Comparative Study of Regular Teachers' Special Education Pedagogy Competence Level inInclusive 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.
Penelitian ini bertujuan 1) mengetahui pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) mengetahui respons mahasiswa tunarungu dan tunanetra terhadap pemanfaatan aksesibilitas dalam blended learning. Penelitian ini menggunakan rancangan penelitian mix method. Untuk mengetahui pengaruh blended learning digunakan Randomized Posttest only Control Group Design. Populasinya adalah mahasiswa semester 3 Pendidikan Khusus Universitas Sebelas Maret dan sampelnya yaitu kelas A sebagai kelas eksperimen, kelas B sebagai kelas kontrol. Untuk mengetahui respons mahasiswa tunarungu dan tunanetra melalui metode observasi, wawancara, dan dokumentasi. Hasil uji t penguasan materi didapat thitung = 6,64 > = ttabel =1,66, menunjukkan ada perbedaan, sedangkan untuk uji lanjut yaitu uji Tuckey menunjukkan Qhitung = 7,55 > Qtabel = 2,85, menunjukan bahwa penguasaan materi mahasiswa yang menggunakan blended learning lebih tinggi daripada konvensional. Respons mahasiswa terhadap penggunaan blended learning dalam mata kuliah bahasa Indonesia berdasarkan hasil observasi sangat aktif, wawancara cukup baik, dan dokumentasi sangat baik. Simpulan penelitian ini adalah 1) ada pengaruh blended learning terhadap penguasaan materi Bahasa Indonesia, 2) respons mahasiswa tunarungu dan tunanetra sangat baik.
The present study aimed to improve sensorimotor skills of children with intellectual disability through writing. The subjects of the study were fifteen fifth-grade students with intellectual disability in Shanti Yoga Special School, Klaten. The present study employed experimental method with one group pretest-posttest design. The subjects were treated in a certain amount of times, the effects were measured from the difference gained between pretest and posttest result. Due to limited number of students, the researcher could not do sampling. Accordingly, the researchers involved all individuals in population (total sampling). The data were collected using essay test in order to measure their initial writing skills. The instrument was considered valid by three experts in terms of content, construct, and language. The present study employed non-parametric statistical analysis method, Wilcoxon Signed Rank Test, this was done using SPSS 20. The descriptive analysis result showed the average posttest score was 12.93, which was greater than the pretest score (11.60). Non-parametric analysis found the z-value of -2.83 with asymp. Sig. (2-tailed) = 0.022, accordingly, hypothesis stating that there is a significant effect on the improvement of sensorimotor of children with intellectual disability through teaching writing was accepted. This study concludes that there is an effective improvement of sensorimotor of children with intellectual disability through writing learning process in SLB Shanti Yoga Klaten.
Penelitian ini bertujuan untuk memetakan kompetensi guru di sekolah inklusi berdasarkan keikutsertaan guru dalam mengikuti pelatihan tentang pendidikan inklusi. Subjek penelitian ini yaitu guru kelas di sekolah inklusi. Teknik pengambilan sampel yaitu purposive random sampling dengan jumlah sampel 38 guru. Teknik pengumpulan data dengan menggunakan instrumen pengukuran kompetensi dengan nilai reliabilitas 0.91. Hasil yang diperoleh kemudian dianalisis menggunakan anova one way. Hasil statistik deskriptif menunjukkan bahwa dari jumlah subjek 38 responden nilai rata (mean) 61,50 nilai terendah (minimum) 40 dan nilai tertinggi (maximum) 88. Sedangkan hasil analisis Anova One Way kompetensi guru menunjukkan P (P-value) = 0,000. P-Value 0,000 < 0,05 dan F-Value > F Tabel 24,993 >3,27 disimpulkan ada perbedaan yang signifikan kompetensi pedagogik guru berdasarkan keikutsertaan pelatihan inklusi yang telah diikuti. Kebutuhan guru dalam pelatihan tentang pendidikan inklusi pada sejumlah 38 responden yaitu, 61% sangat perlu, 37% perlu, dan 3% tidak perlu. identifikasi kebutuhan materi pelatihan pendidikan inklusi sebagai berikut 1) pengertian anak berkebutuhan khusus, 2) Jenis anak berkebutuhan khusus, 3) karakteristik anak berkebutuhan khusus, 4) Identifikasi ABK, 5) adaptasi kurikulum bagi ABK, 6) Program Pembelajaran Individual (PPI), 7) Strategi pembelajaran bagi ABK, 8) Evaluasi pembelajaran ABK, 9)Peraturan Menteri Pendidikan Nasional Nomor 70 tahun 2009, 10) Pengertian full inklusi dan segregasi, dan 11) tugas guru pembimbing khusus di sekolah inklusi.
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