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All Journal JPK (Jurnal Pendidikan Khusus) Indonesian Journal of Disability Studies Journal of ICSAR Jurnal Pengabdian Pada Masyarakat
Ossy Firstanti Wardany
Universitas Muhammadiyah Lampung
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Pelaksanaan Pembelajaran Jarak Jauh Bagi Anak Berkebutuhan Khusus (Survei terhadap Orangtua dan Guru di Lampung) Ossy Firstanti Wardany; Yulvia Sani
JPK (Jurnal Pendidikan Khusus) Vol 16, No 2 (2020): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v16i2.32793

Abstract

Pembelajaran Jarak Jauh (PJJ) menjadi solusi menjembatani keharusan untuk berada di rumah untukmenghindari penularan Covid-19 dan  tepat memberikan pelayanan pembelajaran bagi anak berkebutuhan khusus (ABK). Penelitian merupakan penelitian survei yang dilakukan terhadap 58 guru dan 36 orangtua ABK di Provinsi Lampung. Tujuan penelitian adalah menggali bagaimana persepsi maupun pengalaman dan permasalahan terkait pembelajaran jarak jauh melalui sudut pandang orangtua dan guru anak berkebutuhan khusus. Hasil menunjukkan selama pandemi Covid-19,  pembelajaran jarak jauh dilaksanakan dalam bentuk pembelajaran daring. Guru mengungkap bahwa permasalah terkait sinyal internet, kesiapan anak dalam belajar, kondisi dan kemampuan orangtua dalam membimbing anak menjadi penentu keberhasilan PJJ bagi anak berkebutuhan khusus. PJJ memerlukan pendampingan dari orangtua dan pada pelaksanaannya masih ditemukan kendala terkait konektivitas internet, waktu yang dimiliki, keadaan emosi dan kesiapan anak belajar dari rumah, serta kompetensi dan kemampuan orangtua dalam pengasuhan anak dan pembelajaran anak berkebutuhan khusus di rumah. Berbagai pelatihan terkait penggunaan teknologi, pengasuhan anak, dan pelatihan mengajar jarak jauh sangat diperlukan baik bagi guru maupun orangtua.
Language Acquisition On Early Deaf Children With Cochlear Implants In Inclusion Kindergarten Yulvia Sani; Ossy Firstanti Wardany
Journal of ICSAR Vol 6, No 1 (2022): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i12022p050

Abstract

Deaf children  have problems in language acquisition due to hearing loss. Early use of cochlear implants can help  deaf children  listen and learn language and speech. This study aims to determine how language acquisition in early deaf students uses cochlear implants in an inclusive kindergarten in Bandar Lampung. This research is qualitative descriptive research. The methods of collecting data use interviews, observations, and documentation. The results showed that maximizing and familiarizing the hearing function can improve language acquisition. The use of cochlear implants accompanied by oral methods and rhythm sound awareness exercises assists in acquiring phonological, morphological, and semantic (linguistic awareness). Schools use the principle of learning by doing and integrating programs at home so that the process is more natural. In addition, it takes time for children to get accustomed to hearing and repeating what they hear. So it can conclude that using cochlear implants accompanied by the proper method can help the language acquisition of early  deaf children.
The Effectiveness of the Equality Dynamic Learning Model in Increasing Disability Awareness of Students in Inclusion Classes Yulvia Sani; Ossy Firstanti Wardany; Genesa Vernanda; Heni Herlina
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (24.329 KB) | DOI: 10.21776/ub.ijds.2019.007.01.4

Abstract

The background of research is low acceptance problem of the presence of students with disabilities caused by the lack of disability awareness in every student that arises due to low social contact. The lack of acceptance can be seen from the reactions of other students when learning. The problem will be very clear when there is of work groups learning, it is very rarely condition, there are other students who immediately propose themselves in one group with him. In addition, there is lacking of support for "AH" when he gets difficulties. On the other hand "AH" has a lack of self-esteem, insecure, easy to give up, and despair with activities related to the obstacles they experience. Based on the problems that arise in the inclusion class, the researchers therefore provide a model of equality dynamic learning to solve existing problems. The equality dynamic learning model conceptualizes "dynamic learning that creates equal rights in learning", it means that learning activities are designed in such a way that takes into account the diversity that is owned by students (students with special and regular needs) and accommodates all these needs in learning activities so that all students in the class have meaningful learning. The subjects in this study were 19 students, 1 student with special needs with physical disabilities, a18 normal students. The research methodology in this study is a quasi-experimental design with one group pretest-posttest without control class. The results of the study showed that the condition of pretest disability awareness of students in the moderate category was 63%, the high category was 37%. The condition of posttest of disability awareness for high category students was 16%, very high category was 84%. The disability awareness condition experienced a significant increase after the dynamic learning equality model was given to students in the inclusive class. Wilcoxon calculations were performed with the result that in the asymp sig (2-tailed) column to be tested 2 sides were 0,000. Because the case is a one-tailed test, the probability becomes 0,000 / 2 = 0,000. Here the probability is below 0.05 So, based on the results of this study, the equality dynamic learning model is effective in increasing the disability awareness of students in inclusive classes.
How Do Regular Students in Inclusive Primary Schools Interpret the Term of 'Students with Special Needs'? Ossy Firstanti Wardany
Indonesian Journal of Disability Studies Vol. 7 No. 2 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.694 KB) | DOI: 10.21776/ub.ijds.2020.007.02.13

Abstract

A positive perception toward the student with special needs required to build positive attitudes and behaviours in inclusive schools. The aim of this study is to determine the perception of regular students in inclusive primary schools toward students with special needs. This study is a survey and the participants are 146 regular students in inclusive primary school. The study used questionnaires. The results show that only 35% of regular students who know and can interpret the definition of the student with special needs into the text. Most students interpret based on what they see, such as a physical problem, low academic achievement or help by shadow teacher. There are still misconceptions, stereotypes, and negative perception toward students with special needs. It suggests for the teachers in inclusive school for increase disability awareness to overcome the negative perception.
Survey on Implementation of Early Literacy Interventions by Parents of Deaf Children Yulvia Sani; Ossy Firstanti Wardany; Heni Herlina
Journal of ICSAR Vol 6, No 2 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i22022p179

Abstract

This study aims to determine whether parents of deaf children in Lampung conduct early literacy interventions. This research used a survey type quantitative method. The research subjects were 6 parents of deaf children aged 4-8 years. It collected data using a questionnaire distributed via Google Form to parents of deaf children. The study results found that 83 percent did early literacy intervention at home. Parents' activities to carry out early literacy intervention are reading aloud, natural intervention, using video, and making DIY media. All parents did the planning. The planning and implementation of early literacy intervention activities carried out by parents encountered various obstacles. Most of the solutions chosen were discussed with experts/therapists/ teachers. So it can be said that most parents of deaf children in Lampung Province carry out early literacy interventions planned and carried out through collaboration with families and expert assistance.
Pelatihan Pengajaran Keterampilan Menggunting Dasar Bagi Guru SLB Di Lampung Ossy Firstanti Wardany; Yulvia Sani
Jurnal Pengabdian Pada Masyarakat Vol 7 No 1 (2022): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.378 KB) | DOI: 10.30653/002.202271.12

Abstract

TRAİNİNG FOR SPECİAL EDUCATORS ON TEACHİNG CUTTİNG SKİLLS İN LAMPUNG. Scissor skills in children with special needs have challenges and problems for teachers in special schools. Children with sensomotory problems often experience difficulty in scissor skills. In fact, cutting plays a role in training fine motor skills, especially writing. This activity aims to educate and provide understanding to special school teachers about teaching scissor skills for children with special needs. The subjects in the activity were special school teachers in Lampung. The activity was carried out online for two meetings. The training is in the form of material presentation, demonstration videos, question and answer, and assignments. The first material consists of the concept of cutting, the development of scissors skills in children, assessment of cutting skills, stages of teaching scissors and cutting worksheets. The results of the activity evaluation showed an increase in the participants' abilities related to scissors knowledge, the results of good participant assignments, and positive and constructive feedback.
Co-Authors Genesa Vernanda Heni Herlina Yulvia Sani