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INDONESIA
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa
Published by Universitas Negeri Malang
ISSN : -     EISSN : -     DOI : -
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Articles 13 Documents
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Search results for , issue "Vol 1, No 2 (2014): December" : 13 Documents clear
PENINGKATAN KEMAMPUAN BERBAHASA EKSPRESIF DAN RESEPTIF ANAK AUTIS DENGAN MENGGUNAKAN PENDEKATAN ABA (APPLIED BEHAVIOR ANALYSIS) Mika Nur Cahyanti; Imanuel Hitipeuw; Abdul Huda
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 2 (2014): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1559.389 KB) | DOI: 10.17977/um029v1i22014p125-129

Abstract

The purpose of this study was to determine the effect of ABA (Applied Behavior Analysis) approach for receptive and expressive language skills of children with autism.This study was used a research design of SSR (Single Subject Research) with A-B-A’-B’ model for 10 sessionswith a single subject (one child with autism).The first baseline phase (A) consisted of 5 sessions, The first intervention phase (B) consisted of 2sessions, the second baseline phase (A’) consisted of 1 session, and the second baseline (B’) consisted of 2 sessions. The data was collected by observation, then it measured and analyzed by a visual chart. The results of the study were obtained from the six aspects that the child was able to execute the command and express his desire because of the assistance intervention. It was evidenced by the researchresults that both the first and second of intervention phases wasobtained higher score than both the first and the second of baseline phase.Tujuan dari penelitian ini adalah untuk mengetahui seberapa besar pengaruh pendekatan ABA (Apllied Behaviour Analysis) terhadap perkembangan kemampuan berbahasa ekspresif dan reseptif anak autis. Penelitian ini menggunakan rancangan penelitian SSR (Single Subject Research) desain A-B-A’-B’ selama 10 sesi dengan subjek tunggal. Pada fase baseline awal (A) terdiri dari 5 sesi, fase intervensi awal (B) terdiri dari 2 sesi, fase baseline kedua 1 sesi, dan baseline ketiga 2 sesi. Pengolahan data diukur dan dianalisis. Analisis data menggunakan visual grafik. Hasil penelitian yang didapat dari keenam aspek bahwa anak mampu melaksanakan perintah maupun mengekpresikan keinginanya karena adanya bantuan intervensi. Hal ini dibuktikan pada hasil penelitian yang pada fase intervensi awal maupun intervensi akhir skor yang didapat lebih tinggi dari fase baseline awal maupun baseline akhir.
PENERAPAN PEMBELAJARAN ORIENTASI DAN MOBILITAS UNTUK PENGEMBANGAN KOMPETENSI GURU PADA TAMAN KANAK-KANAK INKLUSIF Sri Joeda Andajani
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 2 (2014): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1731.243 KB) | DOI: 10.17977/um029v1i22014p150-157

Abstract

The objectives of this service is to increase the teachers’ knowledge and skills on learning orientation and mobility services for competence development of teachers in the inclusion kindergarten. The implementation methods of learning orientation and mobility for the competence development of teachers in this inclusion kindergarten is starting the initial condition of the kindergarten teachers’ knowledge and skill in learning orientation and mobility for blind children that are still low. Then, the process of learning orientation and mobility services are effective in the inclusive learning environment in the kindergarten. Embodiments for creating a learning environment that is attractive and fun for blind children who study with normal children in the implementation of inclusive education as follows: a) the teacher has the potential to prepare lesson plans based on the conditions and the ability of students, b) the utilization of resources and learning media provided is capable of reaching and stimulate all students without exception in learning, and c) the potential to manage learning groups that can accept one another and work together to learn, and d) the provision of direct assessment of the success blind children in the inclusive kindergarten. Tujuan kegiatan pelayanan ini adalah meningkatkan pengetahuan dan keterampilan guru tentang pelayanan pembelajaran orientasi dan mobilitas untuk pengembangan kompetensi guru di taman kanak-kanak inklusi. Metode pelaksanaan pembelajaran orientasi dan mobilitas untukpengembangan kompetensi guru di taman kanak-kanak inklusi ini yaitu dimulai kondisi awal guru TK dalam pengetahuan dan keterampilan dalam pembelajaran orientasi dan mobilitas pada anak tunanetra masih rendah. Kemudian proses pelayanan pembelajaran orientasi dan mobilitas yang efektif pada lingkungan belajar pada TK inklusif..Perwujudan untuk menciptakan lingkungan pembelajaran yang menarik dan menyenangkan bagi anak tunanetra yang belajar bersama anak normal pada penyelenggaraan pendidikan inklusif, yaitu a) guru berpotensi untuk\mempersiapkan perencanaan pembelajaran sesuai kondisi dan kemampuan anak didik, b) pemanfaatan sumber dan media belajar yang tersedia mampu menjangkau dan menstimulus semua anak didik tanpa perkecualian dalam belajar, dan c) berpotensi dalam mengelola pembelajaran kelompok yang dapat saling menerima dan bekerjasama untuk belajar, dan d) pemberian penilaian secara langsung terhadap keberhasilan anak tunanetra pada TK Inklusif.
EFEKTIVITAS PROGRAM PASCA-SEKOLAH BAGI KEMANDIRIAN PENYANDANG DISABILITAS INTELEKTUAL Mumpuniarti Mumpuniarti; Tin Suharmini; Praptiningrum Praptiningrum
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 1, No 2 (2014): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.981 KB) | DOI: 10.17977/um029v1i22014p97 - 104

Abstract

The purpose of reseach is to describe of post-school’s program for developing independence of intellectual disabilities effectively; the opinion’s teacher about the post-school’s program for intellectual disabilities; as soon as the support’s usefulness resources can be used for implementation of post-school’s program. The research method is to conduct a survey through opened questionnaire and interview for teachers, and data analysis is to conduct with category base on aspect of need’s post-schools program. Result of the study is to point out as: the efectiveness of post-school’s program is orientated to trend of take action against for the skill has beenlearned in the moment intellectual disabilitas at the yunior high schools stage; the opinion of teacher is only skill to be rely on efective for pasca-schools program;as soon as the support’s resources for usefullness to the limit of that competen to exertion of schools.Penelitian bertujuan mendeskripsikan program-program yang berorientasi ditindaklanjuti pasca-sekolah yang secara efektif berfungsi meningkatkan kemandirian penyandang disabilitas intelektual; pandangan guru tentang program pasca-sekolah bagi disabilitas intelektual; serta sumber daya pendukung yang dapat digunakan keterlaksanaan program pasca-sekolah. Metode penelitian dilaksanakan dengan survey instrumennya adalah angket terbuka dan wawancara kepada guru, serta analisis dilaksanakan secara kategoris berdasarkan aspek-aspek kebutuhan program pasca-sekolah. Hasil penelitian menunjukkan bahwa keefektifan program cenderung berorientasi menindaklanjuti keterampilan yang telah dilatihkan pada saat siswa disabilitas intelektual berada di sekolah menengah; pandangan para guru hanya keterampilan yang menjadi andalan efektif untuk pasca-sekolah; serta sumber daya pendukung yang digunakan sebatas kemampuan sekolah.

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