The purpose of this study is to determine the application of IoT (internet of Things) for the practice of inclusion in secondary schools (SMA) in Bogor. The research method used was a quasi-experimental research design with a control group design pretest random pretest. The research sample was students of class X A as a control class and class X B as an experimental class in one inclusive secondary school in the city of Bogor with a random sampling technique. The average score of the pretest in the experimental class was lower than the control class. After implementing IoT in the learning process, the experimental class obtained an inclusive practice index higher than the control class. This shows that the application of the internet of things can have a positive impact on the inclusive school learning process.
The diversity that is acceptable to all schools is one of the key indicators in the success of inclusive education. Expanding meaningful social interaction opportunities for students with special needs in schools is important to develop. The school where this research conducted does not have systematic and optimal social interaction programs yet, it makes research becomes important to do. This study aims to obtain a description of the objective condition of the social interaction of students with special needs with other school members, and the description of the problem occurs in the social interaction of students with special needs in schools, and also obtaining an objective condition of social interaction program that has been implemented by the school to find out what is the need to be developed. The type of the research is research and development or R and D with ADDIE approach. "A Day Together" or "One Day Together" is a social interaction program for students with special education and education. This program contains activities of the member's school, especially regular students with special needs students for one day starting from the activities in the classroom during the learning process, at the rest time, until the end of the school time in a day.
The presence of diverse learners in an inclusive setting requires teachers to reexamine the teaching and learning practices that have been applied so far. The homogeneity of learners has been replaced by a wide variety, but in many contexts teachers seem to have not adapted the learning methods to follow this trend. The use of a single learning approach ignores the different abilities of learners in learning. This study aims to describe a differentiated instruction approach as an alternative learning approach in inclusive settings. Literature shows that Differentiated Instruction has a philosophy that the learning approach should be varied and tailored to the diversity of learners in the classroom. Based on differences in learning readiness, interests, and learning styles, the teacher differentiates instruction in the content or subject matter, process, product, and evaluation.
The purpose of this study was to determine the effect of applying hybrid learning through Quipper media on improving mastery of 2013 curriculum specialization material in inclusive schools. The research method used was a quasiexperimental research design with a control group design pretest random pretest. The study sample was a class X student in one of the senior high school inclusive in the city of Bogor with a random sampling technique. From the results of the study, it can be concluded that Quipper's media improved the mastery of students' concepts better than Edmodo's media in inclusive schools.
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