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All Journal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Jurnal PkM (Pengabdian kepada Masyarakat) Lensa Pendas
Nenden Ineu Herawati
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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PELIBATAN ORANG TUA DALAM PENERAPAN PENGASUHAN POSITIF SEBAGAI PENUNJANG PENDIDIKAN INKLUSI DI LEMBAGA PAUD Mirawati Mirawati; Nenden Ineu Herawati; Leli Halimah; Ayu Hopiani
Jurnal PkM (Pengabdian kepada Masyarakat) Vol 5, No 6 (2022): Jurnal PkM: Pengabdian kepada Masyarakat
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jurnalpkm.v5i6.8218

Abstract

Pengasuhan pada anak merupakan hal yang sangat penting dan memiliki kontribusi yang sangat besar terhadap setiap aspek perkembangan anak. Pengasuhan pada anak pertama kali dimulai dalam lingkungan keluarga. Hal tersebut menyiratkan bahwa orang tua dan pendidik memiliki peranan yang penting dalam memberikan pengasuhan yang baik pada anak, khususnya sebagai upaya pendidikan inklusi bagi anak usia dini. Berdasarkan hal tersebut, program pengabdian masyarakat ini bertujuan untuk memberikan layanan informasi pada guru dan orang tua terkait program pengasuhan positif melalui pelatihan dan upaya pelibatan orang tua. Program ini diharapkan dapat berkontribusi terhadap peningkatan kualitas pengasuhan yang dapat dilakukan oleh guru dan orang tua dan juga sebagai upaya penguatan pendidikan inklusi bagi anak usia dini di lembaga PAUD.
KEPERCAYAAN DIRI DAN KECERDASAN MENGASIHI (LOVING INTELLIGENCE): KOMPETENSI GURU PAUD INKLUSI MASA KINI Triana Lestari; Nenden Ineu Herawati
CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 9, No 2 (2018): November 2018
Publisher : UPI Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1017.778 KB) | DOI: 10.17509/cd.v9i2.14130

Abstract

Abstract:. This research stems from the latest phenomenon about the low results of the Teacher Competency Test as an impact of the teacher's lack of confidence in making teaching patterns according to student needs. The teacher's view of the quality of themselves and the ability to build relationships with students is the basis of this research, especially the belief that it is difficult to teach students with special needs. This study aims to look at the personal and social competencies of prospective teacher students as seen from their relationship / teacher-student relations with children with special needs in the inclusive school setting. The research method used was action research with a subject of 73 students of PAUD teacher candidates. Measurement uses a STRS (Student-Teacher Relationship Scale) instrument, to identify the level of relationship between prospective teacher and student students, especially students with Special Education Need (SEN). The results of the study indicate the low quality of student teacher relations with students, especially students with special needs in inclusive classes, this is reflected in the high conflict, high dependence beliefs and low aspects of closeness.Keywords: Self-confidence, Loving Love, Inclusive Teacher Abstrak: Penelitian ini bermula dari fenomena terkini tentang rendahnya hasil Uji Kompetensi Guru sebagai dampak dari minimnya kepercayaan diri guru untuk membuat pola pengajaran sesuai dengan kebutuhan siswa. Pandangan guru terhadap kualitas diri dan kemampuan membangun hubungan dengan siswa, menjadi landasan penelitian ini dilakukan, terutama keyakinan sulitnya mengajar siswa dengan berkebutuhan khusus. Penelitian ini  bertujuan untuk melihat kompetensi pribadi dan sosial mahasiswa calon guru yang terlihat dari hubungannya/ teacher-student relation dengan anak-anak berkebutuhan khusus di setting sekolah inklusi. Metode penelitian yang digunakan adalah penelitian tindakan dengan subjek sebanyak 73 mahasiswa calon guru PAUD. Pengukuran menggunakan instrumen STRS (Student-Teacher Relationship Scale), untuk mengidentifikasi tingkat hubungan mahasiswa calon guru dan siswa terutama siswa dengan Special Education Need (SEN). Hasil penelitian menunjukkan rendahnya kualitas hubungan mahasiswa calon guru dengan siswa terutama siswa berkebutuhan khusus dalam kelas inklusif, hal ini tercermin pada tingginya konflik, keyakinan ketergantungan yang tinggi dan aspek kedekatan yang rendah.Kata Kunci: Kepercayaan diri, Kecerdasan mengasihi, Guru Inklusif
Implementasi Pelaksanaan Pendidikan Inklusi di Sekolah Reguler Kota Bandung Titis Madyaning Ratri; Nenden Ineu Herawati
Jurnal Lensa Pendas Vol 9 No 1 (2024): Februari
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jlp.v9i1.3524

Abstract

Education is the basic right of every Indonesian citizen, including those with special needs. The existence of inclusive education services is an education delivery system that provides services and opportunities for all children, including children with special needs and children with special intelligence or talent potential, to participate in education and learning in one environment together with children with general criteria. This research examines and describes the implementation of inclusive education implementation in a regular school in Bandung City, namely SDN 029 Cilengkrang Bandung City with 23 inclusive student participants. This research uses a descriptive - qualitative method, through a case study approach. The results of the research conducted are that in fulfilling the learning needs of students, an inclusive education programme is needed, namely an education system that provides opportunities for students with special needs to take part in learning in the same educational environment as other normal students. In running the inclusive education programme, of course, it is not as easy as turning your hand, it requires joint commitment and collaboration between school residents as well as related agencies in order to create a meaningful, comfortable, and certainly enjoyable learning environment for students with special needs.
Co-Authors Ayu Hopiani Dela Marisana Leli Halimah Mirawati, Mirawati Titis Madyaning Ratri Triana Lestari