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All Journal Jurnal Pendidikan Kebutuhan Khusus Jurnal Skripta Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini
Dwi Putri Fatmawati
Universitas PGRI Yogyakarta
Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTASI MEDIA BOOKLET TIMBUL BERBASIS BRAILE MATERI KENAMPAKAN ALAM PROVINSI JAWA TIMUR Dwi Putri Fatmawati
JURNAL SKRIPTA Vol 6 No 1 (2020): SKRIPTA MEI 2020
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (828.244 KB) | DOI: 10.31316/skripta.v6i1.931

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi media booklet timbul berbasis braille materi kenampakan alam Provinsi Jawa Timur terhadap nilai siswa di SDLB kelas IV, dengan dasar permasalahan di lapangan bahwa siswa Tunanetra memiliki hambatan dalam membaca gambar. Penelitian ini menggunakan pendekatan kuantitatif dengan dengan perhitungan menggunakan statistik sederhana Gain Score. Berdasarkan hasil yang diperoleh terhadap 6 subjek di kelas IV menunjukan hasil <g>= 0.5.Berdasarkan data dan hasil penelitian implementasi media booklet timbul berbasis braille materi kenampakan alam di lingkungan Provinsi Jawa Timur  bagi siswa tunanetra kelas IV SDLB yang telah dilaksakan dapat diperolah hasil belajar siswa tunanetra berdasarkan kriteria gain score berada pada kriteria sedang, kriteria tersebut menunjukan bahwa siswa tunanetra menunjukan peningkatan hasil belajar yang baik dengan menggunakan Media Booklet timbul berbasis Braille materi kenampakan alam Provinsi Jawa Timur bagi siswa tunanetra kelas IV di SDLB.
Implementasi Pengembangan Keprofesian Berkelanjutan dalam Intervensi PDBK di TK Pertiwi Puro Pakualaman (Pengembangan Diri) Dwi Putri Fatmawati; Windi Wulandari Iman Utama
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 5 No. 1 (2023)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.019 KB) | DOI: 10.35473/ijec.v5i1.2134

Abstract

Continuous professional development is the development of educator competencies, practically adapted to the needs of each teacher to increase professionalism. This study aims to implement PKB by PAUD teachers to improve their ability to provide educational services to students with special needs at Pertiwi Kindergarten Puro Pakualaman. The research design used in this research is a qualitative approach. The researcher uses a qualitative approach, because this research is field research, to describe and analyze phenomena, events, group activities, in this case the implementation of continuous professional development. The results of the study show that (1) Increased awareness of PAUD teachers to detect and identify PDBK (2) PAUD teachers have an understanding of the procedures for implementing PDBK detection and identification (3) PAUD teachers can detect and identify PDBK, so they can design programs that are in accordance with every child's needs. ABSTRAK Pengembangan keprofesian berkelanjutan adalah pengembangan kompetensi pendidik, secara praktis disesuaikan dengan kebutuhan masing-masing guru untuk meningkatkan profesionalisme. Penelitian ini bertujuan penerapan PKB oleh guru PAUD untuk meningkatkan kemampuan dalam memberikan layanan pendidikan kepada siswa berkebutuhan khusus di TK Pertiwi Puro Pakualaman. Desain penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Peneliti menggunakan pendekatan kualitatif, karena penelitian ini merupakan penelitian lapangan, untuk mendeskripsikan dan menganalisis fenomena, peristiwa, kegiatan kelompok, dalam hal ini pelaksanaan pengembangan keprofesian berkelanjutan. Hasil penelitian menunjukan bahwa (1) Peningkatan kesadaran guru PAUD untuk melakukan deteksi dan identifikasi PDBK (2) Guru PAUD memliki pemahaman tentang prosedur pelaksanaan deteksi dan identikasi PDBK (3) Guru PAUD dapat melakukan deteksi dan identifikasi PDBK, sehingga dapat merancang program yang sesuai dengan kebutuhan setiap anak.
Pengaruh Bermain Wire Maze Terhadap Kontak Mata Anak Autis Spectrum Disorder di KB/TK Inklusi Srawung Bocah Yogyakarta: The Effect Of Playing Wire Maze on The Eye Contact Of Children With Autism Spectrum Disorder In Kb/Tk Inklusi Srawung Bocah Yogyakarta Dwike Amalia; Dwi Putri Fatmawati
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 5 No. 2 (2023)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v5i1.2438

Abstract

The effect of playing wire maze on the eye contact of children with autism spectrum disorder in KB/TK Srawung Bocah Inklusi, reports on children's learning outcomes and observations of class teachers concluded that there were student problems in the form of a lack of ability to make eye contact in children so that it affected children's communication activities in learning activities. The aim of the study was to determine the effect of playing wire maze on eye contact in children with autism spectrum disorder. The research was conducted by calculating the frequency of eye contact in ASD children. In this study the researcher used observation and documentation as data collecting technique, with a quantitative approach and the type of experimental research with the Single Subject Research (SSR) design. The results of data analysis found that there were differences in the results in each research phase, it was in the baseline phase which increased in the intervention phase. Based on these results it can be concluded that there is an effect from playing wire maze on the eye contact of ASD children   ABSTRAK Pengaruh bermain wire maze terhadap kontak mata anak autism spectrum disorder di KB/TK Inklusi Srawung Bocah, laporan hasil belajar anak dan pengamatan guru kelas menyatakan adanya permasalahan siswa berupa kurangnya kemampuan kontak mata anak sehingga mempengaruhi kegiatan anak berkomunikasi dalam kegiatan pembelajaran. Penelitian bertujuan untuk mengetahui pengaruh bermain wire maze terhadap kontak mata anak autism spectrum disorder, penelitian dilakukan dengan menghitung frekuensi munculnya kontak mata pada anak ASD. Pengumpulan data dalam penelitian ini yaitu observasi dan dokumentasi, dengan pendekatan kuantitatif dan jenis penelitian eksperimen dengan desain Single Subject Research (SSR). Hasil Analisis data didapatkan bahwa adanya perbedaan hasil dalam setiap fase penelitian, yaitu pada fase baseline yang meningkat di fase intervensi. Berdasarkan hasil tersebut dapat disimpulkan bahwa terdapat pengaruh bermain wire maze terhadap kontak mata anak ASD.
Pengaruh Pembelajaran Proyek Terhadap Konsentrasi Anak Attention Deficit Hyperactivity Disorder (ADHD): The Effect Of Projects Learning On The Concentration Of Attention Deficit Hyperactivity Disorder (ADHD ) Raudatul Jannah; Dwi Putri Fatmawati
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 5 No. 2 (2023)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v5i1.2467

Abstract

The effect of project learning on the concentration of children with Attention Deficit Hyperactivity Disorder (ADHD). Based on the results of observations, there were children with characteristics of difficulty focusing, excess energy, unable to stay still, and from the results of assessments by the child psychologist, there were indications of ADHD in the KB/TK Inclusive Srawung Bocah. Research conducted aim for influence from projects learning carried to concentration ADHD child . Study with measure duration concentration ADHD child using a stopwatch. Collection of research data used is observation and documentation. This study use approach quantitative, type research used experiment with Single Subject Research (SSR) design . The results of the analysis data obtained that the average duration baseline phase 5.273 minutes and intervention phase 6.3375 minutes . Based on results data analysis can concluded that learning project influential to concentration ADHD child. ABSTRAK  Pengaruh pembelajaran proyek terhadap konsentrasi anak Attention Deficit Hyperactivity Disorder (ADHD). Berdasarkan hasil oberservasi yang dilakukan sebelum penelitian terdapat anak dengan karakteristik susah fokus, energi berlebih, tidak bisa diam, dan dari hasil asesmen oleh psikolog anak tersebut terindikasi ADHD di KB/TK Inklusi Srawung Bocah. Penelitian bertujuan untuk mengetahui pengaruh dari pembelajaran proyek yang dilakukan terhadap konsentrasi anak ADHD. Pengumpulan data penelitian yang digunakan yaitu observasi dan dokumentasi. Penelitian ini menggunakan pendekatan kuantitatif, jenis penelitian yang digunakan yaitu eksperimen dengan desain Single Subject Research (SSR). Hasil analisis data yang didapatkan bahwa rata-rata durasi fase baseline 5,273 menit dan fase intervensi 6,3375 menit. Berdasarkan hasil analisis data dapat disimpulkan bahwa pembelajaran proyek berpengaruh terhadap konsentrasi anak ADHD.
Dinamika Kolaborasi Guru Reguler dan Guru Pembimbing Khusus dalam Pendidikan Inklusi: Studi Kualitatif di SMP Kota Yogyakarta Annisa Annisa; Dwi Putri Fatmawati; Luqman Hidayat; Rizki Aningrum
Jurnal Pendidikan Kebutuhan Khusus Vol. 10 No. 1 (2026): JPKK
Publisher : Jurusan Pendidikan Luar Biasa Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jpkk.v10i1.1374

Abstract

Although inclusive education in Indonesia continues to progress, studies on the dynamics of collaboration between general education teachers and special education teachers (GPK) remain limited, particularly at the secondary level. This study explores interaction patterns, role distribution, and challenges in teacher collaboration within inclusive junior high schools in Yogyakarta City. Using a descriptive qualitative approach through observation, interviews, and document analysis, the findings reveal that collaboration is still at an early stage, characterized by limited communication, minimal joint planning, and the absence of school policies regulating collaborative roles. Key barriers include time constraints, lack of training, and weak institutional support. The findings highlight the need to strengthen structural and cultural foundations of collaboration in inclusive schools. Theoretically, this study expands understanding of the social dimensions of teacher collaboration, while practically recommending integrated training and the development of school-based collaborative policies.
Co-Authors Annisa Annisa Dwike Amalia Iman Utama, Windi Wulandari Luqman Hidayat Raudatul Jannah Rizki Aningrum