Kesiapan guru sekolah reguler untuk implentasi pendidikan inklusif

Mumpuniarti, Mumpuniarti; Lestari, Prima Harsi Kantun

doi:10.21831/jpk.v14i2.25167

Cited by 6 publications

(12 citation statements)

References 3 publications

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“…Pembelajaran keterampilan kriya kayu dengan pengintegrasian nilai-nilai pendidikan karakter berbasis local culture bagi siswa tunagrahita ringan di SLB Negeri 2 Yogyakarta, dimulai dengan kegiatan analisis kebutuhan yang hasilnya sangat memadai. Hal tersebut tidak dapat dilepaskan dari komitmen dan kemampuan guru dalam melakukan kinerja diagnostik dan analisis kebutuhan, yang memang menjadi keharusan dalam implementasi pembelajaran inklusif di sekolah (Mumpuniarti & Lestari, 2018).…”

Section: Pembahasanunclassified

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

Kasiyan

Sulistyo

2020

JPKa

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Urgensi perihal keberadaan pendidikan karakter terutama terkait nilai-nilai yang berbasis local culture, bukan hanya berlaku bagi anak didik normal, melainkan juga yang berkategori abnormal, misalnya para penyandang tunagrahita, terutama bagi kepentingan pembentukan jiwa nasionalisme dalam dirinya. Terkait dengan hal itu, penelitian ini bertujuan untuk mendeskripsikan pengintegrasian pendidikan karakter berbasis local culture melalui pembelajaran keterampian kriya kayu pada tunagrahita, khususnya yang ada di SLB Negeri 2 Yogyakarta. Penelitian ini menggunakan metode kualitatif-fenomenologis. Data penelitian diperoleh dengan teknik observasi, wawancara, dan dokumentasi. Analisis data menggunakan model interaktif dari Miles dan Huberman. Hasil penelitian dapat disampaikan sebagai berikut. Pengintegrasian pendidikan karakter berbasis local culture melalui pembelajaran keterampian kriya kayu pada tunagrahita dilaksanakan meliputi tahapan: analisis kebutuhan, perencanaan, pelaksanaan, dan evaluasi. Analisis kebutuhan dilakukan dengan teknik wawancara, observasi, dan diskusi dengan guru kelas. Perencanaan pembelajaran dirumuskan menyesuaikan dengan kemampuan siswa penyandang tunagrahita. Pelaksanaan pembelajaran dengan teknik demonstrasi dan project based learning. Evaluasi pembelajaran mencakup proses dan produk. Karya yang dihasilkan berupa hiasan dengan pelbagai ikon ornamen khas Yogyakarta, misalnya lambang kraton, tugu golong-gilig Yogyakarta, sepeda onthel, dan motif batik kawung. Seluruh produk karya seni tersebut, di samping bermakna estetis, juga bermakna filosofis. Kata kunci: Pendidikan karakter, local culture, pembelajaran kriya kayu, siswa tunagrahita. INTEGRATING LOCAL CULTURE BASED- CHARACTER EDUCATION IN WOOD CRAFTS INSTRUCTION FOR MENTALLY RETARDED STUDENTSThe need to integrate character education concerning values taken from local culture is significant in our educational practices conducted for both the ordinary students and those with special needs, not to mention those of mentally retarded students for the sake of building their nationalism spirit. Regarding this, this particular study aimed to describe the integration of local culture-based character education in the wood crafts instruction for mentally retarded students, particularly the one conducted at SLB Negeri 2 Yogyakarta. This study used phenomenological-qualitative method. Meanwhile, the data for this study were taken from the results of observations, conducting interviews, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman. The results of the analysis showed that the pactice of integrating local culture-based character education in wood crafts instruction for mentally retarded students in this school was conducted though the steps of conducting needs analysis, planning, doing actions, and evaluation. The needs analysis was conducted by doing interviews, observations and having discussions with the classroom teacher. The planning was formulated by adjusting the students’ capability. The teaching and learning process was conducted using the method of demonstration and applying the project based learning. The evaluation involved process and product evaluation. The products were in the form of ornaments with various icons of Yogyakarta, namely, the palace symbol, the special Yogyakarta monument, tugu, golog-gilig, the traditional bicycle onthel, and kawung one of its traditional batik ornaments. The reason of using the icons in these art products is not merely because of its aesthetics but also its underlying philosophy. Keywords: character education, local culture, wood crafts instruction, mentally retarded students.

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Section: Pembahasanunclassified

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

Kasiyan

Sulistyo

2020

JPKa

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“…Education has an important role in human life. Humans need education for life (Mumpuniarti & Lestari, 2019;Ningsih, 2019;Rahmi et al, 2020). Education is a conscious and planned effort to develop the potential of students carried out by teachers in achieving indoor or outdoor learning activities (Junanto & Kusna, 2018;Yuniarni et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The learning process is a teacher-student interaction with learning resources that the teacher presents to students (Andangjati et al, 2021;Susanto et al, 2020). Nondiscriminatory education for every citizen shows that every child has the right to obtain educational services that can accommodate each student's needs (Fernandes, 2018;Mumpuniarti & Lestari, 2019;Siron, 2020). All citizens with physical, emotional, mental, intellectual, and social disabilities are entitled to special education.…”

Section: Introductionmentioning

confidence: 99%

“…All citizens with physical, emotional, mental, intellectual, and social disabilities are entitled to special education. Children with special needs have the right to have the same opportunities as other children (regular children) in education (Husna et al, 2019;Mumpuniarti & Lestari, 2019). Children with special needs can continue to receive the same education as other children in Indonesia and facilitate children with special needs to develop special schools (Gasser et al, 2018;Korsgaard et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Good teaching preparation will help direct student behavior, both in response to the teaching material provided and the ongoing learning atmosphere. Readiness of regular school teachers in implementing inclusive education, including in the field of curriculum and teaching, including learning support facilities (Fernandes, 2018;Mumpuniarti & Lestari, 2019). Dealing with students requires that regular school teachers have the readiness to accommodate diverse learning needs, especially the facts when dealing with inclusive children (Mumpuniarti & Lestari, 2019;Rediana Setiyani, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Readiness in Handling Inclusive Students in Elementary School

Putri

Ain

2022

j. ilm. sekol. Dasar

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Inclusive schools often experience difficulties and obstacles in providing services to inclusive students. This study analyzes the forms and factors influencing teacher readiness to handle inclusive students in elementary schools. This research uses a qualitative research type with a descriptive approach. The implementation of this research starts from the design, research, implementation, data analysis and making research reports. Data collection techniques used in this study include interviews, observation, and documentation. The subjects and objects of this research were the principal, 2 teachers, one first grade student, and one second grade student. The results of interviews and observations clearly show that teachers are not ready to handle inclusive students due to the lack of knowledge and concern of teachers for inclusive students. Lack of class teacher acceptance of inclusive students includes internal factors in the form of physical, mental and emotional conditions, motivation to improve experience and maturity. The negative attitude factors of teachers towards inclusive students include internal in the form of emotional conditions and social competence. Teachers' lack of knowledge and understanding about dealing with inclusive students includes external factors in the form of skills, knowledge, intelligence, and professional competence.

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Rekonstruksi Pemahaman Guru tentang Keragaman melalui Program Sekolah Guru Kebinekaan (SGK)

Muayati,

Tjalla,

Badrujaman

2024

Aulad

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Program SGK bertujuan untuk meningkatkan pemahaman guru tentang keragaman dan mendorong peran aktif guru menerapkan prinsip keragaman dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui bagaimana program Sekolah Guru Kebinekaan (SGK) merekonstruksi pemahaman guru tentang keragaman. Metode penelitian menggunakan model deskriptif kualitatif dengan pendekatan rekonstruksi pengalaman dengan tiga unit observasi, yaitu do/experience, reflection, dan apply. Lokasi pengumpulan data dilakukan di Jakarta dengan melibatkan 12 guru peserta program SGK dan Kepala Program sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa rekonstruksi pemahaman keragaman guru melibatkan tiga tindakan utama, yaitu reflektif, kolaboratif, dan kontekstual. Tindakan reflektif dilakukan dengan menganalisis tiga kasus yang berkaitan dengan isu-isu keragaman, seperti layanan adminduk bagi penghayat Marapu, layanan pendidikan agama anak Aliran Kepercayaan Perjalanan, dan aturan penggunaan seragam sekolah di Padang. Tindakan kolaboratif dilakukan dengan berbagi dan bekerja sama dengan orang-orang yang berbeda dari mereka. Tindakan kontekstual dilakukan dengan mengimplementasikan solusi yang tepat dan relevan dalam pembelajaran.

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Kesiapan guru sekolah reguler untuk implentasi pendidikan inklusif

Cited by 6 publications

References 3 publications

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

Pengintegrasian Pendidikan Karakter Berbasis Budaya Lokal Dalam Pembelajaran Kriya Kayu Pada Siswa Tunagrahita

Teacher Readiness in Handling Inclusive Students in Elementary School

Rekonstruksi Pemahaman Guru tentang Keragaman melalui Program Sekolah Guru Kebinekaan (SGK)

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