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All Journal Jurnal Educhild : Pendidikan dan Sosial Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar JURNAL PENDIDIKAN GLASSER SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Theorems (The Original Research of Mathematics) Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Basicedu Journal on Education EDUKATIF : JURNAL ILMU PENDIDIKAN SAP (Susunan Artikel Pendidikan) Cakrawala Jurnal Penelitian Sosial MONSU'ANI TANO Jurnal Pengabdian Masyarakat Musamus Journal of Primary Education JURNAL PERSPEKTIF PENDIDIKAN Jurnal Educatio FKIP UNMA PROGRES PENDIDIKAN Renjana Pendidikan Dasar Jurnal Warta Desa (JWD) Jurnal Basicedu Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA)
Setiani Novitasari
PGSD, FKIP, Universitas Mataram
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : PROGRES PENDIDIKAN

 1 
SIKAP GURU TERHADAP ANAK YANG BERKEBUTUHAN KHUSUS DI SD IT ANAK SHOLEH MATARAM Radiusman Radiusman; Iva Nurmawanti; Setiani Novitasari; Linda Feni Haryati; Maslina Simanjuntak
PROGRES PENDIDIKAN Vol. 1 No. 2 (2020): Mei 2020
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

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Abstract

The attitude of teachers towards children with special needs is of particular concern to the current government. This is because children with special needs have the same rights as normal children. Teachers are seen as people who have an important role to implement inclusive education inside and outside the classroom. The success of learning for children with special needs in the classroom is supported by positive behavior/attitudes of teachers and the environment during learning activities in the classroom and outside the classroom. This research is a type of qualitative research. This research takes data through the results of interviews with Sholeh IT elementary school teachers. This article will explain how the attitudes of teachers in SD IT Anak Sholeh Mataram with special needs who have learning disabilities and factors that must be possessed by teachers in educating children with special needs who have learning disabilities and how different treatments/attitudes of teachers. Towards children with special needs. and normal children during the learning process. This research is a qualitative study in which data is obtained from interviews with classroom teachers who teach in classrooms where children with special needs experience learning delays. The results of this study are through the patience of teachers and good communication with parents to make changes in attitude for the better than the research subjects.
PENERAPAN PROGRAM PENDIDIKAN INKLUSI DI SDN 1 SANGKAWANA LOMBOK TENGAH Deni Sutisna; Dyah Indraswati; Nursaptini Nursaptini; Setiani Novitasari; Muhammad Sobri
PROGRES PENDIDIKAN Vol. 1 No. 2 (2020): Mei 2020
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

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This study aims to examine implementation of the Inclusive program in schools, specifically SDN 1 Sangkawana. The study was conducted with a descriptive qualitative approach with Observation techniques, interviews, documentation. The key informants in this study were the principal, the coordinator of the inclusive school and teachers of grades 1, 2 and 3. The data validity technique used triangulation of sources. The results showed that the application of the inclusive education program at SDN 1 Sangkawana was divided into 2 stages, namely the preparatory stage and the implementation stage. During the preparatory phase at the beginning of the new school year, the work program for SDN 1 Sangkawana refers to the program of the Minister of National Education Republic of Indonesia Number 70 of 2009 concerning inclusive education. At the application stage, SDN 1 Sangkawana touched on several aspects, namely curriculum, teaching staff, infrastructure. Teaching and learning processes that are integrated between students with special needs and regular students force schools to adjust the curriculum to facilitate students with special needs without leaving aside regular students. Therefore some changes were made in the syllabus and lesson plans, especially in the indicators of competency achievement, learning objectives, learning materials and learning evaluation. For educators, the school is facilitated by the Ministry of Education and Culture formed by cooperating with the Australian government with the INNOVATION program so that teachers and schools get guidance, direction and training to handle students with special needs integrated in the regular classrooms. For inclusive education facilities and infrastructure, SDN 1 Sangkawana is still lacking, so it still needs to be developed and organized to support the successful implementation of an inclusive education program.
PROBLEMATIKA DAN TINDAKAN GURU DALAM MENGHADAPI ANAK BERKEBUTUHAN KHUSUS DI MI NW TANAK BEAK Iva Nurmawanti; Linda Feni Haryati; Radiusman Radiusman; Ashar Pajarungi Anar; Setiani Novitasari
PROGRES PENDIDIKAN Vol. 1 No. 2 (2020): Mei 2020
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Mataram

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Abstract

Children with Special Needs (ABK) have the same rights to obtain an education as a normal child. Based on this, MI NW Tanak Beak received the mandate to organize inclusive education in West Lombok Regency. There are 47 children with special needs in the school who are spread in each class. Each crew is unique and requires different treatments. The teacher plays a major role in this matter. Therefore this study will describe the problems that arise from a teacher of the inclusive class and the actions of teachers in solving these problems. This research is qualitative. Data collection was carried out by interviewing a teacher who had not received training on inclusive education and taught in classes with special needs. The results of the study showed that teachers have difficulty in planning activities, implementing learning in the classroom, and interacting with ABK to fulfill their rights. To solve these difficulties the teacher believes that an effective way is to continue to learn about inclusion education, giving affection, attention, assertiveness, discipline, and inculcation of religious values.
Co-Authors Abdul Kadir Jaelani Aisa Nikmah Rahmatih Anindita Suliya Hangesti Mandra Kusuma Anindita Suliya Hangesti MK Ashar Pajarungi Anar Asri Fauzi Awal Nur Khalifatur Rosyidah Dara Aryanti Amanatulah Darmiany Deni Sutisna Dyah Indraswati Erfan, Muhammad Heri Setiawan Husniati Husniati Ida Ermiana Ida Ermiana Itsna Oktaviyanti Iva Nurmawanti Iva Nurmawati Khairun Nisa Linda Feni Haryati Linda Feni Haryati Maslina Simanjuntak Mohammad Archi Maulyda Muhammad Erfan Muhammad Makki Muhammad Sobri Muhammad Sobri Muhammad Tahir Nurhasanah Nurhasanah Nurhasanah Nurhasanah Nurmawanti, Iva Nursaptini Nursaptini Nurul Kemala Dewi Nurwahidah Nurwahidah Nurwahidah Nurwahidah Radiusman Radiusman Septia Mega Sartika Siti Istiningsih Sutisna, Deni Umar Umar Widodo, Arif Yuyun Wahyu