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Inklusi Journal of Disability Studies

inklusi
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Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta

ISSN : 23558954 EISSN : 25809814 DOI : https://doi.org/10.14421/ijds

Core Subject : Social,

Social Sciences

INKLUSI accepts submission of manusciprts on disability issues from any discipline. We are promoting an interdisciplinary approach to work on disability rights and social inclusion of the people with disabilities.

Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)

Articles 180 Documents

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Social-Relational Model dalam Undang-undang Penyandang Disabilitas Sofiana Millati
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

This article aims to analyze the Law Number 8 year 2016 on the Persons with Disabilities using the Social-Relational Model of disability. The debates between Medical Model versus Social Model have developed through disability discourses in Indonesia. This research argues that the correlation between Medical Model and Social Model is not mutually exclusive, rather, it is relationally necessary. Social Relational Model influnce in the Law can be discussed within three subjects: the rights for education for the persons with disabilities, the rights for justice and legal protection, and the rights for health.[Artikel ini bertujuan untuk mengkaji Undang-Undang Nomor 8 tahun 2016 tentang Penyandang Disabilitas melalui pendekatan Sosial-Relational Model. Perdebatan antara Medical Model versus Social Model telah berkembang melalui diskursus diskursus disabilitas di Indonesia. Penelitian ini berargumen bahwa terdapat hubungan interelasional antara perspektif Medical Model dan Social Model yang sebenarnya bukan bertolak belakang, melainkan saling melengkapi satu sama lain. Dalam penelitian ini, dibahas relevansi pendekatan Social Relational dalam beberapa tema antara lain hak atas pendidikan, hak atas keadilan dan perlindungan hukum, dan hak atas kesehatan.]

Menelisik Pengalaman Relasi Agama dan Disabilitas Arif Maftuhin
INKLUSI Vol. 3 No. 1 (2016)
Publisher : PLD UIN Sunan Kalijaga

Pengembangan Alat Peraga Sistem Tata Surya Bagi Siswa Tunanetra di SLB-A Yaat Klaten Kelas IX Elliza Efina Rahmawati Putri; Winarti Winarti
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

Blind students have restrictiveness on their sight so it is difficult for them to know solar system concepts which demand a visual role actively. Based on this reality, the innovation of solar system props that was designed specifically for blind students is needed. This research purposes are: (1) developing solar system props as a physics learning media for students of SLB-A YAAT on 9th grade, (2) knowing the quality of solar system props as a physics learning media, (3) knowing the quality of solar system material recording as a physics learning media, and (4) knowing blind students response toward solar system props and material recording as a learning media for solar system material.This research is R & D with 4-D model according to Thiagarajan, Semmel, and Semmel that was confined to extent test in Develop step. The research was done in SLB-A YAAT Klaten. Testing subject on this research are 3 students of 9th grade on limit test and 4 students of 9th grade on extent test. Instrument of data collection in this research are instrument and product validation sheet, product quality appraisal sheet for material expert, media expert, and SLB-A YAAT physics teacher by using Likert scale in checklist. Instrument for students is students response questionnaire by using Guttman scale in checklist. Analyzing data technique that was used in this research is descriptive quantitative.Based on appraisal of media expert, the props and material recording have Very Good quality with percentage 87,50% and 86,67%.Whereas appraisal of material expert has Very Good quality with percentage 87,50% and 82,35%. Appraisal of SLB-A YAAT physics teacher has Very Good quality with percentage 90,27% and 81,52%. The result of students response on limit test for the props and material recording are Very Good with percentage 95,24% and 100%. On extent test, the response is Very Good with percentage 92,86% and 100%.

Kepuasan Mahasiswa Tunanetra terhadap Layanan Difabel Corner di Perpustakaan UIN Sunan Kalijaga Rinawati Rinawati; Elizabeth Sri Lestari; Albertoes Pramoekti Narendra
INKLUSI Vol. 4 No. 2 (2017)
Publisher : PLD UIN Sunan Kalijaga

User satisfaction is one of success indicators of a library in providing service to users. This research is intended to investigate the user satisfaction on the service quality of Difabel Corner (DC) in the State Islamic University Sunan Kalijaga Yogyakarta Library. Respondents of the study were 24 students, all blind students from the year 2013 to 2016. The results show that the most contributive variable to user satisfaction is the affect of the service with an average score of 3.65. The ease of navigation is the most contributive dimension to the user satisfaction with an average score of 4.16. The average score of all variables is 3.47, which means that DC service provided by the State Islamic University Sunan Kalijaga Yogyakarta Library is perceived to be good and satisfying. Meanwhile the average score depicting the relationship between service quality and user satisfaction is 43.6, which is in a strong category.[Kepuasan pemustaka merupakan tolok ukur keberhasilan sebuah perpustakaan dalam memberikan pelayanan kepada pemustaka. Penelitian ini bertujuan untuk mengetahui tingkat kepuasan pemustaka dan besar hubungannya terhadap kualitas layanan Difabel Corner (DC) di Perpustakaan UIN Sunan Kalijaga Yogyakarta yang dikaji dengan menggunakan 3 variabel layanan dan 14 dimensi layanan. Metode yang digunakan adalah deskriptif kuantitatif, dan data dikumpulkan observasi, studi pustaka, angket, wawancara, dan dokumentasi. Populasi yang digunakan adalah semua mahasiswa tunanetra angkatan 2013-2016 sejumlah 24 orang. Variabel yang paling berkontribusi terhadap kepuasan mahasiswa adalah kinerja petugas dalam melayani (service of affect) dengan skor rata-rata 3,65, sementara dimensi yang paling berkontribusi adalah kemudahan akses (ease of navigation) dengan skor rata-rata 4,16. Nilai rata-rata semua variabel adalah 3,47, yang menunjukkan layanan DC Perpustakaan UIN Sunan Kalijaga Yogyakarta dirasakan sudah baik dan memuaskan. Sementara hubungan kualitas layanan dengan kepuasan pemustaka adalah 43,6 yang masuk pada kategori yang kuat.]

Konsepsi Disabilitas dan Pendidikan Inklusif M. Joni Yulianto
INKLUSI Vol. 1 No. 1 (2014)
Publisher : PLD UIN Sunan Kalijaga

In the past decade, inclusive education has been a global rethoric and enjoyed significant scholarly attention. Drawing from Indonesian experience, this paper seeks to establish a clear link between disability and inclusive education. The author argues that the concept ofinclusive education in Indonesia is not yet well understood by the educational practioners and policy maker and consequently,has hampered the implementation of this policy in the field. It is only through appropriate understanding of disability that the concept of inclusive education would be better comprehended and implemented.Based on the examination of inclusive education policies and various aspect of its implementation, this paper also offers series of recommendation aimed for better impelementation of this policy in Indonesia. Among the recommendations are adequate resources, better political willingness, multi stake holder participation as well as wider support system.

Pelayanan Publik dan Pemenuhan Hak Difabel: Studi tentang Layanan Pendidikan Inklusif Melalui Kasus Pemindahan Difabel dari Sekolah Reguler ke Sekolah Luar Biasa di Yogyakarta Ika Arinia Indriyany
INKLUSI Vol. 2 No. 1 (2015)
Publisher : PLD UIN Sunan Kalijaga

Indonesia’s constitution and legislation state that all Indonesiancitizens, including those with a disability, havea right to quality education. To meet this right, the government must ensure that every aspect of schooling and learning are accessible tostudentswith disabilities; however, this is not currentlythe case. Indeed, while inclusive education policy has been in place for years, its implementation is yet to be seen. For example, some children with disabilities are denied admission, while others continue to experience barriers to learning as schools are unable to meet their needs. The perception that disabled students belong only in special, segregated schools is still strongly held by the community, educational practitioners, and policy makers. As such, students with disabilities who register in inclusive schools are expected to meet certain qualifications. Should they fail to meet these requirements students are“returned” to special schools. Thispaper argues that such phenomenon demonstrates the government’s failure to meet its own mandateto ensure and protect the educational rights of persons with disabilities.[Pendidikan merupakan hak dasar bagi setiap warga negara Indonesia yang berada dalam usia wajib belajar, termasuk juga difabel (people with different ability). Negara idealnya mampu menyediakan layanan pendidikan yang sesuai dengan kebutuhan difabel. Tidak hanya kebutuhan difabel yang harus diperhatikan tetapi juga bagaimana layanan pendidikan tersebut mampu menjamin hak-hak dari difabel dan yang terpenting adalah difabel mampu mengakses layanan pendidikan yang tersedia. Namun tidak jarang difabel mengalami kesulitan mengakses layanan pendidikan yang disediakan oleh negara dikarenakan kebutuhan mereka yang berbeda dengan non difabel. Akibatnya difabel banyak mengalami penolakan ketika ingin bersekolah di sekolah yang mereka inginkan, termasuk di sekolah reguler.Pemahaman yang berkembang adalah sekolah yang pantas bagi difabel hanyalah di sekolah luar biasa. Hal ini yang membuat difabel tak jarang di diskriminasi dalam dunia pendidikan. Kebijakan pendidikan inklusif yang awalnya didesain agar anak difabel dan non difabel mampu belajar bersama pun baik regulasi dan implementasinya masih jauh dari sempurna. Kebijakan pendidikan inklusif seharusnya dapat digunakan sebagai dasar kesetaraan pendidikan kenyataannya masih menerapkan syarat – syarat khusus agar difabel mampu diterima di sekolah reguler tersebut. Saat difabel tidak mampu lolos kualifikasi yang ditentukan maka dia tidak dapat diterima di sekolah inklusif tersebut dan dikembalikan ke sekolah luar biasa. Jika hal ini terjadi maka negara gagal menjamin pemenuhan hak pendidikan bagi difabel itu sendiri.]

Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta Jamil Suprihatiningrum
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

Pemenuhan Aksesibilitas Bagi Penyandang Disabilitas M Syafi'ie
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

Accessibility is a very pivotal discourse for people with dissabilities as it encourages their equal participation and independence in the society. Accessibility, in this paper, is divided into 2 (two) kinds, which are physical and nonphysical one. The physical accessibility refers to accesibilty in the relations with buildings and environment whereas the nonphysical one corresponds to communication, information and technology. This paper also reveals testimony from various activists of DPOs (disabled people organizations). The data presented here was collected in 2012 through qualitative study in DIY (Yogyakarta Special Province). The paper concludes that eventhough Indonesia has been enacted regulations on accessibilty to people with disabilities, its implementation is ineffectice and discrimination still occurs to the population.

Modul Kimia Berbasis EPUB untuk Siswa Tunanetra: Materi Larutan Elektrolit dan Non-Elektrolit Benny Yanuar Dwi Satrio
INKLUSI Vol. 3 No. 1 (2016)
Publisher : PLD UIN Sunan Kalijaga

Nowadays, teaching tools, especially for chemistry subject, are limited. Several studies have been conducted to advance the teaching tools through Research and Development approach. The aim of this research is to generate a digital module in chemistry using the subject of electrolyte and non-electrolyte solution through .epub format. This research has been drawn upon procedural development model by Borg and Gall. The development of Epub module of chemistry has been supervised and peer reviewed by senior lecturers (expert in material and media subject) and senior high school teachers of student with special needs by considering the perspective of student with visual disabilities. The chemistry module has been assessed and scored by material experts with percentage of 87.14% which represents very good quality, whereas the media experts score 85,45% which means a very good quality. According to high school teachers for student with visual disabilities’, the score is 86.4%. The score from 7 students with visual disabilities shows 94% which signifies a very good quality of chemistry module.[Saat ini, media pembelajaran khususnya untuk mata pelajaran kimia masih terbatas. Berbagai studi telah dilakukan untuk mengembangkan media pembelajaran melalui metode Research and Development (R&D). Tujuan penelitian untuk menghasilkan modul digital kimia dengan materi pokok larutan elektrolit dan non elektrolit dalam format .epub. Penelitian telah dilakukan dengan model pengembangan prosedural oleh Borg dan Gall. Pengembangan epub modul kimia dibimbing oleh dosen pembimbing dan mendapatkan penilaian dari peer reviewers, dosen ahli (ahli materi dan ahli media), guru siswa difabel netra, dan siswa difabel netra. Hasil penelitian menunjukkan bahwa modul kimia yang dikembangkan, menurut penilaian ahli materi mendapatkan persentase keidealan 87,14% dan kualitas Sangat Baik (SB), sedangkan menurut penilaian ahli media mendapatkan skor persentase keidealan 85,45% dan kualitas Sangat Baik (SB). Berdasarkan penilaian guru siswa difabel netra SMA/MA, modul kimia mendapatkan persentase keidealan 86,40% dan kualitas Sangat Baik (SB) dan berdasarkan respons tujuh siswa difabel netra mendapatkan persentase keidealan 94%.]

Memahami Pemilu dan Gerakan Politik Kaum Difabel Muhammad Akbar Setiawan
INKLUSI Vol. 1 No. 1 (2014)
Publisher : PLD UIN Sunan Kalijaga

Page 4 of 18 | Total Record : 180

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Jamil Suprihatiningrum

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

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Contact Name Jamil Suprihatiningrum

Contact Email inklusi@uin-suka.ac.id

Phone +62274-515856

Journal Mail Official inklusi@uin-suka.ac.id

Editorial Address https://ejournal.uin-suka.ac.id/pusat/inklusi/ET

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Jamil Suprihatiningrum

Contact Email
inklusi@uin-suka.ac.id

Phone
+62274-515856

Journal Mail Official
inklusi@uin-suka.ac.id

Editorial Address
https://ejournal.uin-suka.ac.id/pusat/inklusi/ET

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA