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All Journal Jurnal Unik: Pendidikan Luar Biasa Dinamisia: Jurnal Pengabdian Kepada Masyarakat Inovasi Kurikulum
Hendriano Meggy
Universitas Pendidikan Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing teacher competence in identifying student needs through NIMID at inclusive schools Dudi Gunawan; Yoga Budhi Santoso; Prinanda Gustarina Ridwan; Hendriano Meggy; J. Juhanaini; Nandi Warnandi; Nazwa Laila Putri; Wanda Dwi Rahayu; Elvina Sabriyati
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.74563

Abstract

Inclusive education prepares students to become global citizens who understand cultural, linguistic, and perspective diversity. This is in line with the principle of human rights, which affirms every individual's right to receive a decent education without discrimination. Inclusive education ensures that no student is neglected in the learning process. Competent teachers can create a compelling and quality learning environment. Need Identification Method Inclusive Design (NIMID) training is one way to improve understanding of inclusive education and teacher skills in designing inclusive learning programs. This study aims to measure the effectiveness of Needs Identification Method Inclusion Design (NIMID) training in improving teacher understanding. The experimental design method with a one-group pretest-posttest design was chosen to measure teacher understanding and skills. Non-parametric statistical tests with the Wilcoxon Signed-Rank Test were conducted to analyze the pretest-posttest results. The results showed that NIMID training improved teacher skills in the concept of inclusive education, identification, and assessment, and it was able to develop learning programs tailored to student's needs so that learning was optimal.  AbstrakPendidikan inklusif mempersiapkan peserta didik menjadi warga dunia yang memahami keberagaman budaya, bahasa, dan perspektif. Hal ini sejalan dengan prinsip hak asasi manusia yang menegaskan hak setiap individu untuk mendapatkan pendidikan yang layak tanpa diskriminasi. Pendidikan inklusif memastikan tidak ada siswa yang diabaikan dalam proses pembelajaran. Guru yang kompeten mampu menciptakan lingkungan belajar efektif dan berkualitas. Pelatihan Need Identification Methode Inclusive Design (NIMID) salah satu cara untuk meningkatkan pemahaman pendidikan inklusif dan keterampilan guru dalam mendesain program pembelajaran inklusif. Penelitian ini bertujuan untuk mengukur tingkat keefektifan pelatihan Needs Identification Method Inclusion Design (NIMID) untuk meningkatkan pemahaman guru. Metode desain eksperimen dengan desain one-group pretest-posttest dipilih untuk mengukur pemahaman dan keterampilan guru. Uji non-parametric statistical dengan Wilcoxon Signed-Rank Test dilakukan untuk menganalisis hasil pretest-posttest. Hasil penelitian menunjukkan bahwa pelatihan NIMID berdampak pada peningkatan kemampuan guru dalam konsep pendidikan inklusif, identifikasi dan asesmen, serta mampu menyusun program pembelajaran yang disesuaikan dengan kebutuhan peserta didik sehingga pembelajaran menjadi optimal.Kata Kunci: kompetensi guru; kebutuhan belajar peserta didik; pelatihan Need Identification Methode Inclusive Design (NIMID)
Augmented reality-based training to enhance teachers' knowledge of reproductive health for special needs students Iding Tarsidi; Endang Rochyadi; Budi Susetyo; S. Sunardi; Hendriano Meggy; Dira Rosalia Nurkholifah; Anira Zakiyyah Febrianti; Elvina Hapsari; Naila Cynthia Fajrin
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75430

Abstract

Teachers of special schools face significant challenges in delivering reproductive health education to children with special needs because many teachers do not have adequate knowledge and skills in delivering related topics that require delivery adjustments to the mental, physical, and psychological conditions of students. This study aims to measure the effect of augmented reality-based training on improving special school teachers' understanding of how to deal with puberty problems in children with special needs. Using a quantitative approach with a one-group pretest-posttest experimental design, this study involved 30 special education teachers in Bandung City who were selected by purposive sampling. The training provided focused on sexual and reproductive health education and how to deal with puberty problems using AR tools. The data obtained were analyzed using the Wilcoxon Signed-Rank Test, which showed the effectiveness of AR training, as evidenced by increased subject understanding after attending the training. In addition, the varying improvement in subject scores indicates that individual factors influence learning outcomes. These findings suggest that AR-based training is efficacious in improving teachers' understanding of reproductive health and sexuality education for children with disabilities and indicate the need for a more personalized approach in future training. AbstrakGuru Sekolah Luar Biasa (SLB) menghadapi tantangan besar dalam menyampaikan pendidikan kesehatan reproduksi kepada anak berkebutuhan khusus karena banyak guru tidak memiliki pengetahuan dan keterampilan yang memadai dalam menyampaikan topik terkait yang memerlukan penyesuaian penyampaian dengan kondisi mental, fisik, serta psikologis peserta didik. Penelitian ini bertujuan untuk mengukur pengaruh pelatihan berbasis Augmented Reality (AR) terhadap peningkatan pemahaman guru Sekolah Luar Biasa (SLB) dalam menghadapi permasalahan pubertas pada anak berkebutuhan khusus (ABK). Menggunakan pendekatan kuantitatif dengan desain eksperimen one group pretest-posttest, penelitian ini melibatkan 30 guru SLB di Kota Bandung yang dipilih secara purposive sampling. Pelatihan yang diberikan berfokus pada pendidikan kesehatan reproduksi dan seksual serta cara menghadapi permasalahan pubertas dengan menggunakan perangkat AR. Data yang diperoleh dianalisis menggunakan uji Wilcoxon Signed-Rank Test, yang menunjukkan efektivitas pelatihan AR secara signifikan, dibuktikan dengan adanya peningkatan pemahaman subjek setelah mengikuti pelatihan. Selain itu, peningkatan skor subjek yang bervariasi menandakan adanya faktor individu yang memengaruhi hasil belajar. Temuan ini menunjukkan bahwa pelatihan berbasis AR efektif dalam meningkatkan pemahaman guru mengenai pendidikan kesehatan reproduksi dan seksualitas bagi ABK serta mengindikasikan perlunya pendekatan yang lebih personal dalam pelatihan di masa mendatang.Kata Kunci: anak berkebutuhan khusus; augmented reality; pelatihan guru; pendidikan kesehatan reproduksi dan seksual
Development of Kitchen Skills for Down Syndrome Students in Preparing Indonesian Gastronomy: Pengembangan Kitchen Skill Siswa Down Syndrome dalam Membuat Gastronomi Nusantara Dias Pratami Putri*; Hurry Mega Insani; Risya Ladiva Bridha; Hendriano Meggy; Iksan Kosasih Tresnawan; Naya Alia Risqiena; Maharani Maritza Rafa
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 6 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i6.23506

Abstract

An adaptive approach is required in the process of kitchen skills education for students with Down Syndrome to help them understand and master practical skills. The goal of this teaching activity is to increase the independence of Down Syndrome students through the visual learning method, especially at the service activity location, SLB Ngamprah Raya in West Bandung Regency. This method was chosen because students with Down Syndrome tend to have stronger visual comprehension, despite experiencing cognitive and physical limitations. This service activity involves cooking training using high-protein, gluten-free, and casein-free ingredients from Nusantara gastronomy, featuring a menu of Sate Lilit and Seaweed Jelly Ice. Through the visual approach, students can more easily understand the steps of cooking and improve their fine motor skills. The results of the activity show improvements in students' practical skills and confidence, as well as social benefits gained from participating in group activities. This indicates that visual learning is effective in supporting the development of life skills for students with special needs.
Optimization of Development in Children with Special Needs through a Holistic Approach (A Study on Schools, Families, and Communities) Ningsih, Kholifatul Novita; Sholihah, Lintang Al-mar’atus; Hardiani, Wahyu; Meggy, Hendriano
UNIK (Jurnal Ilmiah Pendidikan Luar Biasa) Vol 10, No 1 (2025)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/unik.v10i1.31440

Abstract

The holistic approach aims to create a supportive environment physically, emotionally, socially, and intellectually. In schools, individualized learning strategies, curriculum adaptation, and teacher involvement are important elements. Individualized Learning Programs (PPI) are designed to meet each child's unique needs, while curriculum adaptation helps to create an inclusive learning environment. The role of the family is no less important, especially in providing emotional and psychological support and building effective communication with the school. Family involvement in children's education, such as establishing routines and providing simple directions, has been shown to increase the independence and confidence of children with special needs. In addition, the community also plays a role in creating an inclusive environment through awareness campaigns, disability-friendly facilities, and social programs. The support from this community not only helps reduce the stigma against but also improves their quality of life. This study uses qualitative methods with interview, observation, and case study techniques to explore the practice of a holistic approach to children with special needs. The results show that collaboration between schools, families, and communities is very important to optimize the development of children with special needs. This integrated approach allows to reach their maximum potential, increase independence, and contribute to society. 
Co-Authors Anira Zakiyyah Febrianti Budi Susetyo Dias Pratami Putri* Dira Rosalia Nurkholifah Dudi Gunawan Elvina Hapsari Elvina Sabriyati Endang Rochyadi, Endang Hardiani, Wahyu Hurry Mega Insani Iding Tarsidi Iksan Kosasih Tresnawan Juhanaini Juhanaini Maharani Maritza Rafa Naila Cynthia Fajrin Nandi Warnandi Naya Alia Risqiena Nazwa Laila Putri Ningsih, Kholifatul Novita Prinanda Gustarina Ridwan Risya Ladiva Bridha S. Sunardi Sholihah, Lintang Al-mar’atus Wanda Dwi Rahayu Yoga Budhi Santoso