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Journal of ICSAR

icsar
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Published by Universitas Negeri Malang

ISSN : 25488600 EISSN : 25488619 DOI : -

Core Subject : Education,

Education

This journal is expected to serve as a publication media for the results of quality scientific research, especially the special education of children, which can be accessed online, printed and free by the people of Indonesia and the international community. The article (article) published in this Journal of ICSAR is an article that has passed or completed the review process by peer-reviewed.

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Articles 16 Documents

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Search results for , issue "Vol 1, No 1 (2017): January" : 16 Documents clear

Increasing Self Regulated Learning of Students with Special Needs Through the ILBaWEL Model Marlina .
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

This study aims to increase self regulated learning of students with special needs in the course of Educational Psychology through the application of Model Inquiry Learning Berbasis Web Enhanced Learning (ILBaWEL). The study used single subject design with multiple baseline cross subject. Data were collected through observation, interviews, and test. Subjects consisted of five students with special needs, which consists of one person with a hearing impairment and four persons with visual impairment who took a course of Educational Psychology at the State University of Padang. Five (5) students with special needs to apply the ILBaWEL Model in the course of Educational Psychology. The results of the research showed that (1) the ILBaWEL Model have the accuracy, appropriateness and usefulness to be applied in the course of Educational Psychology because it emphasizes student activities to seek and find, develop the ability to think systematically and logically and critically, facilitate learning interaction from anywhere and anytime, has a wider range, easy to use by faculty and students, and is a learning model prescriptive components consist of a set of systematic learning steps; (2) the application of ILBaWEL Model in the lecture consists of six stages, namely orientation, define problems, propose a hypothesis, collect data, test hypotheses, and conclusions; (3) the ILBaWEL Model was effective for increasing the self regulated learning of students with special needs in the course of Educational Psychology. There is an increased score of self regulated learning significantly from the baseline phase to the intervention phase.

The Effects of Inclusive Education on the Self-Concept Of Students with Special Educational Needs Nurul Aina Zakaria; Mohd Mokhtar Tahar
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

Inclusive education is a platform that provides opportunities for students with special educational needs (SEN) to learn in a regular classroom with normal students. However, there are many challenges faced by students with SEN who learn in an inclusive setting, such as negative perception from the mainstream teachers and peers, being bullied and excluded by peers; facing academic issues because of following the regular curriculum like normal students, and lack of support from the parents. The problems occurred has affected the self-concept of students with SEN. Therefore, a study was conducted to explore the impact of inclusive education towards the self-concept of students with SEN in terms of identify the level of self-concept among students with SEN; identify the strongest and the weakest domains of self-concept; explores the differences of self-concept levels based on gender; and to study the relationship between the level of self-concept with the period of learning in an inclusive education. The respondents consisted of 52 students with SEN, aged between 8 to 15 years old who learn in inclusive settings from 10 schools in the district of Hulu Langat, Selangor. The study was conducted using a set of questionnaires that contains 80 items of Piers-Harris Children’s Self Concept Scale that respondents had to answer. The findings showed that the level of self-concept among the students with SEN is at moderate. The study also found that the strongest self-concept domain among the students with SEN is Happiness and Satisfaction (HAP), and the weakest self-concept domain is Popularity (POP). In addition, the results showed that there is no significant difference in the levels of self-concept based on gender, and there is no significant relationship between the levels of self-concept with learning periods in inclusive education.

Flexible Model on Special Education Services in Inclusive Setting Elementary School Imas Diana Aprilia
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

This research intends to study the implementation of inclusive education in elementary schools in the district of Bandung in order to create a model for special education services in regular schools. The results of the implementation analysis combined with the results of the literature study used as a basis to design the model of special education services in inclusion settings. The main finding of this study is "Flexible Model on Special Education Services in Inclusive Setting Elementary School”. This model is built in three main foundations, which are Standard Operating Procedures (SOPs), guidelines for the implementation in Elementary school in the form of eight National Education Standards (NES), and the principle of the model implementation, namely flexibility

Teacher Training To Increase Teacher’s Competency In Teaching Autism Child Loi Sook Wei; Mohd Hanafi Mohd Yasin
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

Autism teacher that is competence is able to educate autism child that are increasing throughout the year. The aim of this study is to identify the competency of special education teacher in teaching autistic child and curriculum in teacher training. This study used quantitative approaches and questionaire is built to collect the data. A total of 107 primary teachers in Jasin Melaka have been selected by purposive sampling for this survey. The study found that special education teachers are less competency in using evidence based teaching for autism. Data shows that most of the teachers have not received any training in how to teach autistic child during teaching training in university or teacher training center. This study is important to modify the current teacher training course related to autism to increase the quality of teachers.

The Effect of Scramble Game Towards the Ability of Composing Sentences for Students with Intellectual Disability Noverita Surya Dewi; Agung Kurniawan
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

Children with intellectual disability have limitations in language acquisition mainly in processing vocabulary that is less functioning as it is expected, that is why they fell difficulty in preparing sentence. The purpose of this study was to describe the effects of the scramble games toward capability of sentence composition for students with intellectual disability. The method used is a quasi-experimental design with time series design. This study showed there was a difference capability of sentence composition for students with intelllectual disability before and after treatment with scramble game. It is shown from the results of t arithmetic < t table at significant level of 0.05 is 0 <1. The conclusion of this study was the scramble game affect toward capability of sentence composition for students with intellectual disability

Comparative Study of Regular Teachers’ Special Education Pedagogy Competence Level in Elementary and Senior High Inclusive School Tias Martika; Abdul Salim
Journal of ICSAR Vol 1, No 1 (2017): January
Publisher : Department of Special Education

Comparative Study of Regular Teachers’ Special Education Pedagogy Competence Level in Inclusive School Elementary and Senior High School Level. In general, this research aims to determine regular teachers’ special education pedagogy competence level in the level of elementary and senior high inclusive school. Subject in this research was 38 regular teachers in elementary inclusive school and 45 regular teachers in senior high inclusive school. Data was collected through questionnaire. Data was analyzed by using normality test, homogeneity test, and t-independent test. Result of this research showed that data from both variables was normal, homogeny, and the average score of regular teachers’ pedagogy competence in elementary school is 61.5 while the average score of regular teachers’ pedagogy competence in senior high school is 48.78. It can be concluded that regular teachers’ special education pedagogy competence level in elementary school is higher than in senior high school.

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