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All Journal Journal of ICSAR Arsitektura : Jurnal Ilmiah Arsitektur dan Lingkungan Binaan Journal of Disability Jurnal Pendidikan Progresif
Mahardika Supratiwi
Sebelas Maret University
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Journal : journal of disability

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RELATIONSHIP BETWEEN UNDERSTANDING THE CONCEPT OF DIFFERENTIATED LEARNING AND TEACHERS' PEDAGOGICAL COMPETENCE IN SPECIAL SCHOOL KARANGANYAR Regita Pramesti Agustika; Mahardika Supratiwi
Journal of Disability Vol 5, No 2 (2025): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v5i2.104759

Abstract

This study aims to determine the relationship between understanding the concept of differentiated learning and pedagogical competence of teachers in Special School Karanganyar. This study uses correlational quantitative research methods. The subjects of this study were 32 teachers at Special school Karanganyar. The data collection technique used the Understanding of Differentiated Learning Concepts Test (α = 0.856) and the Teacher Pedagogical Competence Scale (α = 0.913). Data analysis techniques using Pearson Product Moment. The results showed a correlation coefficient of 0.756 with a significance value of p = <0.001 or (rcount> rtable)) 0.756> 0.3388 and a significance value of p <0.05. It can be concluded that the hypothesis is accepted, namely that there is a significant relationship between understanding the concept of differentiated learning and the pedagogical competence of teachers in Special School Karanganyar. This strong positive relationship means that teachers' understanding of the concept of differentiated learning will increase along with their pedagogical competence. Thus it can be concluded that teachers' understanding of differentiated learning plays an important role and has a strong relationship with their pedagogical competence in Special School Karanganyar.
GUIDANCE AND COUNSELING SERVICES FOR CHILDREN WITH SPECIAL NEED IN INCLUSIVE PRIMARY SCHOOLS Dewi Sri Rejeki; Mahardika Supratiwi; Herry Widyastono; Gunarhadi Hermawan; Joko Yuwono; Leni Ambar Cahyani
Journal of Disability Vol 4, No 2 (2024): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i2.94846

Abstract

Children with special needs often face complex challenges beyond their primary disability. These challenges can significantly impact their overall well-being and academic performance. This study aimed to assess the provision of guidance and counseling services for ABK in inclusive primary schools in Surakarta, Indonesia. A survey involving 10 inclusive primary schools was conducted, utilizing questionnaires and semi-structured interviews with teachers and parents. Data analysis employed descriptive analysis of both quantitative and qualitative data. The findings indicate that while most inclusive primary schools in Surakarta offer guidance and counseling services, these services are often limited by factors such as a lack of specialized personnel, inadequate infrastructure, and insufficient time allocation. Additionally, the integration of guidance and counseling services into classroom activities can be challenging due to diverse student needs. To enhance the effectiveness of guidance and counseling services for ABK, it is crucial to provide adequate training for teachers, allocate dedicated time and space for these services, and foster strong collaboration between schools, families, and community organizations.
THE RELATIONSHIP BETWEEN EMPATHY AND PROSOCIAL BEHAVIOR OF NON-DISABLED STUDENTS TOWARDS STUDENTS WITH DISABILITIES SPECIAL EDUCATION STUDY PROGRAM FKIP SEBELAS MARET UNIVERSITY Wahyu Abdi Prastyo; Dewi Sri Rejeki; Mahardika Supratiwi
Journal of Disability Vol 4, No 1 (2024): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v4i1.94361

Abstract

This study aims to determine the relationship between empathy and prosocial behavior of non-disabled students towards students with disabilities. Special Education Study Program (PKh) FKIP Sebelas Maret University. This research is a quantitative research of the correlational type This research was conducted at Sebelas Maret University, Special Education Study Program, involving non-disabled students of the 2020, 2021, 2022, and 2023 batches. The data collection method uses an online questionnaire where respondents need to fill out the available forms. Data analysis uses inferential statistics. The results of the study showed a considerable strong correlation between empathy and prosocial behavior with a negative correlation in non-disabled students in the Special Education Study Program (PKh) FKIP UNS. It is hoped that this research will be a reminder for Special Education Study Program students to pay attention to the use of empathy as necessary in daily life.
Differences in Pedagogical Competence of Shadows Teachers in Terms of Academic Qualification in Inclusive Elementary Schools in Surakarta City Ramizah Ariq Sakinah Irvansyah; Herry Widyastono; Mahardika Supratiwi
Journal of Disability Vol 3, No 1 (2023): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v3i1.76676

Abstract

The purpose of this study was to determine the differences in shadow teachers’ pedagogical competence in terms of academic qualification. This research method used is comparative quantitative. The research involved two groups: the special education graduate group and the non-Special Education graduate group. The subjects of this study were 15 Shadow teachers with Special Education graduates and 23 Shadow Teachers with non-Special Education graduates spread across 19 elementary schools, including the city of Surakarta.Data collection techniques using the saturated sample method. The instrument used is a pedagogic competency scale with a reliability value of 0.905. In the shadow teacher group with Special Education graduates, 14 respondents were in the very high category, and 1 respondent was in the high category, with the highest score being 179 points and the lowest score being 136 points. Whereas in the shadow teacher group with non-Special Education graduates, 13 respondents were in the high category, and 10 respondents were in the high category, with the highest score of 170 points and the lowest score of 130 points. The analysis in this study used the Man Whitney-U test. The Mann-Whitney-U test shows the value Ucount = 0.220, which is UCount>U table (Utabel = 0.05). Research results conclude that there is no significant difference between the pedagogical competence of teachers with special education and non-special education graduates.
Co-Authors Anis Noviatun Dewi Sri Rejeki Gunarhadi Hermawan Hermawan Hermawan Herry Widyastono Joko Yuwono Leni Ambar Cahyani Munawir Yusuf Ramizah Ariq Sakinah Irvansyah Redydian Adhitya Nugraha Regita Pramesti Agustika Ummul Mustaqimah Wahyu Abdi Prastyo