<p class="0abstract">This is a learning media with the scope of ADHD (Attention Deficit Hyperactivity Disorder) for children of age 7 – 8 years. The study aims is to education learning media for children with ADHD with existing games. The Dick and Carey instructional model that has been used is a model of development engaging steps of procedural approaches. The achieved results are going to be used to design a teaching and learning media through the Bible Warrior Adventure Games. This research brings out teaching material products that can be accessed by Android application. By using this learning media, the Sunday School Children with ADHD will be able to learn Christian education easily through Android. The results of the field trial found the fact that after testing the use of instructional media was able to facilitate and increase the knowledge and competence of children with special needs ADHD and can create effective learning, and motivate students in learning.</p>
Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time. Keywords: Early Childhood Education, Tolerance Values in Religion References: Adams, K. (2019). Navigating the spaces of children’s spiritual experiences: influences of tradition(s), multidisciplinarity and perceptions. International Journal of Children’s Spirituality, 24(1), 29–43. https://doi.org/10.1080/1364436X.2019.1619531 Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Atamturk, N. (2018). The role of English as a foreign language classes in tolerance education in relation to school management practices. Quality and Quantity, 52, 1167–1177. https://doi.org/10.1007/s11135-017-0575-7 Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Bano, M., & Ferra, E. (2018). Family versus school effect on individual religiosity: Evidence from Pakistan. International Journal of Educational Development, 59(August 2017), 35–42. https://doi.org/10.1016/j.ijedudev.2017.10.015 Coleman, E. B., & Eds, K. W. (2011). Religious Tolerance, Education and the Curriculum. In Religious Tolerance, Education and the Curriculum. https://doi.org/10.1007/978-94-6091-412-6 Elza, Y., Handini, M. C., & Abdurrahman, M. (2018). The Effects of Storytelling Method with Audiovisual Media and Religiosity toward Clean and Healthy Living Program Behaviour ( CHLB ) of Early Childhood. International Journal of Multidisciplinary and Current Research, 6(June), 547–552. Ene, I., & Barna, I. (2015). Religious Education and Teachers’ Role in Students’ Formation towards Social Integration. Procedia - Social and Behavioral Sciences, 180(November 2014), 30–35. https://doi.org/10.1016/j.sbspro.2015.02.081 Ergun, S. J., & Rivas, M. F. (2019). The effect of social roles, religiosity, and values on climate change concern: An empirical analysis for Turkey. Sustainable Development, 27(4), 758–769. https://doi.org/10.1002/sd.1939 Faas, D., Smith, A., & Darmody, M. (2018). Children’s Agency in Multi-Belief Settings: The Case of Community National Schools in Ireland. Journal of Research in Childhood Education, 32(4), 486–500. https://doi.org/10.1080/02568543.2018.1494645 Firdaus, E. (2018). The Learning of Religious Tolerance among Students in Indonesia from the Perspective of Critical Study. IOP Conference Series: Earth and Environmental Science, 145(1). https://doi.org/10.1088/1755-1315/145/1/012032 Ganjvar, M. (2019). Islamic Model of Children’s Spiritual Education (CSE); its influence on improvement of communicational behaviour with non-coreligionists. International Journal of Children’s Spirituality, 24(2), 124–139. https://doi.org/10.1080/1364436X.2019.1624254 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Kirschenbaum, H. (2019). Models of Values Education and Moral Education in the Era of the Fourth Industrial Revolution. 8(2), 103–109. Lehtonen, M. (2019). The Development of Religious Tolerance: Co-operative Board Games with Children and Adolescents. IATL Reinvention: An International Journal of Undergraduate Research, 2(2). Retrieved from https://warwick.ac.uk/fac/cross_fac/iatl/reinvention/ Łowicki, P., & Zajenkowski, M. (2019). Empathy and Exposure to Credible Religious Acts during Childhood Independently Predict Religiosity. International Journal for the Psychology of Religion, 00(00), 1–14. https://doi.org/10.1080/10508619.2019.1672486 Maussen, M., Bader, V., Dobbernack, J., Modood, T., Olsen, T. V., Fox, J., & Vidra, Z. (2012). Tolerance and cultural diversity in schools Comparative report. Amsterdam. Miedema, S., & Bertram-Troost, G. (2008). Democratic citizenship and religious education: Challenges and perspectives for schools in the Netherlands. British Journal of Religious Education, 30(2), 123–132. https://doi.org/10.1080/01416200701830970 Moore, D. . (2007). Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education. US: Palgrave Macmillan. Niculescu, R. M., & Norel, M. (2013). Religious Education an Important Dimension of Human’s Education. Procedia - Social and Behavioral Sciences, 93, 338–342. https://doi.org/10.1016/j.sbspro.2013.09.200 Pandya, S. P. (2019). Spiritual education programme (SEP) for enhancing the quality of life of kindergarten school children. Pastoral Care in Education, 37(1), 59–72. https://doi.org/10.1080/02643944.2018.1562493 Parekh, B. (2019). Ethnocentric Political Theory. Ethnocentric Political Theory, 263–284. https://doi.org/10.1007/978-3-030-11708-5 Sari, A. D. P., & Indartono, S. (2019). Teaching Religious Tolerance Through Social Studies Education Based On Multicultural Approach. 323(ICoSSCE 2018), 214–219. https://doi.org/10.2991/icossce-icsmc-18.2019.40 Scheiner, P. (2015). Crossings and Crosses: Borders, Educations, and Religions in Northern Europe. Boston/Berlin: Walter de Gruyter Inc. Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Stockinger, H. (2019). Developing spirituality–an equal right of every child? International Journal of Children’s Spirituality, 24(3), 307–319. https://doi.org/10.1080/1364436X.2019.1646218 Thibodeau, R. B., Brown, M. M., Nancarrow, A. F., Elpers, K. E., & Gilpin, A. T. (2018). Conceptual Similarities among Fantasy and Religious Orientations: A Developmental Perspective. Journal of Cognition and Culture, 18(1–2), 31–46. https://doi.org/10.1163/15685373-12340021 Tratner, A. E., Sela, Y., Lopes, G. S., Ehrke, A. D., Weekes-Shackelford, V. A., & Shackelford, T. K. (2017). Individual differences in childhood religious experiences with peers. Personality and Individual Differences, 119, 73–77. https://doi.org/10.1016/j.paid.2017.06.045 UNESCO. (2015). Second UNESCO Forum on Global Citizenship Education: Building Peaceful and Sustainable Societies (Paris, 28-30 January 2015). Final Report. (January), 1–22. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/FinalReport-GCED_21April.pdf Uzefovsky, F., Döring, A. K., & Knafo-Noam, A. (2016). Values in Middle Childhood: Social and Genetic Contributions. Social Development, 25(3), 482–502. https://doi.org/10.1111/sode.12155 Van Der Walt, J. L. (2014). Towards an instrument for measuring religious tolerance among educators and their students worldwide (Potchefstroom Campus-North-West University). Retrieved from https://www.driestar-educatief.nl/medialibrary/Driestar/Engelse-website/Documenten/2014-VanderWalt-Measuring-religious-tolerance-in-education.pdf Yulianti, E., Sutarto, J., & Sugiyo. (2019). Sentra Nasima Learning Strategies to Enhance Religious Nationalist Characters in Kindergarten. Journal of Primary Education, 8(69), 238–247.
This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords: Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.
Penelitian ini bertujuan untuk mengetahui strategi pembelajaran yang digunakan oleh guru pada mata pelajaran Bahasa Indonesia bagi peserta didik dengan autisme di Sekolah Alam Amardhika. Sampel dalam penelitian ini adalah peserta didik dan guru kelas integrated di Sekolah Alam Amardhika, pengambilan sample menggunakan teknik purposive sampling. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, pengumpulan data dilakukan dengan cara observasi pada kegiatan belajar mengajar, wawancara dan studi dokumen. Data yang diperoleh, diolah dan ditampilkan dalam bentuk deskriptif. Hasil penelitian ini menunjukan bahwa Sekolah Alam Amardhika memiliki strategi pembelajaran pada mata pelajaran bahasa indonesia yang terintegrasi di dalam Program Pembelajaran Induvidual(PPI) pada aspek akademik. Metode yang digunakan guru dalam mengajar diantaranya ABA, TEACCH, demonstrasi, penugasan dan tanya jawab. Media pembelajaran menggunakan media visual. Adanya perkembangan kemampuan bahasa indonesia peserta didik melibatkan semua komponen di sekolah. Evaluasi dari strategi pembelajaran pada mata pelajaran Bahasa Indonesia dilakukan oleh guru, terapis dan kepala sekolah, hasil dari evaluasi tersebut dinarasikan dalam bentuk portofolio perkembangan dan lembar kerja peserta didik dengan autisme.
Abstrak PENDAHULUANKekuasaan Allah Yang Esa, yang telah menciptakan manusia dengan berbagai bentuk, warna kulit dan kemampuan, memberikan tempat bagi manusia itu sendiri untuk memahami dan sekaligus mempelajari. Dengan berbeda-bedanya manusia menunjukkan betapa uniknya keberadaan manusia tersebut. Anak adalah makhluk individu yang unik sekaligus mahluk sosial. Demikian halnya dengan anak tunagrahita yang pada saat ini lebih dikenal dengan sebutan anak yang memiliki gangguan / hambatan intelektual.Pada anak dengan gangguan kecerdasan mempunyai kesulitan dalam melakukan kemandirian dan sosialisasi dengan lingkungan karena mempunyai ketidakmampuan dalam kecerdasannya. Kelemahan ini mengakibatkan keterlambatan pada hampir keseluruhan aspek perkembangan tingkah laku, akademik, serta sosial.Pemerintah telah menetapkan keputusan yang dapat dijadikan pegangan bagi para pendidik anak berkelainan mental untuk menggunakan istilah tunagrahita. Sebagaimana disebutkan dalam PP.No. 72 tahun 1991 dikatakan bahwa anak-anak di bawah dan/atau lebih lamban dari anak normal, baik perkembangan sosial maupun kecerdasannya disebut anak terbelakang mental, istilah resminya di Indonesia disebut Tunagrahita.Kemampuan anak tunagrahita dalam self-help atau menolong diri sendiri tidak didapat begitu saja seperti anak normal dengan meniru orang tua atau orang lain, namun harus mempelajari secara khusus dalam bentuk mata pelajaran di sekolah yang dikenal dengan mata pelajaran Bina Diri. Di sekolah biasa, keterampilan ini bukanlah berupa mata pelajaran yang berdiri sendiri namun terkadang masuk dalam mata pelajaran lain seperti Agama atau IPS.Bagi anak normal, keterampilan mengurus diri sendiri dapat diperoleh dari orang tua langsung di rumah dan tidak harus melalui pendidikan formal. Bagi anak tunagrahita memakai baju bukanlah hal mudah, diperlukan waktu lama dan bimbingan khusus baik dari guru maupun orang tua. Untuk melatih memakai baju saja diperlukan pelatihan yang berulang-ulang barulah anak tunagrahita dapat melakukan, itu pun masih dibimbing. Kemampuan Penelitian ini bertujuan untuk menemukan aplikasi pembelajaran terpadu dalam membangun kemandirian anak tunagrahita ringan seperti dalam keterampilan membersihkan diri, makan dan minum, menyisir rambur, dan menghindarkan diri dari kecelakaan. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan menggunakan paradigma kuantitatif dan kualitatif seperti yang dikemukakan Spreadly. Penelitian ini dilakukan di SLB/B, Asih Budi, di Jakarta Selatan mulai Februari sampai April 2005. Sesudah perlakuan dalam dua siklus, penelitian ini menemukan bahwa pembelajaran terpadu dapat memperkuat dan meningkatkan kemandirian anak tunagrahita.Kata kunci: pembelajaran terpadu, kemandirian, tunagrahita.
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