Penelitian ini bertujuan untuk (1) mendeskripsikan pelaksanaan pembelajaran tematik berbasis proyek siswa tunarugu kelas 1 SDLB di SLB Negeri Balikpapan; (2) Mendeskripsikan nilai-nilai karakter yang berkembang dalam pelaksanaan pembelajaran tematik berbasis proyek siswa kelas 1 SDLB Tunarungu di SLB Negeri Balikpapan. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Sumber data diperoleh dari guru kelas, siswa tunarungu dan orangtua siswa. Pengunpulan data dilakukan melalui wawancara, observasi dan dokumentasi. Data selanjutnya dianalisis dengan model interaktif yang mengikuti format dari Miles Huberman, meliputi: reduksi data, penyajian data dan kesimpulan. Hasil penelitian menunjukkan bahwa pemilihan model pembelajaran harus disesuaikan dengan materi yang akan diajarkan beserta kemampuan siswa juga daya dukung lingkungan sekolah. Dalam pembelajaran tematik berbasis projek yang dilaksanakan untuk siswa kelas 1 SDLB Tunarungu berdasarkan hasil observasi terlihat pengembangan nilai-karakter yang muncul dalam diri siswa meliputi nilai karakter religius, gotong royong, tanggung jawab, bernalar kritis, disiplin kreatif, mandiri, jujur dan kerjasama dan mulai berkembang dalam setiap aktifitas pembelajaran di sekolah. Nilai-nilai karakter yang diajarkan disekolah membawa pengaruh positif ketika siswa berada dirumah sehingga orangtua pun memberikan tanggapan positif dalam pelaksanaan pembelajaran tematik berbasis proyek ini.
Handling of behavior problems in children with special educational needs(CSEN) in the classroom is urgent for the classroom’s conduciveatmosphere. Therefore, a review needs to be conducted to determine whatsteps the teacher may take for coping purposes in handling the behaviorproblems of CSEN, to determine the predictors for handling the behaviorproblems of CSEN, to identify the analysis basis for determining teacherpredictors, and to figure out the effects of the behavior of CSEN based onthe predictors chosen by the teacher. A survey was conducted on 109teachers of CSEN. This research used a Google Forms questionnairecontaining a list of statements to be chosen by teachers as instrument, andanalysis was carried out by computing the frequencies at which the teacherschose the statements in percentage and by comparing teachers’ statements onthe way they handled behaviors. The results show that the teachers weremore inclined toward problem-focused coping (PFC), the predictor chosenwas intimacy control, the teacher directed the children to do a task at thetime a behaviour problem arose, and in choosing predictors, the teacherswould rather calm the children down and give them comfort, making thechildren calmed.
Pembelajaran program kompensatoris bagi siswa tunarungu yakni Pengembangan Komunikasi Persepsi Bunyi dan Irama (PKPBI) ditujukan untuk mengoptimalkan potensi siswa tunarungu berupa kepekaan sisa pendengaran dan kepekaan vibrasi. Sebagai upaya melatih siswa tunarungu dalam mengoptimalkan kepekaan sisa pendengaran, dibutuhkan media pembelajaran yang kreatif, salah satunya dengan Aplikasi GEMBIRA (Mengenal Ragam Bunyi dan Suara). Penelitian ini bertujuan untuk mengetahui pemanfaatan Aplikasi GEMBIRA dalam melatih kepekaan terhadap bunyi dan suara bagi siswa tunarungu jenjang sekolah dasar kelas 1 di SLB Negeri Balikpapan. Penelitian dilaksanakan dengan menggunakan metode Research and Development (R&D) dengan melibatkan sampel sebanyak 7 siswa tunarungu pada jenjang SDLB Kelas 1 Tunarungu tahun ajaran 2019/2020. Data dianalisis dengan menggunakan pendekatan Single Subject Research (SSR). Hasil penelitian menunjukkan bahwa (1) pembelajaran menggunakan aplikasi GEMBIRA ini menjadi sangat fleksibel karena dapat dilakukan dimana saja serta kapan saja, (2) aplikasi GEMBIRA memudahkan guru dalam menemukan berbagai bunyi latar belakang sebagai media pembelajaran untuk melatihkan kompetensi mengenal bunyi latar belakang pada siswa tunarungu, (3) fitur yang menarik dalam aplikasi GEMBIRA meningkatkan motivasi dan minat belajar PKPBI siswa tunarungu jenjang SDLB kelas 1. Penelitian ini menunjukkan bahwa pemanfaatan media pembelajaran berbasis digital dapat memberikan manfaat bagi keberlangsungan proses pembelajaran yang lebih variatif.
This study aims to describe the use of technology in learning for students with special needs during the transition period after the COVID-19 pandemic to the new normal. This study is descriptive research with a survey method. The survey was conducted with 41 special education teachers with variety of special needs students. Data is collected using Google Form questionnaires. Data analysis is carried out by calculating the frequency and is presented as percentages. Participants in this study were chosen randomly for data variation. The presentation of data is carried out qualitatively based on the respondents’ answers to the questions asked. The study participants argued that hybrid learning was feasible, even though it was recognized as encountering obstacles. Based on the results of a survey conducted by special education teachers at special education school (SLB), for hybrid learning, digital platforms are used to support online learning. The platforms used are WhatsApp and video conferencing, such as Google Meet. Integrating technology is considered important for teachers to support the learning process. Conscious and planned efforts and teacher motivation are critical to increasing their experience and skills in utilizing technology in learning.
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