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Rendy Amora Jofipasi
Universitas Adzkia
Humanities Education Social Sciences Other

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Strategi Pendidikan Inklusif Berbasis Pemikiran Al-Ghazali: Suatu Tinjauan Literatur Rendy Amora Jofipasi; Jon Efendi; Robbi Asri
Journal of Special Education Lectura Vol. 1 No. 2 (2023): Journal of Special Education Lectura
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jselectura.v1i2.17986

Abstract

This article discusses an inclusive education strategy based on Al-Ghazali's thinking as an effort to improve access and quality of education for children with special needs. Al-Ghazali's thinking, a prominent Islamic philosopher, provides a relevant ethical and moral foundation for guiding inclusive education. This strategy involves the application of tarbiyah values (character formation) and the concept of equality in learning. Al-Ghazali’s teachings explore how education can be tailored to meet the diverse needs of students. Al Ghazali's thinking about equality and social responsibility also plays an important role in the implementation of inclusive education for students with special needs. The research aim of this article is to reveal inclusive education strategies in the development of curricula based on the character and ethical values of different learning styles, student needs, and support for students in inclusive settings. By embracing the Al-Ghazali perspective, inclusive education can be a means of building a more inclusive society that respects diversity. The results of the research show that an inclusive education strategy based on Al-Ghazali's thinking can provide a solid philosophical and ethical foundation for achieving meaningful and sustainable inclusive education. Thus, this effort not only tries to understand Al-Ghazali's educational philosophy, but also to apply it in a modern context to advance inclusive education that recognizes and respects individual diversity within society.
Pengaruh Dinamika Pendekatan Psikoanalisis Terhadap Kematangan Karir Pada Anak Berkebutuhan Khusus Rendy Amora Jofipasi; Jon Efendi; Robbi Asri
Journal of Special Education Lectura Vol. 1 No. 2 (2023): Journal of Special Education Lectura
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jselectura.v1i2.18192

Abstract

This article discusses the exploration of psychoanalytic factors that affect career maturity in children with special needs. The research focuses on psychodynamic elements that may provide insight into career development in children with special needs. By analyzing subconscious conflict, psychosexual dynamics, and defence mechanisms, the study attempts to identify key factors that play a role in the formation of career maturity. Through the identification of these factors, it is expected to reveal a richer view of the impact of psychodynamics on professional maturity of children with special needs. The research seeks to provide a better understanding of the career path of children with special needs and integrate concepts of psychoanalysis. Hopefully the results can help design more appropriate and supportive intervention approaches to help them independence and social integration through career choices that fit their potential and specific needs. The results of this research can provide a deep understanding of how psychoanalytic factors contribute to career maturity in children with special needs, with the potential to provide guidance to support their professional development and facilitate their integration into society.
Membangun Kesadaran Orang Tua terhadap Keberagaman dalam Pendidikan inklusi pada Anak Usia Dini Rendy Amora Jofipasi; Jon Efendi; Robbi Asri
Journal of Special Education Lectura Vol. 1 No. 2 (2023): Journal of Special Education Lectura
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/jselectura.v1i2.18246

Abstract

The study highlights the importance of education and training for parents to understand the concept of inclusion, respond to children's differences, and promote a positive attitude towards diversity. Inclusive early childhood education presents new challenges and opportunities in embracing diversity. The main focus of this research is to discuss efforts to build parents' awareness of diversity in the context of inclusive education. The study used a qualitative approach with in-depth interviews and participatory observations of early childhood parents involved in inclusion programs. Research results show that parents' awareness of diversity in inclusive education is influenced by factors such as knowledge, personal experience, and community perception. In addition, collaboration between educational institutions and parents is considered crucial in creating an educational environment that supports children with special needs. Faced with these diverse challenges, the study provides recommendations for developing socialization programmes for parents, strengthening inter-stakeholder communication, and improving access to information related to inclusion. By building parental awareness, it can be the key to achieving inclusive and sustainable education in early childhood.
Co-Authors Jon Efendi Jon Efendi Robbi Asri