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All Journal International Research Based Education Journal Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Daengku: Journal of Humanities and Social Sciences Innovation
Dwirisnanda, Danis Ade
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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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%).
Curriculum Implementation in Surabaya Schools: Approaches, Challenges and Innovations Dwirisnanda, Danis Ade
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 5 No. 1 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku3149

Abstract

This study explores the implementation of curriculum in various schools in Surabaya, including SMP Wachid Hasyim 7, SMA Al-Falah, and SMK PGRI 7, with a focus on the use of Merdeka Curriculum and 2013 Curriculum. The study also examines the integration of technology, the application of inclusive concepts, and collaboration and evaluation in the learning process. In Surabaya, many schools adopt a combination of Merdeka Curriculum and 2013 Curriculum to meet the dynamic needs of education. The curriculum is developed with philosophical foundations such as Pancasila, humanism, and progressivism, which are adapted to the needs of students and the development of the times. Information and communication technology is integrated into learning to increase effectiveness and interactivity, although some schools still experience limitations in facilities. The application of inclusive concepts in some schools shows positive steps, although there are still challenges in preparing special educators for students with special needs. Collaboration between teachers, students, parents, and the community is strengthened to support the implementation of the curriculum. Evaluation is conducted periodically to assess effectiveness and identify areas for improvement. The results of the study show that schools in Surabaya are trying to implement a curriculum that is adaptive and relevant to the needs of students. However, challenges related to resources and facilities still need to be addressed to achieve optimal implementation. Efforts of collaboration and evaluation conducted periodically are positive steps towards improving the quality of education. Improvements in facilities and resources are needed to support the integration of technology and inclusion, as well as to strengthen collaboration with parents and the community to create a supportive and inclusive learning environment.
Co-Authors ASRI WIJIASTUTI Ekasari, Diah Ludfi, Muhammad Kholid Ni’amul Minarsih, Ni Made Marlin Nur, Devina Rahmadiani Kamaruddin Rosyidah, Amalia Batul Wiwik Widajati