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Pemahaman Pedagogik Guru dalam Mengajar Anak Berkebutuhan Khusus di Sekolah Inklusi Leonita Dwi Agustin; Weny Savitry S. Pandia
Provitae: Jurnal Psikologi Pendidikan Vol 6, No 1 (2014): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Teachers in inclusive schools are required to have a pedagogic knowledge inspecial needs children. Teachers must have knowledge about characteristics ofspecial needs children, construct and apply learning intervention for specialneeds children, and construct and apply evaluation for special needs children.This research was designed to know teachers’ pedagogic knowledge forspecial needs children in inclusive schools. Participants are teachers fromPublic Elementary School X which is an inclusive school. Research indicatedthat teachers have lack knowledge about characteristics of special needschildren. Teachers didn’t know how to construct and apply learningintervention and evaluation for special needs children. Evaluations are giventhrough tests and adaptation of Kriteria Ketuntasan Minimal (KKM). Theseare the results of lack teachers’ pedagogical knowledge. Therefore, researcher designed a training to give pedagogical knowledge for teaching special needs children in inclusive children to the participants. Training materials including characteristics, assessment, and identification of special needs children, and construct Individual Education Program (IEP).Keywords: teachers pedagogical competence, inclusive schools, special needs children

ALAT TES TAHAPAN VISUAL MOTORIK HALUS (TSUMO) UNTUK ECONOMICALLY DISADVANTAGED CHILDREN (EDC) Sella Dermawan; Leonita Dwi Agustin; Monika Puspa Dewi; Priska Ayuningdiah Hutami; Christiany Suwartono
MANASA Vol 2 No 1 (2013): Juni, 2013
Publisher : Faculty of Psychology, Atma Jaya Catholic University of Indonesia

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This article reports the reliability and validity of visual motor integration stages scale for economically disadvantage children (EDC). This measurement focused on visual motor integration especially in writing ability. The study consisted of 19 EDC in Sekolah Bisa! from 5-13 years old. Furthermore, this study is also adapted from the 8th stages writing ability by Gentry (2007) to Indonesian culture. The Visual Motor Integration Stages Scale (TSUMO) consists of 4 stages; basic stroke and form, words writing, phrase writing, and sentence writing. All 19 items are accepted and have correlation coeffiient >.3 using point biserial and have variation in item difficulty. It also has high reliability coefficient (r=.96) using KR20. U Mann-Whitney and internal consistency are used to determine the validity and proved to be valid. Grade norm is used to measure the norm of true score for each subject. Therefore, we can imply which stage is the subject account for from the true score of each subject. It is noted that this scale can be used to determine visual motor integration stage, especially in handwriting for EDC exclude Sekolah Bisa!

PERAN IBU DALAM MENGEMBANGKAN PENGUASAAN PERILAKU ADAPTIF ANAK TUNAGRAHITA Leonita Dwi Agustin; Yapina Widyawati
MANASA Vol 1 No 2 (2012): Desember, 2012
Publisher : Faculty of Psychology, Atma Jaya Catholic University of Indonesia

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Mastery of adaptive behavior is the important skill to be achieved by the children with mental retardation One of the indicator for a child to be called mental retarded is the lack of his adaptive behavior ability. Eventhough, adaptive behavior is very important to be mastered by mental retarded children in surviving their lives. This reason makes adaptive behavior becomes a focus for this research. In mastering the adaptive behavior, the role of a mother is very neeeded. This is related to Indonesian culture, while father is breadwinner and mother is nurturing their children. The role of mother focused on the role as a teacher, as a managing behavior, relating to the school, counselors, and educating significant other. Data obtained though observation and intervews with three mothers who have children with mental retardation that entered elementary school. Result of the study showed that as a teacher, mother showed the adaptive behavior and asked the children to do as so independently. As a behavior manager, mothers gave reward and punishment to their children. As a relationship builder with school, mothers didin’t actively involved in school activities. As conselor, mothers helped their children to solve socialization problems. The role in educating significant other did not occur because they do the parenting on their own without any help.

Pemahaman Pedagogik Guru dalam Mengajar Anak Berkebutuhan Khusus di Sekolah Inklusi Leonita Dwi Agustin; Weny Savitry S. Pandia
Provitae: Jurnal Psikologi Pendidikan Vol. 6 No. 1 (2014): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v6i1.230

Teachers in inclusive schools are required to have a pedagogic knowledge inspecial needs children. Teachers must have knowledge about characteristics ofspecial needs children, construct and apply learning intervention for specialneeds children, and construct and apply evaluation for special needs children.This research was designed to know teachers’ pedagogic knowledge forspecial needs children in inclusive schools. Participants are teachers fromPublic Elementary School X which is an inclusive school. Research indicatedthat teachers have lack knowledge about characteristics of special needschildren. Teachers didn’t know how to construct and apply learningintervention and evaluation for special needs children. Evaluations are giventhrough tests and adaptation of Kriteria Ketuntasan Minimal (KKM). Theseare the results of lack teachers’ pedagogical knowledge. Therefore, researcher designed a training to give pedagogical knowledge for teaching special needs children in inclusive children to the participants. Training materials including characteristics, assessment, and identification of special needs children, and construct Individual Education Program (IEP).Keywords: teachers pedagogical competence, inclusive schools, special needs children

HUBUNGAN ANTARA PARITAS DAN UMUR IBU DENGAN KEJADIAN RETENSIO PLASENTA Leonita Dwi Agustin
JURNAL KESEHATAN TERAPAN Vol 8 No 2 (2021): Jurnal Kesehatan Terapan
Publisher : LPPM Universitas Kader Bangsa Palembang

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Labor is the process of expulsion of the fetus, placenta, and amniotic membranes from the uterus through the birth canal. This process begins with cervical dilatation and dilatation due to uterine contractions with regular frequency, duration and force. At first the strength is small, then continues to increase until the surface of the cervix is complete so that it is ready for the fetus to be expelled from the mother's womb. Objective: To determine the relationship between parity and maternal age with the incidence of retained placenta. The design of this study is an analytical study with a cross sectional method approach, this study uses secondary data with a population of 2042 mothers who gave birth and the number of samples taken from simple random sampling, namely simple random sampling with a sample of 334 people. Based on bivariate analysis with Chi-Square test showed that there was a relationship between parity value 0.036 < 0.05, there was a relationship between age value = 0.047 < 0.05 with the incidence of retained placenta. Conclusion Stay more active in improving health promotion to improve the quality of health services in hospitals, among others, by improving planning in providing health services to patients, especially in cases of retained placenta . Keywords: Parity, Age, and Placental Retention

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