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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa International Journal of Pedagogy and Teacher Education Special and Inclusive Education Journal (SPECIAL) SPEED: Journal of Special Education Jurnal Ilmiah Psikologi Candrajiwa Journal of Disability
Mahardika Supratiwi
Pendidikan Khusus - Universitas Negeri Sebelas Maret
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Evaluation of Inclusive Education Policies at the Level of Primary and Secondary Education in Indonesia Munawir Yusuf; Salim Choiri; Mahardika Supratiwi
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 4, No 2 (2017): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.909 KB) | DOI: 10.17977/um029v4i22017p147-154

Abstract

This study examines the implementation of inclusive education at the elementary and secondary level of education in Indonesia through 9 dimensions, namely institutional dimension, curriculum dimension, learning dimension, assessment dimension, student dimension, human resource dimension, the dimension of facilities and infrastructure, and financing dimensions. This study uses a survey approach involving 82 elementary, junior high schools, vocational schools that provide inclusive education from 16 districts/cities in 7 Provinces in Indonesia. A sample of Province of Regency / City and educational unit selected by purposive random sampling. Data collection of the Self-Evaluation Instrument of Inclusive Schools from Yusuf (2014) covering Form 1, 2, and 3. Data analysis used descriptive statistics with 5 categories (0-20%), less (21% - 40%), moderate (41% - 60%), good (61% - 80%) and very good (81% - 100%). The results show that the implementation of inclusive education at the primary and secondary education unit level is as follows: (1) the average institutional aspect of 62%; (2) aspects of the curriculum averaging 71.1%; (3) average learning aspect 53,1%; (4) assessment aspect and average grade increase 60,9%; (5) student aspect average 54,6%; (6) aspects of human resources averaging 45.8%; (7) aspects of facilities and infrastructure averaged 22.1%; (8) aspects of community participation averaged 50.8%; and (9) average financing aspects of 45.4%.Penelitian ini mengkaji tentang implementasi pendidikan inklusif di tingkat satuan pendidikan dasar dan menengah di Indonesia melalui 9 dimensi, yaitu dimensi kelembagaan, dimensi kurikulum, dimensi pembelajaran, dimensi penilaian, dimensi kesiswaan, dimensi SDM, dimensi sarana dan prasarana, dimensi peran serta masyarakat, dan dimensi pembiayaan. Penelitian ini menggunakan pendekatan survei dengan melibatkan 82 SD, SMP, SMK yang menyelenggarakan pendidikan inklusif dari 16 Kabupaten/Kota pada 7 Provinsi di Indonesia. Sampel Provinsi Kab/Kota dan satuan pendidikan dipilih secara ppurposif random sampling. Pengumpulan data Instrumen Evaluasi Diri Sekolah Inklusi dari Yusuf (2014) yang meliputi Form 1, 2, dan 3. Analisis data menggunakan statistik deskriptif dengan 5 kategori yaitu sangat kurang (0 – 20%), kurang (21% - 40%), sedang (41% - 60%), baik (61% - 80%) dan sangat baik (81% - 100%). Hasil penelitian menunjukkan bahwa implementasi pendidikan inklusif di tingkat satuan pendidikan dasar dan menengah sebagai berikut: (1) aspek kelembagaan rata-rata 62%; (2) aspek kurikulum rata-rata 71,1%; (3) aspek pembelajaran rata-rata 53,1%; (4) aspek penilaian dan kenaikan kelas rata-rata 60,9%; (5) aspek kesiswaan rata-rata 54,6%; (6) aspek sumber daya manusia rata-rata 45,8%; (7) aspek sarana dan prasarana rata-rata 22,1%; (8) aspek peran serta masyarakat rata-rata 50,8%; dan (9) aspek pembiayaan rata-rata 45,4%.
Enhancing Academic Competence for Students with Disabilities: A School Review of the Post School Transition Program Gunarhadi Gunarhadi; Mahardika Supratiwi; Joko Yuwono; Herry Widyastono; Hermawan Hermawan; Dewi Sri Rejeki; Mohd Hanafi Mohd Yasin
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v5i1.50534

Abstract

High school leavers generally expect to be accepted into higher education. For graduate students with disabilities (SWD), however, entering college remains an exception. This study aims to identify the academic barriers to learning and the strategic preparation needed for college admission. The study was conducted in 12 special education high schools in Central Java, Indonesia. A questionnaire and focus group discussion with the school teachers were employed to collect data on the transition programme activities of the respective schools. The questionnaire was self-reported by the school staff, who consisted of headmasters, teachers, and administrators, while the interview was used to elicit the academic barriers that students with disabilities encounter within their respective special schools. The data were analysed using both descriptive quantitative and qualitative measures. It was found that 1) students with disabilities interfere with both internal and external barriers to learning; 2) policies on the right to education provide meaningful assistance in the university enrolment of students with disabilities; and 3) the modified curriculum and instructional strategies are best employed with a variety of extra curricular activities. The research concludes that academic post school transition makes a major contribution to college admission for those with mild disabilities.
Mapping the Challenges in Distance Learning for Students with Disabilities during Covid-19 Pandemic: Survey of Special Education Teachers Mahardika Supratiwi; Munawir Yusuf; Fadjri Kirana Anggarani
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v5i1.45970

Abstract

The rapid spread of the Covid-19 virus has had an impact on various aspects of life, such as the economy, education, and socialisation. One of the social distancing policies in the field of education is the application of distance learning at the preschool, primary school, secondary school, special school, and college education levels. Its implementation has led to challenges for teachers, students, and parents, especially students with disabilities (SWD). The purpose of this study is to identify the challenges faced by the special education teachers (SETs) who have been providing distance learning for children with special needs during the Covid-19 pandemic. The study was conducted using a survey method by distributing questionnaires via Google Forms to 226 SETs in Indonesia. Data analysis was conducted using descriptive statistics. The results show that most of the SETs (66%) stated that they had faced barriers to distance learning that came from parents, students, and other teachers, as well as technical barriers. According to the SETs’ perceptions, some of the barriers that came from parents included lack of coordination and communication, limited use of mobile phones, and limited time for parents to accompany the students. The barriers coming from students were boredom and their lack of abilities. Furthermore, the barriers from the SETs themselves included difficulties in adapting material to online learning, difficulties in monitoring and evaluating student progress, and the lack of direction and coordination from schools. Other technical barriers were the frequent blackouts and insufficient internet signal.  
Penguatan Aksesibilitas Model Blended Learning pada Matakuliah Bahasa Indonesia bagi Mahasiswa Tunarungu dan Tunanetra Arsy Anggrellanggi; Mahardika Supratiwi; Munawir Yusuf; Subagya; Tias Martika
SPECIAL: Special and Inclusive Education Journal Vol 1 No 1 (2020): 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.vol1.no1.a2085

Abstract

Penelitian ini bertujuan 1) mengetahui pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) mengetahui respons mahasiswa tunarungu dan tunanetra terhadap pemanfaatan aksesibilitas dalam blended learning. Penelitian ini menggunakan rancangan penelitian mix method. Untuk mengetahui pengaruh blended learning digunakan Randomized Posttest only Control Group Design. Populasinya adalah mahasiswa semester 3 Pendidikan Khusus Universitas Sebelas Maret dan sampelnya yaitu kelas A sebagai kelas eksperimen, kelas B sebagai kelas kontrol. Untuk mengetahui respons mahasiswa tunarungu dan tunanetra melalui metode observasi, wawancara, dan dokumentasi. Hasil uji t penguasan materi didapat thitung = 6,64 > = ttabel =1,66, menunjukkan ada perbedaan, sedangkan untuk uji lanjut yaitu uji Tuckey menunjukkan Qhitung = 7,55 > Qtabel = 2,85, menunjukan bahwa penguasaan materi mahasiswa yang menggunakan blended learning lebih tinggi daripada konvensional. Respons mahasiswa terhadap penggunaan blended learning dalam mata kuliah bahasa Indonesia berdasarkan hasil observasi sangat aktif, wawancara cukup baik, dan dokumentasi sangat baik. Simpulan penelitian ini adalah 1) ada pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) respons mahasiswa tunarungu dan tunanetra sangat baik.
Implementasi Model Blended Learning terhadap Peningkatan Pemahaman Mata Kuliah Pembelajaran IPA bagi Anak Berkebutuhan Khusus (ABK) pada Kelas Inklusi di Perguruan Tinggi Mahardika Supratiwi; Munawir Yusuf; Subagya; Arsy Anggrellanggi; Tias Martika
SPECIAL: Special and Inclusive Education Journal Vol 1 No 1 (2020): 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.vol1.no1.a2186

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model blended learning terhadap pemahaman materi pada mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi. Rancangan penelitian yang digunakan dalam penelitian ini adalah desain eksperimen kuasi One Group Pretest-Posttest Design. Subjek penelitian ini berjumlah 38 orang mahasiswa yang sedang menempuh mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi. Dua di antara subjek tersebut adalah mahasiswa berkebutuhan khusus tunanetra dan tunarungu. Pengukuran terhadap pemahaman materi dilakukan sebanyak dua kali, yaitu sebelum dan sesudah penerapan blended learning diberikan. Hasil yang didapatkan dianalisis menggunakan paired t-test. Berdasarkan hasil analisis didapatkan bahwa terdapat kenaikan rata-rata skor pretes (65,16) dan skor posttes (73,87), dengan nilai t=-9,321 dengan p=0,0001 (p<0,05). Berdasarkan hasil tersebut dapat disimpulkan bahwa terdapat pengaruh yang signifikan pada penerapan blended learning terhadap peningkatan pemahaman mata kuliah Pembelajaran IPA bagi ABK pada kelas inklusi di perguruan tinggi.
Program Mahasiswa Pendamping Anak Berkebutuhan Khusus Sebagai Suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta Munawir Yusuf; Fadjri Kirana Anggarani; Dian Atnantomi Wiliyanto; Mahardika Supratiwi
SPEED Journal : Journal of Special Education Vol. 7 No. 1 (2023): SPEED: JOURNAL OF SPECIAL EDUCATION
Publisher : Program Studi Pendidikan Luar Biasa Universitas PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/speed.v7i1.1236

Abstract

Pusat Layanan Disabilitas dan Pendidikan Inklusif (PLDPI) Kota Surakarta merupakan UPT yang membawahi layanan sekolah inklusi di Surakarta. Sekolah inklusi yang berada di bawah UPT PLDPI berjumlah 19 sekolah Jenjang SD, 10 sekolah jenjang SMP dan 5 sekolah jenjang SMA/SMK. Mitra berada di Kota Surakarta yang meruapkan kota ramah anak dan kota inklusi sejak tahun 2013. Fokus Program Pengabdian ini sekolah inklusi jenjang SD di Kota Surakarta memiliki jumlah yang paling banyak dengan jumlah sekolah yaitu 16 sekolah dan Anak Berkebutuhan Khusus (ABK) per tahun 2022 adalah 280 peserta didik ABK. Dengan ini permasalahan mitra menjadi sangat komplek salah satunya yang dikeluhkan adalah masalah ketersediaan Guru Pendamping Khusus di Sekolah Inklusi jenjang SD. Dengan adanya masalah tersebut pihak pengusul pengabdian kepada masyarakat internasional dan mitra bekerjasama untuk memberikan kesempatan mahasiswa UNS semester 5 bisa magang selama 1 bulan sebagai suporting GPK di Sekolah Dasar Inklusi Kota Surakarta. Hal ini akan mengatasi masalah mitra yaitu PLDPI juga untuk menjalankan aturan PERWALI dalam memberikan layanan yang optimal bagi ABK di Kota Surakarta. Untuk mengatasi kesenjangan dalam penyediaan GPK tersebut, maka melalui Program Merdeka Belajar Kampus Merdeka (MBKM), sangat dimungkinkan dapat diatasi dengan melibatkan mahasiswa yang memenuhi syarat melalui Program Mahasiswa Pendamping Anak Berkebutuhan Khusus di Sekolah Inklusi yang selanjutnya disingkat dengan MAPING-AKSI sebagai wujud program magang. Program Mahasiswa Pendamping Anak Berkebutuhan Khusus sebagai suporting Guru Pembimbing Khusus di Sekolah Inklusi Kota Surakarta dilaksanakan untuk dalam tahapan tiga tahap yang diharapkan dapat menjadi solusi permasalahan mitra, yaitu tahap persiapan, pelaksanaan, evaluasi dan pelaporan.
HUBUNGAN KETERLIBATAN ORANG TUA DAN KETAKUTAN AKAN KEGAGALAN DENGAN PROKRASTINASI AKADEMIK SISWA KELAS XI Indah Soaduon Forgustina Siahaan; Mahardika Supratiwi; Hardjono -
Jurnal Ilmiah Psikologi Candrajiwa Vol 6, No 2 (2021): Jurnal Ilmiah Psikologi Candrajiwa
Publisher : UNS Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jip.v6i2.54479

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara keterlibatan orang tua dan ketakutan akan kegagalan dengan prokrastinasi akademik pada siswa kelas XI SMA Batik 1 Surakarta, dengan jumlah sampel 138 siswa melalui random cluster sampling. Alat ukur yang digunakan adalah skala prokrastinasi akademik, skala keterlibatan orang tua, dan skala ketakutan akan kegagalan. Hasil analisis regresi berganda menunjukkan nilai Fhitung sebesar 46.592 (p<0,05) dan nilai R = 0.639. Nilai R2 adalah 0.408, menunjukkan total sumbangan efektif (SE) keterlibatan orang tua dan ketakutan akan kegagalan terhadap prokrastinasi akademik sebesar 40.82%, dengan SE keterlibatan orang tua sebesar 17.99% dan SE ketakutan akan kegagalan sebesar 22.83%. Secara parsial, terdapat hubungan antara keterlibatan orang tua dengan prokrastinasi akademik (p<0.05; rx1y = 0.412) dan terdapat hubungan antara ketakutan akan kegagalan dengan prokrastinasi akademik (p<0.05; rx1y = 0.467). Berdasarkan penelitian yang dilakukan, terdapat hubungan antara keterlibatan orang tua dan ketakutan akan kegagalan dengan prokrastinasi akademik pada siswa kelas XI SMA Batik 1 Surakarta, yang berarti semakin intens perilaku prokrastinasi akademik siswa, semakin tinggi juga keterlibatan orang tua dan ketakutan akan kegagalan pada siswa tersebut, demikian sebaliknya.
Relationship Between Parent-Child Sexuality Communication With Autistic Adolescents’ Sexual Behavior In Surakarta Rizqi Misbakhus Suroya; Sugini Sugini; Mahardika Supratiwi
Journal of Disability Vol 3, No 2 (2023): December
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v3i2.86878

Abstract

This study aims to: a) assess teachers' understanding of assistive technology, and b) explore the benefits of assistive technology in the education of children with special needs in inclusive schools. The research was conducted in an inclusive elementary school located in Boyolali, involving both teachers and children with special needs in inclusive education. Data collection methods included closed and open-ended questionnaires and interviews with teachers in inclusive schools. Data analysis employed both quantitative and qualitative descriptive techniques. The research findings indicate that a) 33% of teachers do not yet comprehend the use of assistive technology in education, and b) 48% of teachers require assistance in utilizing assistive technology for the education of children with special needs in inclusive schools. It is expected that the results of this research will serve as a reference for all stakeholders to pay more attention to the importance of utilizing assistive technology in the education of children with special needs in inclusive schools.
THE EFFECT OF PROMPTING ON IMPROVING SELF-CARE ABILITY IN GRADE IX MENTALLY DISABLED STUDENTS AT KARANGANYAR STATE SLB Christina Wahyu Putri; Tias Martika; 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.v4i1.94824

Abstract

This study aims to determine the effect of prompting on the improvement of self-care abilities in ninth-grade students with intellectual disabilities at SLB Negeri Karanganyar. This research is an experimental quantitative study with a Single Subject Research (SSR) design using A-B-A. The subject of this research is a ninth-grade student with intellectual disabilities. The sampling technique used is a nonprobability sampling technique, specifically purposive sampling. The data collection technique used was a performance test. The reliability test technique uses interrater reliability with a reliability of 0.999. The data analysis technique in this study uses descriptive statistics and visual graph analysis, which includes within-condition analysis and between-condition analysis. Based on the research results, at the baseline 1 stage (A1), the subjects' abilities were still in the low category with a mean score of 49.53. At the intervention stage (B), the subjects' abilities showed improvement, evidenced by a mean score of 73.60. At the baseline 2 stage (A2), the subjects' abilities continued to improve with a mean score of 98.14. The research results show that the provision of prompting has an impact on the improvement of self-care abilities in ninth-grade students with intellectual disabilities at SLB Negeri Karanganyar.
Co-Authors Arsy Anggrellanggi Arsy Anggrellanggi Christina Wahyu Putri Dewi Sri Rejeki Dian Atnantomi Wiliyanto, Dian Atnantomi Fadjri Kirana Anggarani Fadjri Kirana Anggarani Gunarhadi Gunarhadi Hardjono - Hermawan Hermawan Herry Widyastono Indah Soaduon Forgustina Siahaan Joko Yuwono Mohd Hanafi Mohd Yasin Munawir Yusuf Rizqi Misbakhus Suroya Salim Choiri Sugini Sugini Tias Martika Tias Martika Tias Martika