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<![CDATA[Permasalahan Yang Dihadapi Guru Dalam Pembelajaran Anak Berkebutuhan Khusus Tunagrahita Di UPTD SDN Gunungsekar 2 Sampang, Madura ]]>
<![CDATA[Gilang Achmad Marzuki]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Harmoni Pendidikan : Jurnal Ilmu Pendidikan Vol. 1 No. 3 (2024): Agustus: Harmoni Pendidikan : Jurnal Ilmu Pendidikan ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
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DOI: 10.62383/hardik.v1i3.438
<![CDATA[The purpose of this research is to delve deeper into the issues faced by teachers in implementing inclusive schooling at UPTD SDN Gunungsekar 2 Sampang. The researcher employs a qualitative approach, gathering data through interviews, observations, and documentation, which are then analyzed using qualitative analysis methods. The findings of this study reveal several challenges encountered by teachers in inclusive education, including lack of parental knowledge, difficulty for students in grasping the material, and limited variation in the use of teaching methods and media. Efforts undertaken by the school to address these challenges include conducting enjoyable learning processes using various methods and media, involving students with special needs in all learning activities, providing additional time for these students, and offering guidance or seminars to both special education teachers and regular classroom teachers.]]>
<![CDATA[Tantangan Dalam Mendidik Anak Berkebutuhan Khusus di SLB PGRI 01 Kamal. ]]>
<![CDATA[Setia Hasanah Zuhdi]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Pengertian: Jurnal Pendidikan Indonesia (PJPI) Vol. 2 No. 2 (2024): Pengertian: Jurnal Pendidikan Indonesia (PJPI) ]]>
Publisher : <![CDATA[Penerbit dan Percetakan CV. Picmotiv ]]>
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DOI: 10.61930/pjpi.v2i2.655
<![CDATA[Pendidikan adalah hak asasi setiap individu, termasuk anak berkebutuhan khusus (ABK), yang memerlukan pendidikan khusus untuk mengoptimalkan potensi mereka. Penelitian ini bertujuan untuk mengidentifikasi tantangan yang dihadapi oleh guru dalam mendidik ABK dan strategi yang digunakan untuk mengatasi tantangan tersebut. Penelitian ini menggunakan metode deskriptif kualitatif dengan wawancara sebagai teknik pengumpulan data, dilakukan di SLB PGRI 01 Kamal. Hasil penelitian menunjukkan bahwa tantangan utama dalam mendidik ABK meliputi pengaturan emosi, interaksi sosial, penyampaian materi, dan penentuan metode pembelajaran yang tepat. Strategi yang diterapkan guru antara lain memberikan dukungan emosional, berkomunikasi aktif dengan orang tua, menggunakan media visual, dan menyelenggarakan kegiatan yang meningkatkan interaksi sosial. Pelatihan dan workshop bagi guru juga berperan penting dalam meningkatkan kompetensi mereka. Penelitian ini menekankan pentingnya pendekatan yang fleksibel dan dukungan yang konsisten untuk mencapai perkembangan optimal ABK.]]>
<![CDATA[Pola Komunikasi Guru Terhadap Anak Berkebutuhan Khusus (Tunarungu) SLB Negeri Keleyan, Socah Bangkalan ]]>
<![CDATA[Eka Trisna Wahani]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Pengertian: Jurnal Pendidikan Indonesia (PJPI) Vol. 2 No. 2 (2024): Pengertian: Jurnal Pendidikan Indonesia (PJPI) ]]>
Publisher : <![CDATA[Penerbit dan Percetakan CV. Picmotiv ]]>
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DOI: 10.61930/pjpi.v2i2.656
<![CDATA[Pada dasarnya siswa berkebutuhan khusus membutuhkan perlakuan yang lebih daripada siswa normal, hal ini dikarenakan mereka memiliki kekurangan pada dirinya yang menyebabkan siswa kesulitan dalam menerima dan merespon apa yang guru sampaikan. Permasalahan yang ada pada artikel ini yaitu penulis ingin mengetahui pola komunikasi yang dilakukan guru di SLB Negeri Keleyan selama melakukan proses belajar mengajar pada siswa tunarungu di sekolah tersebut. Penelitian ini menggunakan metode kualitatif deskriptif dengan melakukan observasi, wawancara, serta dokumentasi. Teknik pengumpulan data yang dilakukan yaitu dengan melakukan wawancara pada salah satu guru yang mengajar siswa tunarungu Tingkat sekolah dasar. Observasi dilakukan pada saat guru mengajar. Dokumentasi dilakukan pada saat observasi berlangsung. Dari hasil observasi, pola komunikasi yang diterapkan oleh guru di SLB Negeri Keleyan ini adalah pola komunikasi secara verbal dan pola komunikasi secara non verbal. Pola komunikasi tersebut diterapkan karena dianggap bisa menunjang proses pembelajaran.]]>
<![CDATA[Analisis Kesulitan Membaca Permulaan Pada Siswa Kelas 1 SD Negeri Tlesah ]]>
<![CDATA[Ainun Nikmah]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Jurnal Pendidikan Modern Vol. 10 No. 1 (2024): Edisi September ]]>
Publisher : <![CDATA[STKIP Modern Ngawi ]]>
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DOI: 10.37471/jpm.v10i1.977
<![CDATA[Kajian ini bertujuan untuk mendeskripsikan kesulitan awal pemahaman membaca yang dihadapi siswa kelas satu SD Negeri Tlesah Kecamatan Tlanakan Kabupaten Pamekasan. Kajian ini termasuk dalam jenis penelitian deskriptif kualitatif dan subjek penelitiannya adalah guru kelas 1 dan kelas 1 SD Negeri Tlesah. Teknik yang digunakan dalam pengumpulan data yaitu menggunakan observasi, wawancara, dan dokumentasi. Metode analisis data dalam penelitian ini menggunakan model Milles dan Huberman. Model terdiri dari tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Survei menemukan bahwa 37,5% siswa kelas satu masih mengalami kesulitan untuk mulai membaca. Dengan kata lain, (1) kesulitan mengenal huruf, (2) belum mengenal huruf konsonan, dan (3) belum mampu membaca gabungan huruf vokal dan konsonan (4) Tidak dapat membaca kombinasi konsonan, (5) Tidak dapat membaca huruf diftong. Solusi yang diajukan oleh guru kelas satu untuk mengatasi kesulitan membaca siswa kelas satu adalah dengan memberikan pengajaran membaca, mendirikan sudut membaca di kelas, dan memberikan bacaan sesuai dengan kemampuan membaca siswa.]]>
<![CDATA[Analisis Permasalahan Anak Berkebutuhan Khusus (Autis) Dalam Belajar Di Slb Negeri Keleyan Bangkalan ]]>
<![CDATA[Sri Wahyuning Tiyas]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Vol. 3 No. 3 (2024): Agustus : Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[Universitas Maritim AMNI Semarang ]]>
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DOI: 10.58192/insdun.v3i3.2220
<![CDATA[This research aims to describe the problems of children with special needs (autism) studying at the Keleyan Bangkalan State Special School. Autism is a type of child with special needs (ABK). The type of research used in this study is qualitative research with a descriptive approach. In this research, data was obtained by researchers by conducting interviews, observation, and documentation. The research subjects were children with special needs (autism) at the Keleyan Bangkalan State Special School. The results of the research show that the problems of children with special needs (autism) in studying at the Keleyan Bangkalan State Special School include difficulties in communicating, limited social interaction, behavioral problems, and difficulty concentrating and paying attention. The solution provided to overcome this problem is that the teacher takes an in-depth and structured approach. The teacher creates a friendly learning environment, minimizes environmental stimuli that disturb students, and uses teaching techniques that are adapted to the needs of autistic children.]]>
<![CDATA[Metode Pelayanan Pendidikan Bagi Anak Tunanetra Di Slb Negeri Keleyan ]]>
<![CDATA[Putri Nihayatut Thoyibah]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Vol. 3 No. 3 (2024): Agustus : Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[Universitas Maritim AMNI Semarang ]]>
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DOI: 10.58192/insdun.v3i3.2221
<![CDATA[This research was conducted at SLB Negeri Keleyan which aims to find out how to provide educational services for children with visual impairments. This type of research uses a qualitative method with a descriptive approach and uses data collection techniques including observation, interviews and documentation. SLB Negeri Keleyan provides various methods to provide the best services for children with special needs, especially for those with visual impairments. One commonly used method is through audio or voice, which helps improve a child's vocabulary. In addition, the curriculum at SLB is not differentiated from public schools, so all subjects are applied as a whole. In learning, teachers use tools such as braille learning media, counting boards and abacus. For object recognition, children are given the opportunity to touch the object they want to be introduced. If the object cannot be touched, the teacher uses words.]]>
<![CDATA[Pembelajaran Ekstrakulikuler Tari Untuk Meningkatkan Kepercayaan Diri Pada Siswa Tunarungu Slb Negeri Keleyan ]]>
<![CDATA[Depi Ratnasari]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Vol. 3 No. 3 (2024): Agustus : Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[Universitas Maritim AMNI Semarang ]]>
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DOI: 10.58192/insdun.v3i3.2223
<![CDATA[Keleyan Bangkalan State SLB is a formal educational institution that provides services for children with special needs, one of which is the deaf. Keleyan State SLB provides extracurricular dance learning activities as one of the mandatory lessons. This research aims to (1) describe the implementation of extracurricular dance learning for deaf students at Keleyan State Special School, (2) describe the impact of implementing extracurricular dance learning for deaf students at Keleyan State Special School. This type of research uses qualitative in the form of descriptive. Data collection methods use observation, interviews and documentation. The data analysis techniques used in this research are collecting data, reducing data, presenting data, and drawing conclusions. The results of this research indicate that extracurricular dance learning activities for deaf students at Keleyan State Special School use the total method and counting techniques. In the learning process, these methods and techniques can make it easier for each student to communicate according to their respective abilities without pressure from anyone and are able to easily memorize movements through counting. Extracurricular dance learning has a positive impact in increasing the confidence of deaf students. Having a sense of self-confidence in deaf students will make them aware that deficiencies are not always an obstacle in life, deficiencies can also look special, and help deaf students blend in without feeling inferior. Dancing can also be an illustration of harmony, creativity, beauty and sensitivity to the environment.]]>
<![CDATA[Pengaruh Konseling Pendidikan terhadap Peningkatan Prestasi Akademik Siswa Slow Learner ]]>
<![CDATA[Rizka Lailatul Qodaria]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 4 No. 3 (2024): September: Jurnal Pendidikan dan Sosial Humaniora ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/khatulistiwa.v4i3.3813
<![CDATA[This research aims to analyze the effect of educational counseling on improving the academic achievement of slow learner students at the inclusive elementary school level. Students with special needs are slow learners often face significant challenges in learning that have a negative impact on their academic achievement. Through a personalized educational counseling approach, it is hoped that students can develop more effective learning strategies, as well as increase their motivation and self-confidence. This research uses a case study method with the subject of one slow learner student in an inclusive Labuhan 1 State Elementary School. Data was collected through observation, interviews and analysis of academic documents before and after the educational counseling intervention. The research results showed a significant increase in students' academic achievement after receiving intensive educational counseling. These findings indicate that personalized educational counseling can be an effective intervention in supporting the academic development of slow learner students in inclusive environments. The implication of this research is the need to implement special and focused educational counseling services in the inclusive education system to help slow learner students achieve their academic potential optimally.]]>
<![CDATA[PENDIDIKAN INKLUSIF TERHADAP PENYANDANG DISABILITAS DI SLB NEGERI KELEYAN BANGKALAN ]]>
<![CDATA[Olivia]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Jurnal Pendidikan Inklusi Citra Bakti Vol. 2 No. 2 (2024): Jurnal Pendidikan Inklusi Citra Bakti ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti ]]>
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DOI: 10.38048/jpicb.v2i2.3876
<![CDATA[Penelitian ini dilakukan untuk mengetahui bagaimana Pendidikan inklusif di Sekolah Luar Biasa Negeri Keleyan Bangkalan yang mencakup analisis terhadap upaya yang telah dilakukan dan tantangan yang masih dihadapi untuk mengintegrasikan siswa penyandang disabilitas sepenuhnya dalam sistem pendidikan. Ini melibatkan evaluasi terhadap strategi pendidikan, fasilitas yang tersedia, serta kesadaran dan penerimaan sosial terhadap penyandang disabilitas. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kualitatif deskriptif. Adapun dalam pengumpulan data peneliti menggunakan teknik pengumpulan data dengan melakukan wawancara dan observasi. Hasil dari penelitian menunjukkan bahwa penerapan pendidikan inklusif di SLB Negeri Keleyan Bangkalan ini telah membuat langkah signifikan dalam menyediakan akses pendidikan yang lebih adil dan inklusif bagi anak-anak penyandang disabilitas, termasuk tunanetra dan tunarungu. Melalui penyediaan fasilitas dan sumber daya khusus yang memenuhi kebutuhan belajar siswa penyandang disabilitas, sekolah telah berupaya memastikan bahwa setiap siswa memiliki kesempatan yang sama untuk belajar dan mengembangkan potensi mereka.]]>
<![CDATA[Pemanfaatan Teknologi dan Alat Bantu Untuk Meningkatkan Pembelajaran Anak Tuna Rungu Di SLB Negeri Bugih Pamekasan ]]>
<![CDATA[Mamluatur Rohmah]]>;
<![CDATA[Nova Estu Harsiwi]]>
<![CDATA[ Journal of Creative Student Research Vol. 2 No. 3 (2024): Juni : Journal of Creative Student Research ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jcsr-politama.v2i3.3935
<![CDATA[This research aims to identify and evaluate technology and assistive devices that can be used to improve the learning of children with special needs who are deaf in Special Schools (SLB). With advances in technology, various devices and applications have been developed to support inclusive education, including children with hearing impairments. This research examines various technologies and tools that have been used, evaluates their effectiveness, and provides recommendations for implementation in special schools. This research uses a qualitative method with a case study approach, data was collected through direct observation and interviews with teachers. The research sample consisted of 2 deaf children studying at SLB and their teachers. The research results show that the appropriate use of technology can significantly improve the teaching and learning process for deaf children, giving them better access to learning materials, and facilitating communication between teachers and students. The use of technology and assistive devices in special schools for deaf children has been proven to improve their learning process and the implementation of this technology requires continuous support from teachers and educational institutions to ensure long-term success.]]>
