Garuda - Garba Rujukan Digital

The Influence of Using Pop Up Book Media on the Early Reading Skills of Children with Mental Disabilities Wardah, Dinah Nur; Rejeki, Dewi Sri; Martika, Tias
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 10, No 1 (2023): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v10i12023p%p

This research aims to know the influence of pop up book toward early reading ability of intellectual disability children of class IV C SLB Negeri Purbalingga in academic year of 2022/2023. This research used quantitative method. The design of this research is experiment one group pretest-posttest design. Subject of this research are 5 children with intellectual disability of class IV C SLB Negeri Purbalingga in the Academic Year of 2022/2023. The data collection technique is a reading test that have been tested for validity and reliability with content validity and reliability Interclass Correlation Coefficients (ICC). The data analysis techniaque in this sresearch used the Wilcoxon Sign Rank. The result show that the Asymp. Sig (2-tailed) scores at 0,43. The result of this research was significant to prove the effectiveness of the pop up book to increase early reading ability of intellectual disability children of class IV C SLB Negeri Purbalingga in academic year of 2022/2023.

Implementasi Model Pelayanan Pendidikan Inklusif bagi Anak Berkebutuhan Khusus (ABK) di SD Al Firdaus Surakarta: Jurnal Pendidikan Inklusif Khoqifah, Rena; Sunardi, Sunardi; Martika, Tias
JPI (Jurnal Pendidikan Inklusi) Vol. 8 No. 1 (2024)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v8n1.p18-25

The purpose of this research is to understand how the implementation of an inclusive education service model for children with special needs (ABK) is carried out at Al Firdaus Elementary School in Surakarta. The method used in this research is a qualitative case study method. The subjects of this research are the School Principal, the Inclusion Team, and Special Guidance Teachers. (SPECIAL EDUCATION TEACHER). Data collection in this research was conducted through interviews with the Principal, the Inclusion Team, and Special Guidance Teachers. (SPECIAL EDUCATION TEACHER). In addition, an analysis of supporting research documents was also conducted. The technique for testing the validity of data uses data source triangulation. The data analysis technique in this research employs data reduction, data presentation, and conclusion drawing in accordance with the theory of Miles and Huberman. The research findings concluded that Al Firdaus Elementary School employs an inclusive education service model that combines both regular (full inclusion) and pull-out approaches. Furthermore, the learning process for students with special needs at Al Firdaus Elementary School consists of two types: one where students require modifications in terms of materials, targets, worksheets, and assessment systems, and another where students who do not need modifications have the same materials, targets, worksheets, and assessment systems as their regular classmates. In its implementation, the school has applied principles that must be understood in organizing inclusive education services, namely friendly education, optimal development, collaboration with relevant parties, and system change.

Correlation between Achievement Motivation with Academic Stress among Student of PLB FKIP UNS Year 2018 who took Home Classes During Covid-19 Nabilah Nur Hasya Huwaida Fauziyyah; Tias Martika
Journal of Disability Vol 1, No 1 (2021): June
Publisher : Pusat Studi Difabilitas (PSD) LPPM Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jod.v1i1.57935

This research aims to know the correlation between achievement motivation with academic stress on student of PLB FKIP UNS who takes the class from home during the Covid-19 pandemic. The population in this study was all students of PLB FKIP UNS. The sample in this study were 77 students of PLB FKIP UNS year 2018. The sampling technique used in this study was saturation sampling technique. This research is a quantitative research with correlational research type. The data collection techniques in this study used a scale of achievement motivation and scale of academic stress. The data analysis techniques used in this study was Pearson Product Moment correlation. The results of this study have a value (r)=-0.15 and correlation coefficient of 0.896. Based on the results of data analysis, it can be concluded that there is no significant relationship between achievement motivation with academic stress on student of PLB FKIP UNS year 2018 when taking class from home during the Covid-19 pandemic.

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

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.

Pendampingan Pengembangan Program Kebutuhan Khusus Orientasi Mobilitas Sosial Komunikasi (OMSK) bagi Guru SLBN Boyolali sebagai Penyiapan Peserta Didik Berkebutuhan Khusus (PDBK) Tunanetra Mengakses Lingkungan Sugini, Sugini; Sunardi, Sunardi; Martika, Tias; Prakosha, Donni; Anwar, Mohammad
SPEED Journal : Journal of Special Education Vol. 7 No. 2 (2024): 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.v7i2.1575

Penelitian ini bertujuan untuk memberikan panduan pengajaran OMSK dasar kepada guru PDBK di SLB N Boyolali berupa pembuatan video tutorial menjadi pendamping awas bagi PDBK dengan hambatan penglihatan sebagai bentuk latihan keterampilan OMSK. Kegiatan ini dilaksanakan dengan metode. Diskusi, demonstrasi, penugasan dan pendampingan. Metode diskusi untuk menggali kemampuan awal guru PDBK hambatan penglihatan, sementara demonstrasi, pendampingan dan penugasan digunakan untuk melatih keterampilan dasar OMSK. Hasil dari kegiatan ini adalah 1) pengalaman praktek langsung melakukan teknik OMSK secara urut dan benar, 2) meningkatnya kesadaran guru akan pentingnya melatih diri menguasai OMSK 3) Media Vidio sebagai dokumentasi tutorial latihan keterampilan OMSK yang dapat digunakan saat dibutuhkan dan sebagai pengganti tutor guru senior kepada guru junior. Dapat disimpulkan bahwa kegiatan pendampingan Pengembangan Program Kebutuhan Khusus Orientasi Mobilitas Sosial Komunikasi (OMSK) bagi Guru SLBN Boyolali sebagai Penyiapan Peserta Didik Berkebutuhan Khusus (PDBK) Tunanetra Mengakses Lingkungan menghasilkan artefak berupa video praktek keterampilan OMSK sebagai sumber belajar dapat digunakan sebagai bahan latihan guru secara berlanjut.

Hubungan Kematangan Emosi Dengan Perilaku Agresivitas Siswa Dengan Hambatan Emosi Dan Perilaku Di Surakarta Martika, Tias
SPEED Journal : Journal of Special Education Vol. 7 No. 2 (2024): 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.v7i2.1609

Penelitian ini bertujuan untuk mengetahui hubungan kematangan emosi dengan perilaku agresivitas siswa dengan hambatan emosi dan perilaku di SLB Bhina Putera surakarta. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan desain non-eksperimental jenis korelasional. Subjek penelitian ini merupakan siswa dengan hambatan emosi dan perilaku sejumlah delapan siswa yang dipilih melalui teknik incidental sampling. Data diperoleh melalui skala kematangan emosi dan skala agresivitas. Setelah kedua instrumen terisi, data kemudian di analisis menggunakan Pearson Product Moment Correlation dengan bantuan SPSS. Berdasarkan perhitungan yang telah dilakukan diperoleh angka korelasi sebesar -0,942 dengan taraf signifikansi 1% sebesar 0,789. Dengan demikian dapat disimpulkan bahwa kematangan emosi berhubungan negatif dengan agresivitas siswa dengan hambatan emosi dan perilaku dengan tingkat keyakinan sebesar 99%. Artinya semakin tinggi tingkat kematangan emosi semakin rendah agresivitas, begitu pula sebaliknya.

ECE Teachers’ Roles of Developing Numeracy Literacy in Special Needs Children: Numeracy Literacy in Children with Special Needs Diana; Tasu’ah, Neneng; Zulfikasari, Sony; Martika, Tias
JURNAL PENDIDIKAN USIA DINI Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.172.06

Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentation. The sample selection applied purposive sampling based on the criteria and objectives of this study. The sample consisted of inclusive classroom teachers from ten ECE institutions in five regions of Central Java, including Semarang City, Pekalongan City, Surakarta City, Wonosobo District, and Jepara District. The study concludes that ECE teachers still see several limitations in dealing with special needs children. Therefore, teachers should modify plans and play activities to strengthen literacy and numeracy skills for special needs children to help them embark on primary school. Teachers expect necessary support for their improvement through training and guidance in dealing with special needs children, especially in developing their literacy and numeracy. Keywords: literacy and numeracy, special needs children, ECE-primary school transition References: 1 Agustina, E., & Zayyadi, M. (2023). Kemampuan Literasi Numerasi Siswa di Sekolah Inklusi. Apotema: Jurnal Program Studi Pendidikan Matematika, 9(1), 15-20. Alberta. (2019). Literacy and Numeracy Proggression. Understanding Special Education Needs, 1-15. Atlar, H., & Uzuner, Y. (2023). Supporting Teacher Development about Early Literacy in Children with Hearing Loss: An Action Research in Turkey. European Journal of Special Education Research, 9(2), 92-121. https://doi.org/https://doi.org/10.46827/ejse.v9i2.4832 Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators. European Early Childhood Education Research Journal, 24(5), 684-704. https://doi.org/10.1080/1350293X.2014.996424 Barham, A. I., Ihmeideh, F., Al-Falasi, M., & Alabdallah, A. (2019). Assessment of first-grade students’ literacy and numeracy levels and the influence of key factors. International Journal of Learning, Teaching and Educational Research, 18(12), 174-195. https://doi.org/https://doi.org/10.26803/ijlter.18.12.11 BBPMP, B. B. P. M. P. P. J. T. (2022). Capaian Literasi, Numerasi, Dan Karakter Siswa Di Provinsi Jawa Tengah Tahun 2021. https://bbpmpjateng.kemdikbud.go.id/capaian-literasi-numerasi-dan-karakter-siswa-di-provinsi-jawa-tengah-tahun-2021 Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016). Teacher Education Research and the Policy Reform Agenda. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 1-14). Springer Singapore. https://doi.org/10.1007/978-981-10-0785-9_1 Brooks-Gunn, J., & Markman, L. B. (2005). The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness. The Future of Children, 15(1), 139-168. http://www.jstor.org/stable/1602666 BSKAP. (2022). Modul 3 Bagaimana Membangun Kemampuan Literasi. Comunitity Child Care Victoria. (2011). Early Literacy and Numeracy Self-Guided Learning Package. In: Australia. Davenport, L. A. (2012). Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies. Department of Education and Early Childhood Development. ( 2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Department of Education and Early Childhood Development. Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020a). The development of I-Teach model to improve early childhood teachers professionalism. Cypriot Journal of Educational Sciences, 15(6), 1614–1628. https://doi.org/10.18844/CJES.V15I6.5321 Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020b). Preschool Teachers’ Attitude Toward Inclusive Education in Central Java, Indonesia. Icliqe, 1361–1368. https://doi.org/10.2991/assehr.k.200129.166 Elliott, L., Zheng, P., & Libertus, M. (2021). Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood. Education Sciences, 11(9), 541. https://www.mdpi.com/2227-7102/11/9/541 Fatmawati, E., & Safitri, E. (2020). Kemampuan Literasi Informasi dan Teknologi Mahasiswa Calon Guru Menghadapi Pembelajaran di Era Revolusi Industri 4.0. Edukasi: Jurnal Pendidikan, 18(2), 214-224. https://doi.org/10.31571/edukasi.v18i2.1863 Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2020). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorders, 50(6), 1866-1881. https://doi.org/10.1007/s10803-019-03938-w Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in Developmental Disabilities, 88, 30-41. https://doi.org/https://doi.org/10.1016/j.ridd.2019.02.006 Haerudin, H. (2021). Pengaruh Literasi numerasi Terhadap Perubahan Karakter Siswa. Prosiding Sesiomadika, 1(1a). https://journal.unsika.ac.id/index.php/sesiomadika/article/view/2123 Imtiyas, I. A. R., & Simatupang, N. (2022). The Effect of Early Childhood Teacher's Educational Background on the Ability to Manage Children’s Learning: Evidence From Learning Process During Covid 19 Pandemic. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 67-76. https://doi.org/10.14421/jga.2022.72-02 Indah, W. (2023). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 5840-5849. Jurmang, J. L. (2014). Teacher competencies for inclusive education: The case of management and instructional function. National Journal of Inclusive education, 2(1). Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.09.003 Keily, T., Evans, A., & Atchison, B. (2019). Strengthening the Early Childhood Education Continuum. Policy Guide. Education Commission of the States. Khasanah, I., & Purnamasari, I. (2023). Role-Playing Methods: Efforts to Stimulate the Development of Early Childhood Numeracy Literacy. Journal of Social Research, 2(4), 1074-1078. https://doi.org/https://doi.org/10.55324/josr.v2i4.776 Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School Readiness From Kindergarten to Primary School. Int. J. Emerg. Technol. Learn., 14(11), 4-18. Kurnianingsih, I., Rosini, R., & Ismayati, N. (2017). Upaya peningkatan kemampuan literasi digital bagi tenaga perpustakaan sekolah dan guru di wilayah Jakarta pusat melalui pelatihan literasi informasi. Jurnal Pengabdian Kepada Masyarakat, 3(1), 61-76. Kurniastuti, I., Evanjeli, L. A., & Sari, D. P. (2023). Teachers’ Challenges and Strategies in Teaching Literacy Skills for Children with Special Needs. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 937-948. https://doi.org/https://doi.org/10.31004/obsesi.v7i1.3598 Manning, M., Garvis, S., Fleming, C., & Wong, G. T. W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/https://doi.org/10.4073/csr.2017.1 Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793 Mumpuniarti, M. (2017). Challenges faced by teachers in teaching literacy and numeracy for slow learners. Journal of Sustainable Development, 10(3), 243. https://doi.org/https://doi.org/10.5539/jsd.v10n3p243 Ningsih, S., Gunayasa, I. B. K., & Dewi, N. K. (2022). Pengaruh Literasi Numerasi Terhadap Hasil Belajar Matematika Pada Siswa Kelas III SDN Lingkok Lima Tahun Ajaran 2021/2022. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1938-1943. https://doi.org/10.29303/jipp.v7i3c.881 Nurhayani, N., & Nurhafizah, N. (2022). Media dan Metode Pengembangan Literasi Anak Usia Dini di Kuttab Al Huffazh Payakumbuh. Jurnal Basicedu, 6(6), 9333-9343. Park, M.-H., Dimitrov, D. M., & Park, D.-Y. (2018). Effects of Background Variables of Early Childhood Teachers on Their Concerns About Inclusion: The Mediation Role of Confidence in Teaching. Journal of Research in Childhood Education, 32(2), 165-180. https://doi.org/10.1080/02568543.2017.1417926 Purab, S. M., & Purwono, A. (2022). Pengaruh Program Literasi Terhadap Keterampilan Menulis Siswa Kelas Iv a Mi Darussalam Pacet Mojokerto. Aulada : Jurnal Pendidikan Dan Perkembangan Anak, 3(2), 133–151. https://doi.org/10.31538/aulada.v3i2.972 Rachmat, M., Otong, S., Yubaedi, S., & Nur, R. (2017). Pengaruh Intensi, Motivasi, dan Pemahaman Guru terhadap Impementasi Pendidikan Inklusif. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/10.21009/JPUD.112.08 Rehalat, A., & Nurul 'ainy, Z. (2022). The Effect of Education Background Teacher on The Learning Process In Class At Muhammadiyah First Middle School Ambon. Perspektif Pendidikan dan Keguruan, 13(2), 81-87. https://doi.org/10.25299/perspektif.2022.vol13(2).10592 Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K. (2021). Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties [Original Research]. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.725337 Sanches, T. (2018, 2018//). Required Skills for Teachers: Information Literacy at the Top. Information Literacy in the Workplace, Cham. Sari, D. Y. (2017). Peran guru dalam menumbuhkan literasi melalui bermain pada Anak Usia Dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.29313/ga.v1i2.3316 Setiawan, A. (2018). Meningkatkan Kemampuan Berhitung Anak Usia Dini melalui Media Pembelajaran Matematika di RA Ma’arif 1 Kota Metro. SELING: Jurnal Program Studi PGRA, 4(2), 181-188. https://doi.org/https://doi.org/10.29062/seling.v4i2.309 Shvartsman, M., & Shaul, S. (2023). The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. Children, 10(8), 1285. https://www.mdpi.com/2227-9067/10/8/1285 Stein, K., Veisson, M., Õun, T., & Tammemäe, T. (2019). Estonian preschool teachers’ views on supporting children’s school readiness. Education 3-13, 47(8), 920-932. https://doi.org/10.1080/03004279.2018.1539113 Suryawati, E. A., & Akkas, M. (2021). Buku Panduan Guru Capaian Pembelajaran Elemen Dasar-Dasar Literasi dan STEAM untuk Satuan PAUD. Pusat Kurikulum dan Perbukuan Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Titi, C., & Siti, A. (2022). ECE Educator Training: How to Develop Literacy and Environment Education for Children? Jurnal Pendidikan Usia Dini, 16(1). https://doi.org/10.21009/JPUD.161.09 Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L., & Rojewski, J. W. (2020). A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study. Career Development and Transition for Exceptional Individuals, 43(1), 5-17. https://doi.org/10.1177/2165143419864551 Wackerle-Hollman, A. K., Durán, L. K., & Miranda, A. (2020). Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood. Topics in Early Childhood Special Education,40(1), 24-38. https://doi.org/10.1177/0271121420906469 Winarsih, S., Hendra, J., Idris, F. H., & Adnan, E. (2013). Panduan penanganan anak berkebutuhan khusus bagi pendamping (orang tua, keluarga, dan masyarakat). Kementrian Perlindungan Anak dan Perempuan. Yin, M., Condelli, L., Ogut, B., & Cronen, S. (2013). The Importance of Teacher Background Qualifications for Student Learning. American Institutes for Research. Zhao, X. (2017). Transition from kindergarten to elementary school: Shanghai’s experience and inspiration. Creative Education, 8(3), 431-446. https://doi.org/10.4236/ce.2017.83033

Title

Found 17 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 17 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 17 Documents
Search