Urgensi Pendidikan Inklusif Dalam Membangun Efikasi Diri Guru Sekolah Dasar

Minsih,; Taufik, Muhammad; Tadzkiroh, Ummi

doi:10.38048/jipcb.v8i2.352

Cited by 6 publications

(8 citation statements)

References 8 publications

(9 reference statements)

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“…One of them is a study that aims to determine the level of acceptance of the implementation of inclusive education policies from the aspect of the level of acceptance of policy implementation, the policy implementation process and the behaviour of the target group (Pada et al et al, n.d.). as well as other studies that use teachers and principals as informants in their research (JURNAL TAMAN CENDEKIA, Dinar, 2018, n.d.;Minsih et al, 2021).…”

Section: B Results 1 Research Methods Usementioning

confidence: 99%

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A Review of Indonesian Inclusive Education Research in Elementary School : From 2015-2022

Nuruddin,

Muhamad Ahyar Rasidi

2023

wjpe

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This study utilizes a systematic literature review to (1) identify research subjects, (2) research subthemes, (c) research methodologies, and (d) research results in Indonesian primary schools. The PRISMA methodology was used to examine numerous literatures with similar topics in this study. The SINTA database is used for the article search. The PRISMA paradigm is implemented in four stages: identification, selection, classification, and inclusion. 37 papers were analyzed from these stages to get ready an overview of the findings. The study's findings show that the three primary themes that have emerged as the focus of inclusive research in Indonesia are the implementation of inclusive education, inclusive education policy, and the teaching and learning process in inclusive education. In general, the analysis of the literature shows that the implementation of inclusive education is proceeding as expected, with public schools beginning to accept the presence of children with disabilities in one moment of learning, with no discrimination against them by the teacher or the students themselves. However, the implementation of inclusive education is hampered by a shortage of competent human resources in dealing with children with special needs, therefore, instructors must be able to seek assistance and increase competency to enable better learning.

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Section: B Results 1 Research Methods Usementioning

confidence: 99%

“…Judging from the communication, 10 schools (58.82%) provide 'Quota' for ABK quite well and 9 schools (52.94%) provide psychological test services quite well. Viewed from Resources, Schools (Minsih et al, 2021).…”

Section: Aura Titania Cintoko Gayatri Agus Kurniawan Made Suryanatha ...mentioning

confidence: 99%

A Review of Indonesian Inclusive Education Research in Elementary School : From 2015-2022

Nuruddin,

Muhamad Ahyar Rasidi

2023

wjpe

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“…Teachers with high self-efficacy tend to share knowledge, experience, and best practices in using technology in learning. This creates a supportive and collaborative environment among colleagues that contributes to the development of TPACK collectively (Taufik, M., & Tadzkiroh, 2021).…”

Section: The Effect Of Self-efficacy On Technological Pedagogical Con...mentioning

confidence: 99%

Technological Pedagogical Content Knowledge (TPACK): An Overview Through Self-Efficacy and Motivation to Become a Professional Teacher

Solissa,

Farizawati,

Maq

et al. 2023

edumaspuljr

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This research is motivated by the importance of Technological Pedagogical Content Knowledge (TPACK) for Becoming a Professional Teacher. The purpose of this study was to examine and analyze the effect of self-efficacy and motivation on TPACK to become professional teachers. This research uses a quantitative approach with a survey method. The sampling technique used purposive sampling of 100 teachers. The instruments used were observation, questionnaires and questionnaires. The data analysis technique used is the classical assumption, correlation analysis, and multiple linear regression analysis including hypothesis testing T test, F test and R2 test. The results of this study indicate: 1) Self-efficacy has a positive and significant effect on Technological Pedagogical Content Knowledge (TPACK), 2) Motivation has a positive and significant effect on Technological Pedagogical Content Knowledge (TPACK), and 3) Self- efficacy and motivation have a positive effect and significant to Technological Pedagogical Content Knowledge (TPACK). The findings of this study indicate the importance of self-efficacy and motivation in improving Technological Pedagogical Content Knowledge (TPACK) to become professional teachers.

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“…Undang-Undang Nomor 19 Tahun solusi dan jalan keluar bagi penyelesaian permasalahan yang terjadi dalam pengelolaan pendidikan inklusif. Penyelenggaraan inklusi harus di dukung oleh pengorganisasian sekolah yang baik, peran kepala sekolah ,kurikulum sekolah,kebijakan sekolah tentang penyelenggaraan pendidikan inklusif(Minsih, 2020). luasnya kepada semua peserta didik yang memiliki kelainan fisik, emosional, mental, dan sosial atau memiliki potensi kecerdasan dan/atau bakat istimewa untuk memperoleh pendidikan yang bermutu sesuai dengan kebutuhan dan kemampuannya; (2) mewujudkan penyelenggaraan pendidikan yang menghargai keanekaragaman, dan tidak diskriminatif bagi semua peserta didik .…”

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Implementasi Pemenuhan Hak-Hak Anak Berkebutuhan Khusus Di Sekolah Inklusi

Tea,

Pio,

Tini

et al. 2023

Jurnal Pendidikan Inklusi Citra Bakti

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Hak atas pendidikan merupakan bagian· esensial dalam hak asasi manusia seseorang. Bahkan dapat dikatakan, pendidikan merupakan prasyarat bagi terlaksananya hak-hak dasar yang lain dari seseorang. Hak anak adalah bagian dari hak asasi manusia yang wajib dijamin, dilindungi, dan dipenuhi oleh orang tua, keluarga, masyarakat, pemerintah, dan negara. Hak anak yang wajib dipenuhi diantaranya adalah hak untuk memperoleh pendidikan dan pengajaran. Anak berkebutuhan khusus usia sekolah juga berhak mendapatkan layanan pendidikan. Setiap anak mempunyai hak, adapun hak anak menurut Undang-Undang tentang perlindungan anak yang tercantum pada bab1 pasal 1 ayat 12 menyatakan bahwa hak anak adalah bagian dari hak asasi manusia yang wajib dijamin, dilindungi, dan dipenuhi oleh orangtua, keluarga, masyarakat, pemerintah,dan negara. Setiap anak berhak mendapatkan pendidikan tanpa terkecuali anak dengan penyandang disabilitas. Pemenuhan hak-hak anak berkebutuhan khusus dilakukan agar para penyandang disabilitas dapattumbuh dan berkembang dengan baik. Dalam bidang Pendidikan khususnya pendidikan untuk anak berkebutuhan khusus tentu ada hak-hak yang harus diperoleh anak disekolah yaitu berdasarkan pada Peraturan Pemerintah Republik Indonesia Nomor 72 Tahun 1991 tentang Pendidikan Luar Biasa salah satunya di Sekolah Inklusi. Penelitian ini bertujuan untuk mengetahui dan memahami bagaimana implementasi pemenuhan hak anak berkebutuhan khusus di Sekolah Dasar.

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Urgensi Pendidikan Inklusif Dalam Membangun Efikasi Diri Guru Sekolah Dasar

Cited by 6 publications

References 8 publications

A Review of Indonesian Inclusive Education Research in Elementary School : From 2015-2022

A Review of Indonesian Inclusive Education Research in Elementary School : From 2015-2022

Technological Pedagogical Content Knowledge (TPACK): An Overview Through Self-Efficacy and Motivation to Become a Professional Teacher

Implementasi Pemenuhan Hak-Hak Anak Berkebutuhan Khusus Di Sekolah Inklusi

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