isyarat, bahasa ujaran dan atau komunikasi total.
Elementary teachers’ pedagogical competencies in supporting students with learning difficulties Nur Azizah; Mumpuniarti Mumpuniarti; Sari Rudiyati; David Evans
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26345

Abstract

Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.
Developing Mind Mapping-Based Teaching Materials for Teaching Self-Care Skill Adaptive Behavior to Students with Multiple Disabilities Visual Impairment (MDVI) Susanti, Dewi Juwita; Rudiyati, Sari
Journal of ICSAR Vol 7, No 2 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p339

Abstract

Limitations on more than one aspect, cause multiple disability visual impairment (MDVI) students to experience obstacles in carrying out daily activities related to self-care skills. Students need adaptive behavioral learning to provide them with self-reliance. However, teaching materials for adaptive behavior learning are limited. Teachers need teaching materials that can accommodate the learning process of adaptive behavior for students with MDVI. This study aims to develop mind-mapping-based teaching materials for adaptive behavior. Research and development refer to the steps of the ADDIE model. The results of the study explain that the teaching materials are feasible based on assessments from material experts, media experts, and practitioners so that they can be used in the learning process. The teaching materials developed can be the solution for teachers in the process of teaching adaptive behavior for students with MDVI to be skilled in carrying out daily activities.
Peningkatan kapasitas guru SD di Kecamatan Bambanglipuro dalam akomodasi siswa berkebutuhan khusus Purwandari, Ernisa; Suparno, Suparno; Praptiningrum, Nurdayati; Hermanto, Hermanto; Rudiyati, Sari; Syamsi, Ibnu; Haryanto, Haryanto
Literal: Disability Studies Journal Vol. 1 No. 02 (2023): October 2023
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/literal.v1i02.54

Abstract

This study aims to increase teachers' knowledge about (1) assessment of students with special needs; (2) choosing the right learning strategy for students with special needs; (3) compiling learning programs for students with special needs in schools providing inclusive education. This research is action research. The research subjects were 44 elementary school teachers in Cluster 01 UPT PP, Bambanglipuro District. Collection techniques are used with tests, observations, interviews, and documentation. Data analysis was performed by descriptive analysis. The results showed an increase in three areas, namely: (1) teachers' knowledge in conducting assessments of children with special needs according to the characteristics of their needs, (2) teachers' knowledge in choosing learning strategies for children with special needs; (3) knowledge and compiling learning programs for children with special needs.
SUBSTANSI KOMPONEN KOMPETENSI GURU SEKOLAH INKLUSIF BAGI ANAK BERKELAINAN/BERKEBUTUHAN PENDIDIKAN KHUSUS Rudiyati, Sari
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 16 No. 2 (2012)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v16i2.1130

Abstract

Penelitian ini bertujuan untuk menghasilkan: (1) substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus; dan (2) buku panduan dan instrumen asesmen kom-petensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendi-dikan khusus. Penelitian ini merupakan penelitian pengembangan de-ngan menggunakan prosedur research and development yang dikem-bangkan oleh Borg dan Gall (1983: 771-787).Teknik pengumpulan data penelitian ini adalah: (a) Teknik Delphi, (b) Focus Group Discussion, (c) angket/kuesio-ner, (d) wawancara, (e) portofolio guru, (f) observasi, dan (g) Studi doku-mentasi. Analisis instrumen menggunakan Explanatory Factors Analysis dan Cronbach Alpha serta analisis data mengggunakan teknik deskriptif. Temu-an hasil penelitian menunjukkan bahwa substansi komponen kompetensi guru sekolah inklusif bagi anak berkelainan meliputi kompetensi guru, kompetensi pedagogik, kompetensi sosial dan profesional. Produk peneliti-an yang berupa buku panduan dan instrumen dinilai mudah digunakan untuk melakukan asesmen kompetensi guru sekolah inklusif. Secara umum opini yang diberikan Kepala Sekolah Dasar Inklusif menunjukkan bahwa keberadaan model yang dikembangkan ini, dapat membantu pihak sekolah dalam hal penyediaan instrumen asesmen kompetensi guru sekolah inklusif bagi anak berkelainan/berkebutuhan pendidikan khusus.Kata kunci: Substansi komponen kompetensi guru, sekolah inklusif, anak berkelainan/berkebutuhan pendidikan khusus______________________________________________________________SUBSTANTIAL COMPONENTS OF TEACHER'S COMPETENCE OF INCLUSIVE SCHOOL FOR EXEPTIONAL CHILDREN/CHILDREN WITH SPECIAL EDUCATIONAL NEEDSAbstract The purposes of this research were to: (1) formulate substantial com-petence components of teachers of inclusive schools for exceptional child-ren/children with special educational needs; and (2) develop a guide book and some competence assessment instruments of teachers of inclusive schools for exceptional children/children with special educational needs. The research was a developmental research study which used research and development procedures developed by Borg and Gall (1983: 771-787).The data gathering technique in this research included: (a) the Delphi techni-que, (b) focus group discussion, (c) questionnaire, (d) interview, (e) teach-ers' portfolios (f) observation, and (g) document study. The instrument analyses applied The Exploratory Factor Analyses and Cronbach Alpha, while the data analyses used a descriptive technique. The result of the re-search showed that the substantial components of teachers competence for inclusive schools for exceptional children/children with special educational needs included: teachers' competence, pedagogic competence, social com-petence, and professional competence. The research product in a form of a guiding book and instruments was seen as easy to use for assessing the competence of inclusive school teachers. Generally, the principals of the inclusive schools stated that the existence of the developed model would be able to assist the school in providing assess-ment instrument for assessing the competence of teachers of inclusive schools for exceptional children/children with special educational needs.Keywords: Substantial competence components, inclusive schools, exceptional children/children with educational needs
Identifikasi kebutuhan pembelajaran bagi anak multiple disabilities visualy impairment (MDVI) secara terpadu Rudiyati, Sari; Sukinah, Sukinah; Rahmawati, Rafika
Jurnal Penelitian Ilmu Pendidikan Vol. 8 No. 2 (2015): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2574.444 KB) | DOI: 10.21831/jpipfip.v8i2.8274

Abstract

Penelitian ini bertujuan untuk mengidentifikasi permasalahan yang dihadapi orangtuadan guru dalam mendampingi belajar anak MDVI, pengembangan kemampuan belajar,dan pengembangan draf instrumen asesmen berbasis kebutuhan belajar anak MDVI.Metode penelitian menggunakan pendekatan kualitatif dengan melihat secara naturalkondisi yang senyatanya. Hasil penelitian mengidentifikasi 29 kebutuhan belajar untukdikembangkan dalam instrumen asesmen pembelajaran. Aspek yang harus dikembangkandalam mengoptimalisasikan kemampuan belajar anak MDVI meliputi performancedi sekolah, rabaan, ketidakamanan gravitasi, otot, koordinasi bilateral, perencanaanmotorik, koordinasi motorik kasar dan halus, penglihatan, pendengaran, pembau, danpencecap. Draf instrumen asesmen yang dikembangkan berbasis kebutuhan belajar anakMDVI terdiri dari instrumen identifikasi permasalahan yang dihadapi orangtua dalampendampingan belajar, identifikasi komponen pengembangan kemampuan belajaranak dan instrumen identifikasi dan asesmen kebutuhan belajar anak tunanetra dengankecacatan tambahan. Berdasarkan penilaian kelompok pengguna disimpulkan bahwadraf instrumen identifikasi dan asesmen kebutuhan belajar "Multiple Disabilities VisuallyImpaired" dapat digunakan dengan adanya revisi sesuai dengan masukan pengguna.Masukannya dalam aspek pemilihan kata yang mudah dipahami, perlu adanya contohkongkrit, pembenahan kalimat pernyataan dan penyederhanaan kalimat
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