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All Journal Journal of Vocational and Career Education EduStream: Jurnal Pendidikan Dasar
Aini, Ima Kurrotun
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Using AREK as Adaptive Physical Education Learning Model for Disability Vocational Students Sports Novari Beny, Acep Ovel; Aini, Ima Kurrotun; Dermawan, Dodik Arwin; Khory, Fifuka Dwi; Windayani, Novia Restu
Journal of Vocational and Career Education Vol 8, No 1 (2023): July 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jvce.v8i1.50216

Abstract

AREK, or Asistif Rompi Elektronik Kambang, is a safety tool for blind people to help them swim and exercise. Blind people have so many problems with swimming exercises. They can sink or be guided in the middle of training. AREK can give the entry-level blind swimmer a GPS-like system that is safe from sinking incidents and accidents. Trainers can only make close contact with swimmers during the COVID-19 pandemic with a safety system and GPS guide. Level-blind swimmers can train safely in the middle of the swimming pool. Especially for students who experience special needs. The approach used is Research and Development (RD). Products using the ADDIE process remain one of the most effective tools today. Because the ADDIE model is a process that serves as a guiding framework for complex situations, it is appropriate to develop AREK to be more accessible to learners' diverse characteristics and special needs. The results in this study using AREK are very feasible, with a feasibility test by two validators with a result of 3.25 and tested by 15 blind vocational students with a result of 3.58. The conclusion is that the development of learning models is stated to be usable in blind and decent vocational students.
Perspektif Guru Sekolah Dasar Inklusif terkait Modul Ajar Berdiferensiasi bagi Peserta Didik Berkebutuhan Khusus Aini, Ima Kurrotun; Wijiastuti, Asri; Marlin Minarsih, Nimade; Narot, Pennee
EduStream: Jurnal Pendidikan Dasar Vol 8 No 2 (2024): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v8n2.p40-49

Abstract

The implementation of differentiated teaching modules in learning in inclusive elementary schools can ensure equality for students with special needs. The purpose of this study is to explain the teacher's perspective on the implementation of differentiated teaching modules in inclusive elementary schools for students with special needs. This research method uses a qualitative approach. The data collection technique is in the form of a combination of structured interview methods, participatory observation, and in-depth interviews. Data validation was obtained through triangulation. The data was analyzed using the qualitative data analysis technique of the Spiral model. The result of this study is that 90% of inclusive elementary school teachers responded positively to differentiated teaching modules. From the perspective of teachers, it has been understood that differentiated teaching modules are useful for presenting learning that facilitates all student needs, increases the involvement and motivation of students with special needs, and improves the quality of learning. However, in its implementation, teachers still encounter a number of challenges, both technical and non-technical. The conclusion of this study is that inclusion elementary school teachers view the differentiated teaching module positively despite various challenges in its implementation.
Co-Authors ASRI WIJIASTUTI Dodik Arwin Dermawan Khory, Fifuka Dwi Marlin Minarsih, Nimade Narot, Pennee Novari Beny, Acep Ovel Novia Restu Windayani, Novia Restu