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INDONESIA
Jurnal ORTOPEDAGOGIA
Published by Universitas Negeri Malang
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Articles 344 Documents
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Sikap dan Penerimaan Sosial Siswa Reguler terhadap Siswa Berkebutuhan Khusus: Sebuah Studi di Sekolah Inklusi Eka Kresnawati; Wiwik Dwi Hastuti; Ahsan Romadlon Junaidi; Ranti Novianti
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (Special Issue)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p133-141

Abstract

This study aims to examine the acceptance and attitudes of regular students towards the social acceptance of students with special needs in inclusive schools. Inclusive education is expected to create an environment that supports all students, including students with disabilities, to interact and learn together. However, there are challenges in the social acceptance of students with disabilities by regular students, which is often influenced by their own understanding, attitudes and adaptive behaviors. This study used a quantitative approach with a survey design, involving questionnaires, observation and documentation as data collection techniques. Respondents were regular students, students with disabilities and teachers who manage inclusive classes. Data were analyzed using descriptive and inferential statistics. The results showed that while the majority of regular students were empathic, 10% showed a lack of empathy and their social engagement with children with disabilities was limited. Regular students' understanding of disability tended to be low, with about 30% of students having limited understanding. Teachers had positive attitudes towards inclusion but faced challenges in providing sufficient support. Students with disabilities, especially those with autism spectrum disorder (ASD) and intellectual disabilities, struggle with social interactions. In conclusion, although there has been progress in social acceptance, further efforts are needed to improve disability understanding and support to create a more effective inclusive environment.
Strategi Kepemimpinan Kepala Sekolah dalam Membangun Budaya Inklusif yang Berkelanjutan di Sekolah Inklusif Mohamad Randhy Andriyani; Mohammad Efendi; Sinta Yuni Susilawati; Wiwik Dwi Hastuti; Ranti Novianti
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (Special Issue)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p86-91

Abstract

Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah dalam membangun budaya inklusif yang berkelanjutan di sekolah inklusif. Keberhasilan pendidikan inklusif sangat bergantung pada kepemimpinan kepala sekolah. Namun dalam implementasinya masih banyak tantangan yang dihadapi. Metode penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara dan observasi. Data dianalisis secara analisis interaktif model Miles dan Huberman. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan berbagai strategi seperti memaksimalkan kebijakan inklusif yang sistematis, peningkatan kapasitas guru, evaluasi berkali terhadap praktif inklusi dan penguatan kerja sama dengan komunitas dan pemerintah. Faktor pendukung utama nya adalah komitmen sekolah, keterlibatan komunitas dan dukungan sarana prasarana. Faktor penghambatnya adalah keterbatasan sumber daya, adanya resistensi dari pihak tertentu, dan fasilitas yang kurang memadai. Keberhasilan pendidikan inklusif tidak hanya bergantung pada struktur kebijakan dan praktik pengajaran tetapi juga nilai-nilai yang dikembangkan di dalam lingkungan sekolah.
Kolaborasi Orang Tua dan Guru dalam Meningkatkan Kemampuan Komunikasi Anak Autis melalui Pendekatan Holistik Lindayanti Lindayanti; Ahsan Romadlon Junaidi; Ahmad Samawi; Wiwik Dwi Hastuti; Ranti Novianti
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (Special Issue)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p29-32

Abstract

Anak autis mengalami hambatan komunikasi yang memengaruhi interaksi sosial dan perkembangan akademiknya. Penelitian ini bertujuan untuk mengeksplorasi dan menganalisis bagaimana kolaborasi antara orang tua dan guru dengan pendekatan holistik dapat meningkatkan kemampuan komunikasi anak autis. Penelitian menggunakan pendekatan kualitatif studi kasus dengan observasi, wawancara mendalam, dan dokumentasi pada anak-anak autis usia dini. Hasil menunjukkan bahwa komunikasi anak meningkat signifikan ketika intervensi dilakukan secara terintegrasi antara rumah dan sekolah. Kolaborasi yang aktif, saling percaya, dan konsisten antara orang tua dan guru menjadi kunci keberhasilan. Penelitian ini menyimpulkan bahwa kolaborasi dua pihak dalam kerangka pendekatan holistik berperan strategis dalam meningkatkan kompetensi komunikasi anak autis secara menyeluruh.
Assertive Communication Intervention to Improve Communication Skills in Adolescents with Emotional and Behavioral Disorders: Needs Analysis L Rahmadani Fatimah; Ahsan Romadlon Junaidi; Ediyanto Ediyanto
Jurnal ORTOPEDAGOGIA Vol 11, No 2 (2025): November (Special Issue)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22025p112-116

Abstract

This study aims to identify the need for interventions to reduce social anxiety among adolescents with emotional and behavioral disorders (EBD) through an assertive communication approach. High levels of social anxiety can hinder adolescents social, emotional, and academic functioning, particularly in situations involving social interaction and peer evaluation. This research employed a descriptive quantitative approach using a needs assessment survey involving junior high school students and teachers. The instrument used was a questionnaire developed based on indicators of social anxiety and assertive communication competence. The findings indicate that most respondents acknowledged the need for assertive communication-based interventions, with complementary techniques such as journaling and role-playing. This intervention is considered relevant and aligned with the inclusive education principles in the Merdeka Curriculum. The results highlight the importance of developing contextual, adaptive, and evidence-based intervention programs to address social anxiety in adolescents with EBD.

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