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EVALUASI PELATIHAN BISINDO DI PROGRAM STUDI PENDIDIKAN KHUSUS Yuwono, Imam; Rapisa, Dewi Ratih; Damastuti, Eviani; Rahmah, Nurbayti
PEDAGOGIA Vol 18, No 1 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v18i1.23392

AbstrakBISINDO adalah bahasa isyarat yang berpedoman pada ekspresi, gerakan tangan, posisi Â tubuh, Â kontak Â mata Â yang Â dikembangkan Â olehÂ individu tuli. Laboratorium Pendidikan Khusus Universitas Lambung Mangkurat dengan bekerja sama dengan GERKATIN (Gerakan Kesejahteraan Tuli Indonesia) Kalimantan Selatan mangadakan pelatihan BISINDO, namun belum ada evaluasi terhadap pelatihan tersebut sehingga belum diketahui sejauh mana dampak pelatihan terhadap perkembangan komunikasi mahasiswa tuli. Penelitian ini bertujuan untuk mengetahui evaluasi pelatihan BISINDO di Program Studi Pendidikan Khusus Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dan model evaluasi CIPP (Context, Input, Process, Product). Subjek penelitian meliputi koordinator program studi Pendidikan Khusus, koordinator pelatihan BISINDO, instruktur BISINDO sebanyak 2 orang dan perserta pelatihan BISINDO sebanyak 20 orang. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan tes. Hasil penelitian menunjukkan pelatihan BISINDO dapat menjadi wadah dalam mempelajari bahasa isyarat dan meningkatkan kemampuan komunikasi antara mahasiswa tuli dan mahasiswa dengar untuk meminimalisir hambatan dalam komunikasi dan mempermudah mahasiswa tuli dalam perkuliahan, pelatihan BISINDO telah melakukan modifikasi media dan strategi pembelajaran yang berbasis visual melalui video yang disertai teks, dan pelatihan BISINDO dapat membangun kesadaran mahasiswa dengar yang nantinya diharapkan akan berdampak positif baik dalam proses perkuliahan dan ketika berada di masyarakat luas.Â AbstractBISINDO is a sign language that is guided by expressions, hand movements, body position, eye contact developed by deaf. Special Education Laboratory, University of Lambung Mangkurat in collaboration with GERKATIN (Indonesian Deaf Welfare Movement) South Kalimantan held BISINDO training, but there was no evaluation of the training so it is unknown how far the impact of the training on the development of deaf student communication. This study aims to determine the evaluation of BISINDO training in the Special Education Study Program, Faculty of Teachers Training and Education, University of Lambung Mangkurat. This research used quantitative descriptive approach and an evaluation model of CIPP (Context, Input, Process, Product). Research subjects included the coordinator of the Special Education Study Program, BISINDO training coordinator, BISINDO instructors for 2 people and BISINDO training participants for 20 people. Data collection techniques used observation, documentation, and tests. The results showed BISINDO training could be a forum for learning sign language and improving communication skills between Deaf students and Hearing students to minimize barriers to communication and facilitate Deaf students in lectures, BISINDO training had modified media and learning strategies based on visuals through video accompanied texts, and BISINDO training can build awareness of Hearing students which will hopefully have a positive impact both in the lecture process and when in the wider community.

Identification of Children with Special Needs in Inclusive Schools Dewi Ratih Rapisa; Eviani Damastuti; Adelia Ananda Putri
Journal of ICSAR Vol 5, No 2 (2021): July
Publisher : Department of Special Education

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This study aims to analyze the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. This research was motivated by various cases where there were limitations of teachers in identifying children with special needs. This research method is descriptive with the technique of collecting data from a literature review of various references that are relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that we could recognize the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. The results of the literature review reveal that children with special needs, especially children who experience obstacles in the academic field, are divided into three types, which is intellectual disability, learning disability, and slow learner.

KAMUBISAKUL application to Facilitate students with hearing impairments to follow the lecture process Utomo Utomo; Dewi Ratih Rapisa; Eviani Damastuti; Hayatun Thaibah
Journal of ICSAR Vol 5, No 2 (2021): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

There are 20 students with special needs at Lambung Mangkurat University, 9 of which are students with hearing impairments. The obstacles experienced by students with hearing impairments during the lecture process are mainly communication problems, especially receptive language (the ability to understand the interlocutor). Not all lecturers understand the needs and characteristics of students with hearing impairments and sign language skills. However, students with special needs are required to follow and succeed in meeting the learning targets set by the lecturer. Therefore we need assistive technology (assistive) that can help students with special needs. In this case, students with hearing impairments make it easier for them to learn and achieve the expected targets. This research aims to develop assistive technology for students with hearing impairments to attend the lecture process. This study used a descriptive method with a qualitative approach, and the type of research used in this study was the Research and Development (RnD) type. This study selected research subjects using the purposive sampling technique to select nine students with hearing impairments at Lambung Mangkurat University. The stages in this research begin with: (1) Literature Study; (2) Needs Analysis; (3) Assessment; (4) FGD or Application Design; (5) Making the KAMUBISAKUL Application; (6) Trial of KAMUBISAKUL Application; (7) Dissemination of the KAMUBISAKULl Application; and (8) Evaluation. Assistive technology development carried out by the research team resulted in an application called KAMUBISAKUL. Based on research, this application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT (Tuition Fee) payment, lectures, names of college’s rooms. This application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT payment, lectures, names of rooms in lectures. This application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT payment, lectures, names of rooms in lecturers.

Pendampingan Identifikasi Anak Berkebutuhan Khusus di Sekolah Penyelenggara Pendidikan Inklusif Mirnawati Mirnawati; Eviani Damastuti
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 1, No 1 (2019): Mei 2019
Publisher : Universitas Lambung Mangkurat

Pelaksanaan pengabdian masyarakatan ini bertujuan untuk melakuan mendampingi guru di SDN teluk dalam 1 sebagai sekolah penyelenggara pendidikan inklusif dalam mengidentifikasi anak berkebutuhan khusus. Adapun metode yang digunakan adalah ceramah bervariasi, demonstrasi, dan latihan. Khalayak sasaran kegiatan pendampingan Identifikasi anak berkebutuhan khusus di sekolah penyelenggara pendidikan inklusif ini adalah warga sekolah SDN Inti Teluk Dalam 1 Banjarmasin yang meliputi Kepala sekolah, Guru kelas, Guru mata pelajaran, dan Guru Pendamping Khusus. Hasil yang diperoleh dari kegiatan pengabdian masyarakat ini adalah (1) menambah wawasan peserta terkait pentingnya pelaksanaan identifikasi bagi anak berkebutuhan khusus sebelum pemberian layanan pembelajaran, (2) peserta mendapatkan gambaran terkait prosedur pelaksanaan kegiatan identifikasi bagi anak berkebutuhan khusus, dan (3) guru-guru mampu mengidenifikasi beberapa anak berkebutuhan khusus di sekolah tersebut.The implementation of community service aims to assist teachers in SDN Teluk Dalam 1 Bajarmasin as an schools organizing inclusive education in identifying children with special needs. The methods used are varied lectures, demonstrations, and exercises. Target audience for assistance activities Identification of children with special needs in this schools organizing inclusive education is a citizen of the SDN Inti Teluk Dalam 1 Banjarmasin, that include the headmaster, Class teacher, Subject teacher, and Special Assistant Teacher. The results obtained from these community service activities are (1) increasing participants' insights regarding the importance of carrying out identification for children with special needs before providing learning services, (2) participants get an overview of the procedures for implementing identification activities for children with special needs, and (3) teachers is able to identify children with special needs in the school.

KECENDERUNGAN PENERIMAAN GURU TERHADAP ANAK BERKEBUTUHAN KHUSUS (ABK) DI SEKOLAH DASAR Eviani Damastuti; Dewi Ratih Rapisa
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.40933

Abstrak Di Kalimanatan Selatan dipertegas dengan keluarnya Peraturan Daerah nomor 4 tahun 2019 tentang perlindungan dan pemenuhan hak penyandang disabilitas terutama pasal 12 yang menyebutkan setiap penyelenggara pendidikan pada semua jalur, jenis dan jenjang pendidikan memberikan kesempatan dan perlakuan yang setara dan berkewajiban menerima peserta didik penyandang disabilitas. Oleh karena itu, penelitian ini bertujuan untuk mengetahui kecenderungan penerimaan guru terhadap Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar di Kalimantan Selatan. Penelitian ini mengunakan pendekatan kualitatif. Subyek dalam penelitian ini adalah Kepala Sekolah, Guru Kelas yaitu guru-guru dan kepala sekolah di SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, dan SDN Purwosari Baru I. Teknik Pengumpulan data melalui wawancara mendalam (Depth Interviews), angket, observasi dan dokumentasi. Teknik analisis data dalam penelitian ini yaitu proses pengumpulan data, reduksi data, display data dan penarikan kesimpulan. Hasil penelitian yang menunjukkan bahwa penerimaan guru-guru Sekolah Dasar di SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 terhadap keberadaan anak berkebutuhan khusus di sekolah mereka sudah cukup baik, namun dalam hal pembelajaran bagi anak berkebutuhan khusus guru masih merasa terbebani karena guru merasa belum memiliki kemampuan dalam melayani anak berkebutuhan khusus sesuai kebutuhannya seperti memodifikasi pembelajaran untuk anak berkebutuhan khusus, hal ini karena sebagian besar latar belakang pendidikan guru-guru tersebut tidak ada yang berasal dari lulusan pendidikan khusus/ pendidikan luar biasa. AbstractIn South Kalimantan this was emphasized by the issuance of Regional Regulation number 4 of 2019 concerning the protection and fulfillment of the rights of persons with disabilities, especially Article 12 which states that every education provider in all paths, types and levels of education provides equal opportunities and treatment and is obliged to accept students with disabilities. Therefore, this study aims to determine the trend of teacher acceptance of children with special needs in elementary schools in South Kalimantan. This research uses a qualitative approach. Subject in this study were the principal, class teachers, namely teachers and principals at SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, and SDN Purwosari Baru I. Data collection techniques through in-depth interviews (Depth Interviews), questionnaire and documentation study. Data analysis techniques in this study are the process of data collection, data reduction, data display and conclusion. The results of the research show that the acceptance of elementary school teachers at SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 on the existence of children with special needs in their schools is quite good, but in terms of learning for children with special needs teachers still feel burdened because the teacher feel that they do not have the ability to serve children with special needs according to their needs such as modifying learning for children with special needs, this is because most of the educational backgrounds of these teachers do not come from special education / special education graduates.

Pola Kerjasama Guru Dan Orangtua Dalam Pembelajaran Jarak Jauh Pada Anak Tunarungu Di Masa Pandemi Covid-19 Di SLB Paramita Graha Banjarmasin Alvi Violita Dewi; Mirnawati; Eviani Damastuti
SPECIAL: Special and Inclusive Education Journal Vol 3 No 1 (2022): Special and Inclusive Education Journal (SPECIAL)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/special.vol3.no1.a5307

Penelitian ini dilatarbelakangi adanya Pembelajaran jarak jauh di masa pandemi Covid-19 mengharuskan orangtua untuk berperan aktif dalam kegiatan pembelajaran untuk anak tunarungu dengan demikian dibutuhkannya kerjasama antara guru dan orangtua. Penelitian ini bertujuan untuk mendeskripsikan lebih dalam terkait bagaimanakah pola kerjasama guru dan orangtua dalam pembelajaran jarak jauh pada anak tunarungu di masa pandemi Covid-19 di SLB Paramita Graha Banjarmasin. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Hasil penelitian menunjukkan bahwa pola kerjasama yang telah dilakukan pada anak tunarungu dalam pembelajaran jarak jauh sebagai berikut: 1) kerjasama sebagai guru pendamping, guru memiliki peran dalam memberikan arahan dan peran orangtua menjalankan proses pembelajaran di rumah, 2) kerjasama sebagai fasilitator, guru dan orangtua mengikuti situasi dan kondisi masing-masing, 3) kerjasama dalam menciptakan Friendly E-Learning, guru dan orangt tua menyepakati untuk menggunakan aplikasi Whatsapp, 4) kegiatan parenting, Guru dan orangtua menyelenggarakan kegiatan parenting melalu offline dan online. Kendala yang dihadapi diantaranya: 5) kerjasama sebagai guru pendamping, orangtua sulit mendisplinkan anak di rumah, 6) kerjasama sebagai fasilitator, orangtua kurang memahami dalam mengoperasikan handphone, 7) kerjasama dalam menciptakan Friendly E-Learning, anak lebih memilih belajar dengan guru dibandingkan dengan orangtuanya, 8) kegiatan Parenting, pihak sekolah menerapkan pembatasan sosial dilingkungan sekolah.

Sosialisasi Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) Berbasis Android di Kecamatan Aranio Dewi Ratih Rapisa; Eviani Damastuti; Nahdiati Nahdiati
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 4 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v4i4.6417

Mengidentifikasi anak berkebutuhan khusus berdasarkan karakteristik yang dapat diamati merupakan hal yang belum sepenuhnya dikuasai oleh para guru, sehingga anak memperoleh label tidak tepat, penanganan yang salah, dan performa belajar anak tidak menunjukkan perkembangan. Berdasarkan permasalahan tersebut, guru memiliki kebutuhan berkaitan dengan pengetahuan dan keterampilan dalam identifikasi anak dengan hambatan akademik. Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk mengetahui hasil penggunaan Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) dalam meningkatkan pengetahuan guru untuk menemukenali anak dengan hambatan akademik. Metode yang digunakan adalah metode ceramah, diskusi dan praktek penggunaan SIMAK. Sosialisasi PKM dikuti oleh tiga puluh guru di Kecamatan Aranio, Kabupaten Banjar. Hasil evaluasi dari kegiatan PKM menunjukkan bahwa sosialisasi pemanfaatan aplikasi SIMAK terbukti dapat meningkatkan pengetahuan dan keterampilan guru dalam mengenali anak dengan hambatan akademik berupa kesulitan belajar, lamban belajar, dan hambatan intelektual.One of the competencies teachers in public schools must possess identifying children with special needs based on observable characteristics. The achievement of these competencies will embody the philosophy of inclusive education, namely, education for all. There are still teachers who still need to be able to identify children with academic barriers, resulting in children receiving inappropriate labels, incorrect handling, and children's learning performance not showing progress. Based on these problems, teachers have needs related to knowledge and skills in identifying children with academic barriers. This community service aims to find the results of using the Application for Identification of Children with Academic Barriers (SIMAK) to increase teacher knowledge to identify children with academic barriers. The method used is the lecture method, discussion and practice of SIMAK. Thirty teachers in Aranio District, Banjar Regency, attended this community service socialization. The results of the evaluation of PKM activities showed that the socialization of the use of the SIMAK application was proven to improve teachers' knowledge and skills in recognizing children with academic barriers in the form of learning difficulties, slow learning, and intellectual barriers.

Pelatihan Pengembangan Program Sensomotorik dalam Meningkatkan Kemampuan Memusatkan Perhatian pada Anak Usia Dini dengan Attention Deficit Disorder Dewi Ratih Rapisa; Eviani Damastuti; Dewi Juwita Susanti; Puteri Rahmatika; Cahyani Widya Safitri
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 6, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v6i1.10090

Permasalahan yang sering ditemui pada anak usia dini diantaranya anak tidak dapat memusatkan perhatian, tidak mampu menuntaskan permainan atau tugas, terdistraksi dan tidak sabar dalam menunggu antrian. Perilaku tersebut mengarah pada karakteristik anak dengan Attention Deficit Disorder, namun guru-guru umumnya tidak mengenalinya. Upaya yang dapat dilakukan dalam memberikan intervensi pada anak ADD dengan memanfaatkan sensomotorik. Latihan koordinasi sensomotorik efektif dalam meningkatkan kemampuan konsentrasi. Pengabdian Kepada Masyarakat (PKM) ini bertujuan memberikan pengetahuan dan keterampilan dalam mengembangkan program latihan koordinasi sensomotorik, Pada Anak Attention Defisit Disorder (ADD). Metode yang digunakan adalah metode ceramah, demontrasi. Sosialisasi PKM dikuti oleh dua puluh guru PAUD Inklusif di Kecamatan Mataraman, Kabupaten Banjar. Hasil evaluasi dari kegiatan menunjukkan bahwa pelatihan pengembangan program sensomotorik mampu meningkatkan kemampuan memusatkan perhatian pada anak usia dini dengan ADD terbukti pada nilai sebelum pelatihan guru sebesar 19 menjadi nilai sesudah pelatihan guru sebesar 89,5. Hal tersebut menunjukkan bahwa pemahaman dan keterampilan guru meningkat dalam memahami anak ADD dan memanfaatkan latihan sensomotorik dalam proses penanganan pembelajaran di kelas.Problems often encountered in early childhood include children being unable to focus, unable to complete games, easily distracted, and impatient waiting in line. Such behavior leads to the characteristics of a child with Attention Deficit Disorder, but teachers generally do not recognize it. Efforts can be made in providing intervention to ADD children by utilizing sensorimotor. Sensomotor coordination exercises are effective in improving concentration skills. Therefore, Pengabdian Kepada Masyarakat (PKM) aims to provide knowledge and skills in developing sensomotor coordination training programs for children with attention deficit disorder (ADD). The methods used are lectures and demonstration methods. PKM socialization was attended by twenty Inclusive PAUD teachers in Mataraman District, Banjar Regency. The evaluation results of PKM activities show that sensorimotor program development training in improving the ability to focus attention on early childhood with Attention Deficit Disorder is proven to increase teachers' understanding and skills in understanding ADD children and utilize sensorimotor exercises in the process of handling learning in the classroom.

The Need for Accessibility of Public Infrastructure for People with Physical Disabilities in Pelambuan, Banjarmasin City Damastuti, Eviani; Dhafiya, Farah
Journal of ICSAR Vol 8, No 1 (2024): January
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v8i1p44

This research’s background is from the needs of people with disabilities in Pelambuan regarding the accessibility of public infrastructure. The large number of physical disability people in Pelambuan who experience mobility difficulties demands an inclusive area. The need for accessibility of public infrastructure includes: pedestrian paths, parking areas, stairs and ramp for physical disabilities must be well provided. The purpose of this research in Pelambuan is to determine accessibility of public infrastructure for physical disability, such as pedestrian paths, parking areas, stairs and ramps. This research type is quantitative descriptive. The data sources are 50 people with physical disability and 10 non-disabled people. Data collection techniques in this research are questionnaire, observation & documentation. The validity of the data using source triangulation techniques & method triangulation. Data analysis techniques consist of data collection, data reduction, data presentation & conclusions. The results of this research showed that public infrastructure in Pelambuan is less accessible for physical disabilities, because it comes out with 55,4%. The condition of pedestrian paths in Pelambuan still bumpy, there are no handrails, broken stairs, broken resting seat, broken guiding block and there is no ramp. Pelambuan doesn’t have parking area for disabilities people. The stairs are not fully accessible yet because some of stairs are already fragile, slippery material, the height of the stairs is not up to ideal standars for accessibility. Then, majority of ramps are steep and have no handrails.

Teachers' Ability in Identifying Children with Low Academic Achievements in Inclusive Education Damastuti, Eviani; Rapisa, Dewi Ratih
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 8, No 2 (2021): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v8i22021p1-7

Children with low academic achievement are one of the problems that are often found in schools but, in general, children with this condition often cannot be identified by teachers. Whereas the success of educational services for children with low academic achievement is determined by the ability of teachers to identify children. Therefore, the purpose of this study was to determine the teacher's ability to identify children with low academic achievement in schools providing inclusive education. This quantitative descriptive research was conducted at 4 elementary schools in Banjarmasin City and Banjar Regency with the number of research subjects on 28 classroom teachers. Data collection was carried out using questionnaires and interviews and then analyzed quantitatively descriptively. The results showed that the teacher's ability to identify children with low academic achievement with an average of 33.33% both in screening, referral, and classification functions. At the stage of screening, the process carried out is still incomplete, because identification is carried out only using identification instruments, simple tests, and inadequate supporting documents (Family Cards (KK), birth certificates, children's data). Most of the teachers have not observed children's abilities, interviewed , and completed IQ test results. At the referral stage, the teacher has not collaborated with professional staff. Most students with low academic achievement are classified by teachers as slow learners, without knowing their IQ scores. The teachers with lack of ability to understand the process of identifying children with special needs will determine the handling of children with special needs in schools providing inclusive education.

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