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All Journal International Research Based Education Journal Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat
Nur, Devina Rahmadiani Kamaruddin
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Pelatihan Keterampilan Pembuatan Batik Shibori Bagi Atlet Paralimpik Sidoarjo Beny, Acep Ovel Novari; Andajani, Sri Joeda; Murtadlo, Murtadlo; Widajati, Wiwik; Pamuji, Pamuji; Nur, Devina Rahmadiani Kamaruddin
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 4 (2023): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v8i4.1426

Abstract

Pelatihan keterampilan pembuatan batik shibori bagi Atlet Paralimpik Sidoarjo merupakan salah satu bagian dari Program Pengabdian Kepada Masyarakat (PKM) UNESA yang bertujuan sebagai upaya peningkatan keterampilan vokasional. Pelatihan ini juga dimaksudkan untuk membuka peluang berwirausaha sehingga dapat meningkatkan perekonomian para atlet, baik atlet yang masih aktif maupun telah purna. Dalam program pelatihan ini diikuti oleh 10 atlet paralimpik yang tergabung dalam National Paralympic Committee (NPC) Sidoarjo. Pelatihan ini dilatarbelakangi oleh beberapa faktor, diantaranya sebagian besar atlet belum mempunyai perencanaan usaha setelah masa kejayaan sebagai atlet usai. Batik shibori dipilih sebagai salah satu produk yang dapat dikembangkan sebagai ide berwirausaha karena selain proses pembuatan yang tidak membutuhkan alat kompleks, bahan baku pembuatan batik shibori yang mudah ditemui, serta dapat dipelajari dengan mudah dari berbagai sumber. Selain itu, saat ini batik shibori banyak digemari karena motif yang unik, warna yang cenderung cerah, serta dinilai cocok digunakan oleh setiap jenjang usia. Pelatihan ini dilaksanakan dengan metode metode tatap muka dengan pendekatan keterampilan experimental learning dan on the job training sehingga para atlet dapat langsung mencoba bereksperiman dalam pembuatan batik shibori. Dalam pelatihan ini, para atlet juga dibekali dengan berbagai teori mengenai sejarah, cara pembuatan, serta berbagai teknik pembuatan batik shibori yang dapat menghasilkan motif yang beranekaragam. Shibori Batik Making Skills Training For Sidoarjo Paralympic Athletes The training of shibori batik making skills for Sidoarjo Paralympic Athletes is one part of the UNESA Community Service Program (PKM) which aims to improve vocational skills. This training is also intended to open entrepreneurial opportunities so as to improve the economy of athletes, both active and retired athletes. The training program was attended by 10 paralympic athletes who are members of the National Paralympic Committee (NPC) Sidoarjo. This training was motivated by several factors, including most of the athletes do not have business plans after the heyday as athletes is over. Shibori batik was chosen as one of the products that can be developed as an entrepreneurial idea because in addition to the manufacturing process that does not require complex tools, the raw materials for making shibori batik are easy to find, and can be learned easily from various sources. In addition, shibori batik is currently popular because of its unique motifs, colors that tend to be bright, and is considered suitable for use by every age level. This training is carried out using a face-to-face method with an experimental learning and on the job training skills approach so that athletes can directly try to experiment in making shibori batik. In this training, athletes are also provided with various theories about the history, how to make, and various techniques for making shibori batik that can produce diverse motifship
Training On The Development Of Differentiated Learning Tools For Inclusion Teachers At Labschool UNESA Lidah Wetan Surabaya Dwirisnanda, Danis Ade; Wijiastuti, Asri; Widajati, Wiwik; Nur, Devina Rahmadiani Kamaruddin; Ekasari, Diah
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 9 No. 3 (2024): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v9i3.2125

Abstract

Children with special needs can be interpreted as children who are slow or have disorders (retarded) who will never succeed in school for children in general. Children with special needs can also be interpreted as children who have physical, mental, intelligence and emotional disorders so that special learning is required. Children with special needs have a classification, namely physical disorders, mental disorders, behavioral disorders. Children with Special Needs (ABK) are increasingly being found day by day. ABK who appear are not only those who are slow to understand lessons slow learners, stand out / gifted or berkabat, but also those who are hyperactive, autistic and other types of ABK. The importance of handling students in the ABK category is very necessary because the success of basic education is very important for students to be able to continue their education at the next level, therefore, teachers in schools need to be given insight, introduction and training about ABK knowledge and methods of handling it. Currently, the Labschool Unesa Lidah Wetan neighborhood school has 9 students with special needs spread across elementary school levels, at school they are served by class teachers and several parents who accompany them while studying. Their disorders tend to be autism and lack of focus. Class teachers and parents of students do not yet have adequate knowledge about special needs, therefore knowledge and understanding of handling special needs are needed so that teachers and parents can work together in providing services, so that they will provide optimal results. This training was conducted for representatives of the inclusive teachers of the Labschool Unesa Lidah Wetan neighborhood school, totaling 16 people. This training activity aims to equip inclusive teachers in handling children with special needs. This training is given to inclusive teachers with special needs students who really need special attention and treatment. The training is conducted in the form of workshops or seminars with theory and practice provided in a balanced manner. Implementation in the classroom will be monitored by the PKM team. The results will be analyzed by describing the implementation of the training results in the field, as well as describing changes in handling special needs students.
The Effect of Class Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools Nur, Devina Rahmadiani Kamaruddin; Dwirisnanda, Danis Ade; Minarsih, Ni Made Marlin; Ekasari, Diah; Ludfi, Muhammad Kholid Ni’amul; Rosyidah, Amalia Batul
International Research-Based Education Journal Vol 6, No 1 (2024)
Publisher : Faculty of Education Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um043v6i1p116-127

Abstract

This study aims to understand the Effect of Teachers' Self-Efficacy on Inclusive Education Services for Special Needs Children in Inclusive Schools. The variables studied were Class Teachers' Self-Efficacy as an independent variable (X) and teacher attitudes toward inclusive education services as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. This research will involve 12 inclusive elementary schools representing the western, eastern, northern, southern and central parts of Surabaya. Participants of this study were teachers from inclusive public elementary school in Surabaya (N = 125). The instrument used to measure teacher efficacy is Teacher Efficacy for Inclusive Practice (TEIP), while Multidimensional Attitudestoward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education service. Processing methods of data analysis in hypothesis testing using regression analysis. The data analysis processing method in hypothesis testing uses regression analysis to test relationships between the independent variable (teacher self-efficacy) and the dependent variable (Special Needs Children service attitudes at school). There is a role of teacher efficacy on teacher attitudes towards inclusive education services. The results of the research show that there is an influence between Class Teacher Self-Efficacy on Special Education Services in Inclusive Schools as indicated by the t-count > t-table (4.016 > 1.657) and by the probability value (p <α; 0.000 < 0.05) , with an influence contribution of 0.16 (16%).
PENINGKATAN KETERAMPILAN PEMBELAJARAN AKOMODATIF BAGI GURU DI SEKOLAH INDONESIA JEDDAH Ashar, S.Pd., M.Ed., Muhammad Nurul; Sujarwanto, Sujarwanto; Riyanto, Yatim; Saroinsong, Wulan Patria; Setiawan, Beni; Budiyanto, Budiyanto; Nur, Devina Rahmadiani Kamaruddin
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 5 No 1 (2025): Volume 5, Nomor 1, Januari 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v5n1.p58-64

Abstract

Accommodative learning needs to be implemented in schools that have students with disabilities. Teachers at Sekolah Indonesia Jeddah currently lack adequate knowledge and skills in applying accommodative learning strategies. This condition arises due to the absence of specialized programs for enhancing teachers' competencies in accommodative learning and the lack of dissemination of inclusive education guidelines. Therefore, this community service program aims to improve teachers' understanding and skills in accommodative learning while also promoting the guidelines for implementing inclusive education. The program was conducted through offline training sessions using lecture, discussion, and case study methods. The training results indicate an improvement in teachers' understanding and skills, as evidenced by a 35-point increase in post-test scores compared to the pre-test. Evaluation results also show high satisfaction with the training materials, with over 70% of teachers reporting being very satisfied. Furthermore, speaker evaluation results indicate that over 80% of teachers were highly satisfied with the speaker's performance. Nevertheless, follow-up programs are still necessary to ensure that teachers retain and apply the acquired knowledge effectively. Keywords: accommodative learning, inclusive education, teachers
PENGEMBANGAN KOMPETENSI GURU DALAM MENERAPKAN PROGRAM PENDIDIKAN INDIVIDUAL DI SEKOLAH INKLUSIF LABSCHOOL UNESA Ashar, S.Pd., M.Ed., Muhammad Nurul; Budiyanto, Budiyanto; Sujarwanto, Sujarwanto; Nur, Devina Rahmadiani Kamaruddin; Minarsih, Ni Made Marlin; Vrisaba, Nanda Audia
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2025): Volume 5, Nomor 2, Juli 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpm.v5n2.p119-125

Abstract

Teachers in inclusive education units do not sufficiently possess the competencies to provide learning services for students with special needs. Therefore, short courses for teachers in inclusive education schools are highly necessary, particularly at Labschool UNESA. Special education teachers at Labschool UNESA lack adequate knowledge and skills in implementing individual education programs for students with special needs. Thus, specialized training is required, focusing on the topic of individual education programs, particularly in the areas of identification and assessment. The training was conducted in person through lectures, Q&A sessions, and case studies. The training proceeded smoothly, attended by forty teachers over two phases. The results of the training indicate an increase in teacher competence, marked by improved final test scores compared to initial test results. Furthermore, the satisfaction evaluation regarding the materials and facilitators also revealed a high level of satisfaction among participants. These results indicate that the training process went as planned. Further training is needed to enhance the competencies that the teachers have already acquired.   Keywords:  Teacher Competency, Individual Education Plan, Inclusive Schools
Co-Authors Ashar, S.Pd., M.Ed., Muhammad Nurul ASRI WIJIASTUTI BENI SETIAWAN Beny, Acep Ovel Novari Budiyanto Budiyanto Dwirisnanda, Danis Ade Ekasari, Diah Ludfi, Muhammad Kholid Ni’amul Minarsih, Ni Made Marlin Murtadlo Murtadlo Pamuji Pamuji, Pamuji Rosyidah, Amalia Batul Sri Joeda Andajani Sujarwanto Sujarwanto, Sujarwanto Vrisaba, Nanda Audia Wiwik Widajati Wulan Patria Saroinsong YATIM RIYANTO