<p>Education is the right for every Indonesian citizens, include the education for <br />children with special needs (disability). Every parents who has child like this has a<br />problem in looking for special schools in order to give a good education for their<br />children for their child. It becomes a dilemma for every parents to send their child to<br />the special school or public school. The purpose of this research to figure how<br />actions of parents in educating children on inclusive education services, as well as to<br />describe the actions of parents in educating children with special needs in inclusive<br />school SDN 1 Tanjung, Purwokerto. <br />This research was done in Purwokerto, precisely at SDN 1 Tanjung. This study uses<br />qualitative method with case study strategy. The sampling technique used was<br />purposive sampling technique, the main informants were parents of students with<br />special needs in SDN 1 Tanjung. Data collection techniques used in this study is indepth</p><p>interviews, indirect observation technique (Non-participatory observation)<br />and document analysis techniques. The validity of the data in this study include <br />source triangulation, triangulation method and review the informant. In this study,<br />the interactive model was used for the analysis of the data. <br />The results showed that there are internal and external factors that influence the<br />actions of parents who have child with special needs in determining education for<br />their children. In addition, parentsactalsodivided intofourtypes<br />ofactionasdictatedbyMaxWeber. These actionsareinstrumentalrationalaction,<br />whichactsasa parenthas hopesand dreamsfor their children, sotheysend their<br />children topublicschoolsthatprovideformaleducationinclusive. Action secondly is<br />rational action gets value orientation, which is action which done by parent by<br />merges ethical points, esthetic and religious in its child education that gets special<br />needs. Third act is afektif action which is action which done by parent because mood<br />or feel, severally parent gets that assumption its child doesn't child get special<br />needs, they finally are opting school by service inclusive education than<br />extraordinary school. The last act is traditional action where parent school its child<br />because vicinity environment charge. Happening interaction in social life parents<br />student gets special requirement result many signification symbols as lingual as.<br />Symbol as lingual as in such event information that is passed on to student parent<br />gets special requirement that is be next at interpretation by parents by undertaking<br />action school its child on inclusive school service</p><p> </p><p>Keyword: child with special needs, parent, inclusive education service, social action, <br />interactionisme symboli</p>
Children become one of susceptible groups who get the risks during pandemic period. The risks can be the threat of exposure up to losing their parents who passed away because of Covid-19. The children who lose their parents due to Covid-19 are susceptible to have the problems of health, economy, education guarantee, violence, and other human rights violations. They need social protection to help their growth and development into adulthood. The purpose of this writing is to describe the social condition and the problems of children who become the Covid-19 pandemic victims. They are fatherless kids, motherless children, or orphans whose parents passed away because of Covid-19. This research uses a quantitative research method (survey). The research data are taken by using questionnaires. The samples of this research are 124 or 32% of the children’s total number in Purbalingga Regency whose parents passed away due to Covid-19. The data are presented by using a frequency distributive table. The results show that most of the children are from the lower middle class family. After their parents passed away, the social economy condition of their family gets worse. It causes those children to face economic issues, so they are not able to pay their school fee. Therefore, there must be a social protection for them so that their rights as children are fulfilled.
<p>krisis multidimensi yang melanda Indonesia sejak tahun 1997 telah membawa dampak yang luar biasa pada mutu sumber daya manusia (SDM) Indonesia dan juga pada mutu pendidikan di Indonesia. Anthony Giddens menjelaskan konsep modernitas dalam “The Juggernaut Of Modernity”. Giddens menjelaskan bahwa modernitas layaknya sebuah kendaraan besar yang akan terus melaju, menggiring masyarakat untuk terus berlari menuju masa depan. Pendidikan dan kemiskinan adalah dua hal yang saling terkait. Pendidikan seharusnya menjadi hak bagi setiap orang tanpa memandang kaya-miskin seseorang. Namun kenyataannya, pendidikan yang seharusnya menjadi jalur bagi masyarakat miskin untuk dapat memperbaiki kehidupannya, nyatanya tidak dapat berbuat apa-apa ketika orang-orang miskin tersebut justru tersingkirkan darinya dan tidak dapat menggapainya. Ketidakadilan dalam dunia pendidikan semakin terlihat jelas dengan adanya sistematisasi pendidikan, dimana akhirnya terjadi gap antara kelompok orangorang kaya dan kelompok orang-orang miskin dalam dunia pendidikan.</p><p>Kata Kunci: Pendidikan, kesenjangan kaya dan miskin.</p>
Education is a right for every individual, but sometimes not everyone can get the education as expected. Forest edge communities residing in Pesawahan Hamlet, Gunung Lurah Village, Banyumas Regency are examples of people who cannot enjoy the beauty of education properly. The condition of remote areas, with access to transportation that is quite difficult, and the absence of telecommunications signals increasingly makes it difficult for forest edge communities to obtain proper education. MTs Pakis is a school that was built in the area of Pesawahan Hamlet as an effort to provide better education services for forest edge communities. The school has two methods of education and learning, namely formal education and learning methods and agroforestry education and learning methods. The agroforestry education method is carried out because of the condition of students who must continue to help their parents in the fields and rice fields even though they attend school. With agroforestry education, students not only receive subject matter indoors, but also gain expertise and skills related to agriculture and animal husbandry. This is done so that students get provisions for their daily lives.
COVID-19 has affected Indonesia in the health aspect and social, economic, and human rights, especially for vulnerable groups. The pandemic also multiplied the injustice experienced by women, children, persons with disabilities, and the elderly. Hundreds of thousands of Indonesians died, experienced by not only the elderly, the most vulnerable group, but also the productive age population. Children have to face two kinds of threats at once, the threat of COVID-19 exposure and the potential of losing their parents. Abandoned forever by their father, mother, or both parents due to exposure to COVID-19, causing many children to be orphaned. According to the data of the Indonesian COVID-19 Handling Task Force, on July 20, 2021, 11,045 children were orphaned. Another data informed that the number of children exposed to COVID-19 was 350,000 children, and 777 children of that died. There are two main purposes of the study to answer the research problem. First, to identify the problems of children as the victims of the COVID-19 pandemic in Indonesia. Second, to map out the policies and stakeholders which are able to provide protection for children as the victims of the COVID-19 pandemic in Indonesia. The results of the study showed that various ministries and national governments have had certain policies to protect children as victims of the COVID-19 pandemic. Still, these policies have not integrated with each other and have not been implemented optimally in the regions.
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