cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mozes Kurniawan
Contact Email
mozes.kurniawan@uksw.edu
Phone
-
Journal Mail Official
jurnal.audiensi@uksw.edu
Editorial Address
Program Studi S1 Pendidikan Guru PAUD Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana Gedung E FKIP Lantai 2 Jl. Diponegoro 52 – 60, Kel. Sidorejo Lor Kec. Sidorejo, Kota Salatiga 50711 Jawa Tengah, Indonesia
Location
Kota salatiga,
Jawa tengah
INDONESIA
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak
Published by Universitas Kristen Satya Wacana
ISSN : 28299353     EISSN : 28298659     DOI : https://doi.org/10.24246/audiensi.vol1.no12022
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak is a scientific publication forum that focuses on accommodating children education and learning issues such as curriculum, learning strategies, media and playing tools in learning, teacher professionalism in children education, educational management for early childhood and primary school, children education policies as well as children growth and development. AUDIENSI is a journal managed by the Early Childhood Teacher Education Program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. This journal is published twice a year, in April and October using a double blind review system. This journal is open to students, lecturers, teachers, researchers and practitioners in the field of education and child development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
 1   2   3   4   5 
Identifikasi Anak Berkebutuhan Khusus sebagai Upaya Mitigasi Pembelajaran di SDN Tingkir Tengah 02 Niken Setyowati; Dwi Maryani Devi Rohmawati; Anastassya Anastassya; Sriyanto Sriyanto
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp58-70

Abstract

Identifikasi anak berkebutuhan khusus (ABK) merupakan langkah penting dalam mendukung layanan pendidikan yang sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan mendeskripsikan mekanisme identifikasi prasekolah ABK, karakteristik peserta didik yang teridentifikasi, serta relevansinya sebagai upaya mitigasi dini di SD Negeri Tingkir Tengah 02 Kota Salatiga. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui wawancara dengan kepala sekolah, observasi, dan studi dokumentasi program pendampingan ABK. Hasil penelitian menunjukkan bahwa identifikasi dilakukan melalui tes yang diselenggarakan oleh Dinas Pendidikan sebelum peserta didik memasuki sekolah dasar. Identifikasi menghasilkan informasi mengenai karakteristik dan kebutuhan peserta didik, termasuk peserta didik dengan Intellectual Development Disorder (IDD), Attention Deficit Hyperactivity Disorder (ADHD), dan kesulitan belajar. Hasil identifikasi dimanfaatkan sebagai dasar penyusunan program pendampingan dan layanan pembelajaran yang sesuai. Temuan penelitian menunjukkan bahwa identifikasi prasekolah berperan sebagai upaya mitigasi dini yang membantu sekolah mempersiapkan layanan pendidikan secara lebih terarah dan responsif terhadap kebutuhan peserta didik.
Model Pendampingan Instruksional bagi ABK di SD Negeri Tingkir Tengah 02 Salatiga Hema Pelangi Sawitri Ariom; Erika Salsabella Aurelia; Sriyanto Sriyanto
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp71-84

Abstract

This study aims to describe the instructional support model for Children with Special Needs (CSN) at SDN Tingkir Tengah 02 Salatiga. The study employed a descriptive qualitative approach, with primary data obtained from interviews with classroom teachers, special education teachers, and school personnel involved in the implementation of inclusive education. Data were collected through interviews, observations, and documentation. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the instructional support model is implemented through student needs assessments, the development of Individualized Education Programs (IEPs), differentiated instruction, the use of adapted learning media, and individualized approaches based on each student's characteristics. The support process is carried out through collaboration among classroom teachers, special education teachers, school principals, and parents to promote students' academic, social, and emotional development. Supporting factors in the implementation of instructional support include the school's commitment, collaboration among educators, and family support. However, several challenges were identified, including limited facilities and infrastructure, an insufficient number of support personnel, and the need to enhance teachers' competencies in addressing diverse student needs. Overall, the instructional support model implemented at the school has been effective in supporting the learning success of children with special needs within an inclusive education setting.

Page 5 of 5 | Total Record : 42

 1   2   3   4   5 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol 1 No 1 (2022)