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All Journal Jurnal Pendidikan Karakter Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan JPK (Jurnal Pendidikan Khusus) Dewantara Dinamika Pendidikan Jurnal Inovasi Teknologi Pendidikan Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Taman Cendekia : Jurnal Pendidikan Ke-SD-an PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Jurnal Pendidikan Kebutuhan Khusus Jurnal Pendidikan dan Kebudayaan
Mumpuniarti Mumpuniarti
Universitas Negeri Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENANGANAN ANAK BERKESULITAN BELAJAR SPESIFIK (DMO) DI SEKOLLAH DASAR Mumpuniarti Mumpuniarti
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 3,1993,TH.XIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1259.341 KB) | DOI: 10.21831/cp.v3i3.8989

Abstract

Banyak diketemukan anak yang menhalami kesulitan belajar di tingkat Sekoalh Dasar. Anak-anak tersebut menunjukkan prestasi yang tidak sesuai dengan potensinya atau di bawah harapan (underachievement), sehingga mengalami kegagalan dalam belajar di sekoalah. Penyebab dari kesulitan dapat bermacam-macam, salah satu di antaranya mengalami Disfungsi Minimal Otak (DMO).
PERAN ORANG TUA BAGI PERKEMBANGAN KOMUNIKASI CEREBRAL PALSY DENGAN SISTEM KOMUNIKASI TAMBAHAN DAN ALTERNATIF (Augmentatif and Alternatif Communication/AAC) Mumpuniarti Mumpuniarti
JPK (Jurnal Pendidikan Khusus) Vol 13, No 1 (2017): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (205.358 KB) | DOI: 10.21831/jpk.v13i1.27498

Abstract

Komunikasi sebagai bentuk penyampaian pesan saling timbal balik di antara komunitas manusia. Penyampaian pesan melalui saluran kode atau symbol, pada umumnya dengan symbol bunyi yang disebut verbal atau bahasa. Keterbatasan Cerebral Palsy menggunakan kode dengan verbal berakibat terhambat komunikasi. Komunikasi dengan Alternatif dan Tambahan(Alternative and Augmentatif Communication(AAC) sebagai solusi mengatasi hambatan komunikasi. AAC menggunakan kode komunikasi dengan bentuk kode lainnya, selain kode verbal dengan bicara. Kode agar fungsional penggunaannnya perlu dilatihkan oleh orang tua dalam penggunaan sehari-hari.
Pendekatan Scientific dalam Implementasi Kurikulum 2013 bagi Peserta Didik dengan Hambatan Intelektual Wening Prabawati; Mumpuniarti Mumpuniarti
JPK (Jurnal Pendidikan Khusus) Vol 16, No 1 (2020): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.604 KB) | DOI: 10.21831/jpk.v16i1.30345

Abstract

Artikel ini membahas tentang penggunaan pendekatan scientific dalam pelaksanaan kurikulum 2013 bagi anak dengan hambatan intelektual. Jenis penelitian ini adalah penelitian deskriptif. Subjek dari penelitian ini adalah dua sekolah luar biasa di Kota Yogyakarta. Teknik pengumpula data yang digunakan adalah wawancara, observasi, dan dokumentasi. Instrumen berisi pertanyaan dan pernyataan yang digunakan untuk mengetahui penggunaan pendekatan scientfic dalam kegiatan pembelajaran. Analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukkan bahwa pembelajaran bagi anak dengan hambatan intelektual terdiri dari aktivitas menanya, mengamati, mengumpulkan informasi/mencoba, menalar dan mengkomunikasikan. Saran yang dapat diberikan dari penelitian ini adalah pendidik perlu mencoba banyak pendekatan dalam pembelajaran bagi anak dengan hambatan intelektual agar mereka dapat lebih memahami materi yang mereka pelajari.
PENDIDIKAN PENYANDANG CACAT DAN SUMBANGANNYA DALAM PEMBANGUNAN NASlONAL Mumpuniarti Mumpuniarti
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1999,TH.XVIII
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v2i2.9014

Abstract

The essence of the national development is the developmentof the complete Indonesian person and the developmentof the whole Indonesian society. Disabled people aspart of the Indonesian society have to be embraced by developmentsvia education. Education is the main strategyto be used to develop the disabled into the complete Indonesianpersons who are independent, more human, and productive,and whose existence is recognized.Disabled people have difficulties in the course ofdeveloping themselves into persons with such characteristics. The disabled who are deprived of education will causesocial problems and become a burden for society's developments.The problems need to be overcome through educationby means ofa variety of strategies. Those arc developmentof the disabled's potentials, education for the disabledoriented to the labour force, education for the disabledwith future orientations. education which shapes themorality of the disabled, development of the disabled's skillsfor daily life activities, development of the disabled'scomn~inication skills, development of vocational trainingfor the disabled, development of the disabled's entrepreneurship,and rehabilitation of the disabled into active participationin the community. Those strategies are intendedto make them independent and more human. Disabled personswho are independent and more human take a part inthe developments and, therefore. contribute to the nationaldevelopment.
VALUE-BASED EDUCATION MODEL TO BUILD STUDENTS OF INCLUSIVE ELEMENTARY SCHOOL’S CHARACTER Mumpuniarti, Mumpuniarti; Fathurrohman, Fathurrohman; Sukinah, Sukinah
Dewantara Vol 2, No 1 (2014)
Publisher : Dewantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (114.535 KB)

Abstract

This research is aimed at developing value learning model to build students? character in elementary schools that conduct inclusion model. This research used R & D (Research & Development) approach and was conducted in two stages. The first stage was a base line study to find out what was needed in value education in schools that conduct inclusive education (need assessment). Based on the assessment, a module was then drafted. After that, the draft was examined regarding its feasibility through a focused-group discussion and a small-scale tryout to an elementary school that conduct inclusive education. The result of this stage was a module draft which was used as a value learning model through story-telling and games. This model was set within seven (7) themes and was integrated to subjects taught in the elementary schools that conduct inclusive education.
PEMBELAJARAN NILAI KEBERAGAMAN DALAM PEMBENTUKAN KARAKTER SISWA SEKOLAH DASAR INKLUSI Mumpuniarti, Mumpuniarti
Jurnal Pendidikan Karakter Vol. 3, No. 3 (2012)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.576 KB) | DOI: 10.21831/jpk.v0i3.1231

Abstract

Abstrak: Nilai keberagaman merupakan fakta yang ada pada anak-anak didik kita yang secara makro mereka berasal dari berbagai latar belakang budaya dan memengaruhi cara hidup yang diejawantahkan pada level mikro di dalam kelas. merupakan sebuah kaidah yang menjadi pegangan dalam berinteraksi dengan sesama manusia dalam kehidupan bermasyarakat. Nilai tersebut perlu dijunjung bersama oleh suatu komunitas agar terjadi keadaan saling menghargai, toleransi, serta menghargai perbedaan dan persamaan dalam kehidupan bersama. Hal tersebut seharusnya menjadi pegangan bagi peserta didik di sekolah yang menyelenggarakan model inklusi. Nilai keberagaman dapat diinternalisasikan ke dalam diri peserta didik sekolah dasar penyelenggara inklusi melalui pembelajaran pemodelan, pembiasaan, saling berdiskusi, model kognitif, dan pengondisian sekolah dalam menghargai prestasi yang berdasarkan keunikan masing-masing peserta didik. Kata Kunci: nilai keberagaman, pembentukan karakter, inklusif di sekolah dasar VALUE DIVERSITY’ LEARNING TO BUILDING FOR CHARACTER’ STUDENT IN INCLUSIVE ELEMENTARY SCHOOLAbstract: Diversity value is a fact that exist between our students who come from various cultural background and affect the way of life embodied in the micro level in the classroom. It is a rule that a credential in interacting with others in public life. This value should be upheld together by a community to state a mutual respect, tolerance, and respect the differences and similarities in life. It should become a handbook for students in schools that held a model of inclusion. The diversity value can be internalized into the self-organizing primary school learners through learning inclusion modeling, habituation, mutual discussion, cognitive models, and schools conditioning in honoring achievement by the uniqueness of each learner. Keyword: diversity value, inclusive in elementary school
Perspective parents toward students diversity in inclusive education elementary school Mumpuniarti Mumpuniarti; C. Asri Budiningsih; Dinar Westri Andini; Ayu Rahayu
Jurnal Prima Edukasia Vol 7, No 2: July 2019
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v7i2.26937

Abstract

The perspective of parents who support student diversity in school will open to a variety of different problems. The attitude is expected to encourage the implementation of integration and harmony among diversity. Therefore, the objective of the study was to describe the views of parents towards student diversity in inclusive education. Diversity from the perspective of parents determines the attitude of agree and disagree, as well as the right view of inclusive. The research method used a questionnaire to respondents of 99 parents from elementary schools in five regencies of the Special Region of Yogyakarta. The results showed that the majority of parents still had a narrow understanding that the concept of inclusive was the same with Student Educational Need (SEN). Here, the concept of labeling might understand as a misconception phenomenon. However, the majority of parents agreed to the SEN in regular schools, but an understanding of separate learning is the responsibility of the special supervisor or, interpreted as the inclusion officer. The implications need the education to understand the inclusion correctly and discuss the perspectives of parents to contribute to the success of learning in inclusive elementary schools.
Persepsi dan pengembangan peta kognitif mahasiswa dalam blended learning Mumpuniarti Mumpuniarti
Jurnal Inovasi Teknologi Pendidikan Vol 8, No 2 (2021): Oktober
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.071 KB) | DOI: 10.21831/jitp.v8i2.25787

Abstract

Tujuan dari artikel ini adalah untuk merefleksikan manfaat perkuliahaan perkembangan anak berkebutuhan khusus melalui perkuliahaan blended learning dari aspek persepsi secara kuantitatif dan peningkatan peta kognitif secara kualitatif. Metode penelitian dengan angket dari respon mahasiswa secara kuantitatif, sedangkan peta kognitif diambil secara kualitatif terhadap fakta refleksi mahasiswa dalam mendalami materi kuliah. Respon angket meliputi sangat sesuai, sesuai, dan tidak sesuai terhadap komponen-komponen substansi perkuliahaan. Analisis data menggunakan persentase bagi data kuantitatif dan kategorial peta kognitif pada data kualitatif. Hasil diperoleh bahwa pada waktu kuantitatif persepsi mahasiswa dalam kondisi stabil, namun fakta peta kognitif secara kualitatif terjadi perubahan meningkat secara bervariasi. Dari sebelas mahasiswa peserta kuliah perkembangan anak berkebutuhan khusus ketika respon terhadap kesesuaian materi kuliah dengan capaian pembelajaran sebelum dam sesudah blended learning ternyata stabil. Peningkatan peta kognitif pada refleksi materi perkuliahaan sebelum dan sesudah blended learning bervariasi tergantung minat dan ketertarikan mahasiswa pada masing-masing komponen dari substansi perkuliahaan. Jadi, mata kuliah perkembangan anak berkebutuhan khusus bermanfaat bagi pencapaian profil lulusan.Perception and development of cognitive map's student through blended learningAbstractThe purpose of the article reflects the benefits of lecturing on the development of children with special needs through blended learning from quantitative aspects of perception and improving cognitive maps qualitatively. The research method with a questionnaire from the students' responses quantitatively, while the cognitive map is taken qualitatively to the fact of student reflection in studying lecture material. The questionnaire response includes very suitable, appropriate, and incompatible with the components of the lecture substance. Next, they were asked to reflect descriptively about the contents of the material in each lecture component. Data analysis uses percentages for quantitative and categorical cognitive map data on qualitative data. The results obtained that in quantitative time the perceptions of students are in a stable condition, but the facts of cognitive maps qualitatively change changes vary. Of the 11 (eleven) students participating in the development of children with special needs when the response to the suitability of the course material with learning outcomes before the dam after blended learning turned out to be stable. Increasing cognitive maps on reflection of lecture material before and after blended learning varies depending on student interest and interest in each component of the lecture substance. So, the developmental course of children with special needs is useful for achieving graduate profiles.
Keterlibatan orangtua dalam needs asesment pengembangan komunikasi anak cerebral palsy Mumpuniarti Mumpuniarti; Sukinah Sukinah; Pujaningsih Pujaningsih
JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) Vol 4, No 1 (2017): March 2017
Publisher : Departement of Nonformal Education, Graduate Scholl of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (606.284 KB) | DOI: 10.21831/jppm.v4i1.11464

Abstract

Penelitian bertujuan menggali tindakan dan harapan yang dapat dilakukan oleh orang tua yang memiliki anak Cerebral Palsy, khususnya dalam mengembangkan kemampuan berkomunikasi. Hambatan komunikasi dan kognitif yang mayoritas dimiliki oleh anak Cerebral Palsy (CP) tetap harus dioptimalkan dengan menggunakan komunikasi alternatif dan tambahan (Augmentative and Alternative Communication/AAC). Untuk itu, perlu dikembangkan media komunikasi tersebut dan kemampuan menggunakan oleh anak Cerebral Palsy diperlukan keterlibatan orang tua. Oleh karena itu, penelitian dilakukan dengan tindakan partisipasi antara peneliti dan orang tua melalui mendampingi orang tua agar supaya orang tua mampu membuat media, serta mengimplementasikan bagi anaknya yang Cerebral Palsy. Partisipasi orang tua digali dengan angket, wawancara, dan observasi. Hasil penelitian menunjukkan bahwa 95% dari orang tua membutuhkan anaknya dapat dengan AAC, demikian juga kebutuhan (need) asesmen masih pada kebutuhan level awal komunikasi. Kondisi itu berimplikasi mengembangkan komunikasi yang dibutuhkan untuk kehidupan sehari-hari di lingkungan keluarga. AAC yang dipilih lebih ke arah miniatur benda asli dan kartu gambar.Kata Kunci: Komunikasi AAC Cerebral Palsy (CP) Parental Involvement in the Needs Assessment of Cerebral Palsy Children Communication Development AbstractThe study aims to explore the actions and expectations can be done by parents of children with Cerebral Palsy, particularly in developing communication skills. Barriers to communication and cognitive majority owned by the child's Cerebral Palsy (CP) remains to be optimized by using alternative and additional communication (augmentative and Alternative Communication / AAC). For it is necessary to develop the communications media and the ability to use the Cerebral Palsy children need parental involvement. Therefore, the research carried out with the participation of action between researchers and parents through assisting the parents so that parents can make the media, as well as implements for Cerebral Palsy children. Participation of parents dug with questionnaires, interviews, and observations. The results showed that 95% of parents in need of child can be with AAC, so does the need (need) assessment is still at the initial level of communication needs. The condition is implicated develop communication needed for daily life in the family environment. AAC selected more towards miniaturized original objects and picture cards.Keywords: Communication with AAC of Cerebral Palsy
TEACHER'S PEDAGOGY COMPETENCE AND CHALLENGES IN IMPLEMENTING INCLUSIVE LEARNING IN SLOW LEARNER Mumpuniarti Mumpuniarti; Rendy Roos Handoyo; Diajeng Tyas Phytanza; Dewi Barotuttaqiyah
Jurnal Cakrawala Pendidikan Vol 39, No 1 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 1, FEBRUARY 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (329.599 KB) | DOI: 10.21831/cp.v39i1.28807

Abstract

Regular teacher training for schools implementing inclusive education is expected to affect the teachers mastery of learning competency. The results of the training need to be examined to determine some aspects of competency that need to be trained further, so that it is beneficial to an ideal inclusive education. This study aims to describe regular teachers most important aspects of competency, as well as their obstacles and challenges in implementing learning in inclusive schools. The research instrument consisted of 21 closed-ended questions and 4 open-ended questions. The data from the 21 closed questions were analyzed using percentage of answers from respondents, and respondents' answers to the open-ended questions were analyzed using the categorization of the challenges faced by teachers for inclusive learning. The findings from the study shows that the inclusive teachers possessed the pedagogical competence to help them face the diversity of the students from various aspects; the regular teachers were able to manage the diverse learning needs; the regular teacher competence to help slow-learners was able to change abstract concepts into concrete forms; the regular teachers found some obstacles in managing students diversity; and the regular teachers challenges in implementing inclusive education included diverse teaching methods, competence to modify learning, and professional improvement achievement.
Co-Authors Atien Nur Chamidah Ayu Rahayu C Asri Budiningsih Dewi Barotut Taqiyah Dewi Barotuttaqiyah Diah Anita Diajeng Tyas Phytanza Dian Ngesti Swandari Dinar Westri Andini Effran Zudeta Eko Wahyu Wibowo Ernisa Purwandari Fathurrohman, Fathurrohman Gena Diniarti Noorita Dwi Sulistyaningrum Nur Azizah Nurkhamid Nurkhamid Praptiningrum Praptiningrum Prima Harsi Kantun Lestari Pujaningsih Pujaningsih Rafika Rahmawati Rendy Roos Handoyo Sukinah Sukinah Sukinah Sukinah Suparno Suparno Suryani, Ning Swandari, Dian Ngesti Tin Suharmini Wening Prabawati