Abstrak: JJumlah penyandang disabilitas yang mengikuti sistem Pendidikan inklusi di perguruan tinggi semakin meningkat seiring dengan adanya Kartu Indonesia Pintar (KIP) Kuliah. Penelitian ini bertujuan untuk mendeskripsikan tantangan hambatan yang dihadapi mahasiswa disabilitas selama mengikuti kuliah inklusi dan strategi koping mahasiswa dalam mengatasinya. Penelitian ini bersifat deskriptif kualitatif dan data dikumpulkan dengan teknik interview, observasi, dan dokumentasi. Data dianalisis dengan metode analisis studi kasus. Hasil penelitian menunjukkan bahwa mahasiswa tunanetra menghadapi hambatan belajar terkait teks, gambar atau simbol/angka, sedangkan mahasiswa tunadaksa memiliki hambatan terkait aktiVitas fisik. Strategi koping yang dilakukan oleh mahasiswa adalah dengan menggunakan Assistive Technology (AT), meningkatkan komunikasi dengan dosen, dan melakukan diskusi kelompok. Dari temuan di atas, disimpulkan bahwa teknik pengajaran dan materi perkuliahan harus beaptasi dengan kebutuhan murid dan dapat digunakan secara universal.Abstract: The number of disabled students enrolled in the inclusive system in higher education has increased due to a card used to access colleges issued by the Indonesian government known as Kartu Indonesia Pintar Kuliah (KIP Kuliah). The research aims to describe learning barriers encountered by students with visual and physical disabilities during inclusive class and their coping strategies to overcome this predicament. The research is qualitative descriptive, and data were collected by interview, class observation, and documentation. The data were analyzed by using the case study analysis method. The results indicate that written material containing text, pictures, and symbols/numbers are barriers for visually disabled students, while physically disabled students have barriers in terms of class that requires physical activities. Students’ coping strategies are using Assistive Technology (AT), increasing communication frequency with the lecturers, and conducting study groups after class. It is concluded that the lecturer’s teaching technique and material should be adapted to meet the students’ needs and should be universal.
The rapid development of technology has had an impact on the field of education. In this case, an educator must be able to be more creative and innovative to build and stimulate students' interest to learn in the classroom while teaching learning process. One of the positive things from the impact of technological developments to support the teaching and learning process is the use of technology-based learning media such as making interesting videos and uploading them to YouTube. YouTube videos can be repeated and can be accessed anywhere if the device and internet network support. YouTube videos were used in this study as a learning media to improve students’ grammar ability. The sudents in this study are the first semester majoring accounting at Institut Teknologi dan Bisnis Indonesia. The total number of students in this Classroom Action Research (CAR) is 30 students. After taking two cycles of action, it can be concluded that the use of videos that are made as attractive as possible and uploaded to YouTube as a learning media to improve students' grammar ability is effective in the teaching and learning process, besides that YouTube is also universal, can be viewed repeatedly, and can enhance the creativity of an educator.
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