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<![CDATA[Optimalisasi Peran Kelompok Sadar Wisata (Pokdarwis) di Desa Lajing Kecamatan Arosbaya Kabupaten Bangkalan dalam Pengelolaan Obyek Wisata Pantai Pandela ]]>
<![CDATA[Suud Maadi, Alan]]>;
<![CDATA[Estu Harsiwi, Nova]]>;
<![CDATA[Dwi Putra, Akbar]]>;
<![CDATA[Safitri, Arda]]>;
<![CDATA[Urrohmah, Aulia]]>
<![CDATA[ Keris: Journal of Community Engagement Vol. 4 No. 1 (2024): KERIS: Journal of Community Engagement ]]>
Publisher : <![CDATA[Institut Pesantren Sunan Drajat Lamongan, Indonesia ]]>
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DOI: 10.55352/keris.v4i1.895
<![CDATA[The Role of Tourism Awareness Groups (Pokdarwis) in Management of Pandela Beach Tourism Objects. Currently, the tourism sector is one of the largest industries as well as a mainstay industry that can make a significant contribution to the economy for both the state and the region. So far, many new natural tourism potentials in Bangkalan have been discovered, one of which is a beach located in Lajing Village, Arosbaya District. Pandela Beach Tourism needs one of the roles of the Tourism Awareness Group (Pokdarwis). Because its function is to bridge the community so that it can realize its potentials. owned in managing and developing Pandela Beach natural tourism. This study aims to find out the role of the Tourism Awareness Group (Pokdarwis) in managing the Pandela Beach tourist attraction and what are the supporting and inhibiting factors in managing the Pandela Beach tourist attraction. There are several supporting factors, namely, the Pandela Beach tourist spot is the closest beach to the Suramadu Bridge and village officials who are very supportive. As for the inhibiting factors, the people's mindset in understanding tourism, limited sources of capital, and the management of the Tourism Awareness Group (Pokdarwis) themselves are still unable to be consistent in developing Pandela Beach attractions. The activities carried out in the research were socialization of tourism potential, revitalization of Pokdarwis, training on the abilities and skills of Pokdarwis members and the community in managing the tourism business sector. Suggestions that can be given are that there is a need for an icon or attraction for tourism, immediately realizing crafts to be traded so that they can be made special, and more controlling the role of each Pokdarwis member in managing Pandela Beach tourism.]]>
<![CDATA[Layanan Pembelajaran Anak Slow Learner di Kelas 4 Sekolah Dasar ]]>
<![CDATA[Chusna, Nuril Lailatul]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ ALENA : Journal of Elementary Education Vol 2 No 2 (2024): ALENA : Journal of Elementary Education (July) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar ]]>
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DOI: 10.59638/jee.v2i2.209
<![CDATA[Slow Learner is a condition of students with cognitive abilities that are below average but do not include disabilities, but slow learner children have difficulty achieving academic requirements in regular classes. Inclusive education is education provided to children with special needs and normal children in general so that they are able to achieve learning goals well according to the services provided. This research aims to determine the learning services provided by inclusive schools for slow learner children. The method used in this research is descriptive qualitative with a sample of one slow learner child in class 4 of SD Muhamadiyah 1 Bangkalan. SD Muhamadiyah 1 Bangkalan is a school that has implemented an inclusion program or is called an inclusive school. Based on the results of interviews and observations, inclusive school learning services for children with special needs are slow learner types, namely by having a special accompanying teacher for each child with special needs. In the learning process, special accompanying teachers collaborate with class teachers to guide slow learner children in achieving learning goals that are appropriate to the child's cognitive abilities. The formative and summative assessments given to regular and slow learner children are also differentiated. Slow learner children's report cards consist of academic report cards and student self-development report cards. This aims to convey personal development in the form of independence, social and attitude in the learning process at school. The above services provide development from a cognitive and affective perspective for slow learner children in class 4 at SD Muhamadiyah 1 Bnagkalan in the form of children who can read, write and understand the elements of reading stories and material but still need guidance from GPK.]]>
<![CDATA[Peran Guru dalam Proses Pembelajaran Siswa Anak Berkebutuhan Khusus di UPTD SDN Keleyan 1 ]]>
<![CDATA['Aqiilah, Salsabil]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ ALENA : Journal of Elementary Education Vol 2 No 2 (2024): ALENA : Journal of Elementary Education (July) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar ]]>
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DOI: 10.59638/jee.v2i2.213
<![CDATA[Teachers as education providers have an important role in developing the potential and abilities of students in order to make them become figures for their lives. This is what makes the researcher to discuss the role of teachers in the learning process, especially for children with special needs. Through the results of interviews conducted by researchers at UPTD SDN Keleyan 1, it is known that there are children with special needs who are included in the category of slow learner type children with special needs. The research method used is a qualitative research method with data analysis techniques through three stages, namely organizing, synthesizing, and identifying. Data collection was carried out in addition to literature, researchers conducted interviews and observations. The results of the study obtained were that teachers play a role in the learning process by giving special attention, managing strategies and materials that are differentiated between regular children and children with special needs, creating a comfortable classroom atmosphere, conducting repeated and consistent exercises, and using learning media.]]>
<![CDATA[PERAN GURU SLB DALAM OPTIMALISASI POTENSI AKADEMIK ANAK TUNADAKSA ]]>
<![CDATA[Susilowati, Diana]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ ADIDAYA : Aplikasi Pendidikan dan Sosial Budaya Vol 2 No 1 (2025) ]]>
Publisher : <![CDATA[Pengelola Jurnal Politeknik Negeri Ketapang ]]>
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DOI: 10.58466/adidaya.v2i1.1821
<![CDATA[Physical disability (tunadaksa) is a condition that affects an individual's physical abilities and interferes with their capacity to carry out daily activities. Children with physical disabilities face challenges not only physically, but also socially and psychologically, which can significantly influence their personality development and self-concept. The social environment plays a crucial role in building their self-confidence and adaptability, especially during adolescence—a period marked by change and identity formation. This study was conducted at SLB PGRI Kamal, a representative educational institution serving children with special needs. Using a conceptual approach based on literature review, this study explores the importance of environmental support and symbolic meaning in the social lives of children with physical disabilities. The findings indicate that social acceptance and healthy interactions positively impact their personality development. The self-concept and social identity of children with physical disabilities are shaped by social symbols that are mutually agreed upon within group interactions. Therefore, a humanistic, inclusive approach that emphasizes individual potential is essential to support their growth and integration into society. It is hoped that this study will serve as a foundation for developing inclusive educational and social strategies tailored to children with physical disabilities.]]>
<![CDATA[IMPLEMENTASI METODE VISUAL DAN PENDAMPINGAN KHUSUS UNTUK MENINGKATKAN KONSENTRASI ANAK ABK (ADHD) DI SEKOLAH DASAR ]]>
<![CDATA[Putri Septia Ningsih, Adinda]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.27147
<![CDATA[This study aims to describe the implementation of visual methods and special assistance to improve concentration in children with special needs (ADHD) in elementary schools. A qualitative case study approach was employed, with data collected through observation, interviews, and document analysis at SDN Tarik 1 Sidoarjo. The results indicate that the combination of visual aids (images, color cards, videos) and individualized teacher guidance significantly enhanced ADHD children's ability to focus, follow instructions, and complete tasks. Collaboration between teachers, parents, and psychologists was identified as a critical success factor. The findings offer practical recommendations for inclusive education strategies for ADHD children]]>
<![CDATA[Tantangan Pembelajaran Anak Berkebutuhan Khusus di Kelas Inklusi SDN Gebang 1 ]]>
<![CDATA[Oktaviani, Firdausi]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Journal of Special Education Lectura Vol. 2 No. 1 (2024): Journal of Special Education Lectura ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jselectura.v2i1.20995
<![CDATA[Pendidikan inklusif bertujuan untuk memberikan kesempatan belajar yang setara bagi semua anak, termasuk anak berkebutuhan khusus. Penelitian ini berfokus pada Kiki, seorang siswa kelas V dengan tuna wicara di SDN Gebang 1 Bangkalan, untuk memahami tantangan dalam penerapan pendidikan inklusif. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi untuk mendapatkan informasi langsung dari guru dan melihat langsung selama pembelajaran mengenai problematika pembelajaran inklusif. Hasil penelitian menunjukkan bahwa pembelajaran tidak berjalan maksimal karena keterbatasan komunikasi dan perhatian guru yang terbagi antara Kiki dan siswa lainnya. Selain itu, tidak tersedia alat bantu khusus, dan dukungan dari pihak sekolah masih terbatas. Meskipun demikian, Kiki menunjukkan usaha besar untuk berbaur dan aktif dalam pembelajaran, dengan bantuan teman-teman dan penempatan di depan kelas bersama siswa yang lebih giat. Kesimpulannya, pendidikan inklusif di SDN Gebang 1 Bangkalan menghadapi banyak tantangan, terutama dalam penyediaan alat bantu khusus dan dukungan sekolah yang memadai. Dengan dukungan intensif, diharapkan Kiki dan anak-anak berkebutuhan khusus lainnya dapat mencapai potensi maksimal mereka.]]>
<![CDATA[Implementasi Pendidikan Inklusi untuk Anak Berkebutuhan Khusus (ABK) di SDN Kamal 1 ]]>
<![CDATA[Rahita Taufiq, Azzahra']]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Journal of Special Education Lectura Vol. 2 No. 1 (2024): Journal of Special Education Lectura ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jselectura.v2i1.21035
<![CDATA[Sedikit sekolah yang ada di Indonesia masih belum memahami cara untuk mengimplementasikan konsep pendidikan inklusi dengan melibatkan berbagai pihak untuk memastikan pendidikan inklusi yang memadai. Tujuan penelitian ini adalah untuk menganalisis penerapan program pendidikan untuk anak berkebutuhan khusus (ABK) pada SDN reguler. Penelitian ini menggunakan pendekatan kualitatif deskriptif, yang berarti bahwa observasi, wawancara, dan dokumentasi adalah cara pengumpulan data yang digunakan. Hasil penelitian yang dilakukan di SDN Kamal 1 menunjukkan bahwa ada beberapa masalah saat menerapkan program pendidikan untuk ABK. Salah satunya adalah kurangnya jumlah guru pendamping atau Shadow Teacher, yang mengakibatkan pelayanan terhadap ABK masih belum optimal. Masalah lainnya adalah kurangnya pemahaman dari masyarakat dan orang tua tentang pendidikan inklusi, sehingga perlu dilakukan optimalisasi dalam pelaksanaannya. Sekolah tersebut menggunakan kurikulum yang sama dengan anak-anak umumnya dan tidak menerapkan kurikulum khusus untuk ABK. Meski begitu pembelajaran di kelas tidak berbeda dengan pembelajaran di sekolah umum lainnya. Namun, guru kadang-kadang perlu lebih sabar saat menanggapi berbagai persoalan dengan siswa yang memiliki kemampuan atau kebutuhan khusus. Sumber daya manusia yang tersedia di sekolah masih kurang, yang menyebabkan kualitas pendidikan inklusi dan pelayanan kepada ABK belum optimal. Dengan itu harus banyak – banyak persiapan yang harus dilakukan pemerintah dan sekolah dalam mengimplementasikan pendidikan inklusi yang ada di SDN Kamal 1.]]>
<![CDATA[Pelayanan Pendidikan terhadap Anak Berkebutuhan Khusus (Autis) di SLB Negeri Keleyan ]]>
<![CDATA[Fadhila, Fadhila Rosyidatul A'la]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Journal of Special Education Lectura Vol. 2 No. 1 (2024): Journal of Special Education Lectura ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jselectura.v2i1.21038
<![CDATA[Penelitian ini, bertujuan untuk melihat dan mengetahui prospek Pelayanan Pendidikan Terhadap Anak Autis dan cara mengatasai anak autis pada saat kambuh. Dimana dengan adanya pelayanan Pendidikan dan cara mengatasi anak autis pada saat kambuh dapat memberikan pelajaran bagi guru maupun orangtua lainnya. Target khusus dalam penelitian ini diharapkan agar mampu dan memahami pelayanan Pendidikan terhadap anak autis dan cara mengatasinya. Dari hasil penelitian dapat disimpulkan bahwa pelayanan Pendidikan SLB Negeri Keleyan cukup baik dalam segala hal metode pembelajaran yang efektif menjadi pembelajaran yang baik bagi anak penyendang autisme, sekolah yang lengkap dengan halaman yang tidak begitu luas. Begitupun dalam peranan guru pada saat mengatasi anak autis yang lagi kambuh peran guru cukup baik dalam menanganinya.]]>
<![CDATA[Pembelajaran pada Anak Autisme di Sekolah Luar Biasa Negeri Keleyan ]]>
<![CDATA[Sholihah, Aminatus]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Journal of Special Education Lectura Vol. 2 No. 1 (2024): Journal of Special Education Lectura ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jselectura.v2i1.21085
<![CDATA[Penelitian ini bertujuan untuk menganalisis pembelajaran yang dilakukan di Sekolah Luar Biasa Negeri Keleyan. Penelitian ini menggunakan model penelitian kualitatif dengan jenis penelitian kualitatif deskriptif. Subjek dalam penelitian adalah anak autisme kelas IV tahun ajaran 2023-2024 di Sekolah Luar Biasa Negeri Keleyan yang dipilih secara purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah wawancara, observasi, dan dokumentasi. Analisis data dalam penelitian menggunakan analisis interaktif yang dikembangkan oleh Miles dan Huberman. Hasil penelitian menunjukkan guru telah melaksanakan pembelajaran sesuai dengan kebutuhan dan kemampuan setiap individu siswanya dengan memperhatikan arahan yang diberikan oleh pemerintah.]]>
<![CDATA[Proses Pembelajaran pada Anak Berkebutuhan Khusus Tunarungu di Sekolah SLB PGRI Pademawu Pamekasan ]]>
<![CDATA[Ramadhanti, Alika]]>;
<![CDATA[Estu Harsiwi, Nova]]>
<![CDATA[ Journal of Special Education Lectura Vol. 2 No. 1 (2024): Journal of Special Education Lectura ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/jselectura.v2i1.21123
<![CDATA[Tujuan dari penelitian ini adalah untuk menganalisis proses pembelajaran pada ABK tunarungu di sekolah SLB PGRI pademawu Pamekasan yang meneliti tentang proses pembelajaran di dalam kelas kesulitan dan memahami bahasa isyarat. Studi ini menggunakan metode deskripsi kualitatif dengan observasi dan wawancara langsung secara mendalam (semi struk) sebagai teknik pengumpulan data. Hasil penelitian menunjukkan langkah persiapan pembelajaran anak tunarungu, langkah implementasi pembelajaran, langkah penilaian pembelajaran, dan hambatan pada proses pembelajaran.]]>
