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All Journal International Journal of Evaluation and Research in Education (IJERE) 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

Author-ID : 2393923

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 33 Documents Claim Missing Document

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Title

PERANAN ORANGTUA DALAM PROSES PENYESUAIAN DIRI ANAK MAMPU LATH Mumpuniarti Mumpuniarti
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1996,TH.XV
Publisher : LPMPP Universitas Negeri Yogyakarta

Penyesuaian diri sebagai usaha manusia dalam mempertahankankehidupannya, dan sebagai indikator pada tingkat kemandirian seseorang.Setiap orangtua bertanggung jawab membimbing anak kepadapenyesuaian din, agar anak mencapai kemandiriannya.Bagi orangtua yang mempunyai anak mampu latih memerlukancara-cara khusus dalam membimbing ke arah penyesuaian diri. Penyesuaiandiri yang dicapai anak mampu latih juga mengarah pada realitas darilingkungan, namun terbatas pada kemampuan yang dapat dilakukan anakmampu latih. Dengan adanya keterbatasan pada anak mampu latih, orangtua harus melakukan cara-cara khusus dalam membimbing penyesuaiandiri mereka.Adapun cara-cara khusus tersebut melalui latihan-latihan dalampenyesuaian pribadi, penyesuaian sosial dan penyesuaian keterampilan.Dalam latihan-latihan ini orangtua perlu menjadi pelatih utama sertapemegang kunci utama untuk mengantarkan anak mampu latih kepadapenyesuaian diri, dengan berusaha belajar dan berkonsultasi kepada ahliahlikhusus yang rnemahami masalah anak mampu latih.

Family nurture in the social skills development of children with intellectual disabilities through daily activities Mumpuniarti Mumpuniarti; Gena Diniarti; Wening Prabawati; Suparno Suparno
Jurnal Cakrawala Pendidikan Vol 40, No 3 (2021): Cakrawala Pendidikan (October 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i3.43984

In the time of the COVID-19 pandemic, social restriction inhibits social skills. This research examines family nurturing in facilitating social skills development, parents' inclination in facilitating nurturing, and different intensities in nurturing the social skills development of children with intellectual disabilities (ID). This research subject included eight parents of 5–7-year-old children with mild ID who were pursuing preschool special education. It employed a qualitative approach. Data collection was performed through interviews guided with a close-ended questionnaire on 11 social skills categories. Reasons for the development of each social skills category were to be revealed through an open-ended questionnaire. Data analysis involved the categorization of social skills in relation to daily living activities in the family. It was found that the social skills that might be developed through daily living activities in the family were the social skills performed through activities with family. Parents' ability to stimulate the social skills of children with ID tended to be concrete in nature and dependent on other people as models and the intensity on the presence of others to support as media.

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

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.

MANAJEMEN PEMBELAJARAN TERPADU BAGI KECAKAPAN HIDUP TUNAGRAHITA Mumpuniarti .
Jurnal Cakrawala Pendidikan No 1 (2004): CAKRAWALA PENDIDIKAN EDISI FEBRUARI 2004, TH. XXIII, NO. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v1i1.4859

Mentally retarded children are children whose potentials are more limited than those of the average normal child. These limited potentials need to be developed in order that they can live self-dependentry. The self-dependence can be achieved if they possess life skills. Successful learning of those skills in the mentally retarded can be achieved through the use of, among others, an integrated learning management approach. The approach implies a process of planning, organizing, actuating, and controlling their learning in order that they achieve capability in acquiring some life skills, with the capability to be acquired according to their condition because of their limited potentials. Andthe process integrated with various fields ofstudy and knowledge in solving problems in routine daily life. Such problems require an integrated application of various fields of study and knowledge and the application of the integrated learning management for the mentally retarded can be considered an effort to increase their manpower learning oflife skills can become an indicator that achieving life skills is useful for the life ofthe mentally retarded. Key words: life skills ofthe mentally retarded, integrated learning management.

PENGEMBANGAN PEKERJAAN BAG1 PENYANDANG TUNAGRAIIITA Mumpuniarti Mumpuniarti
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, EDISI 2,1998,TH.XVII
Publisher : LPMPP Universitas Negeri Yogyakarta

Pekerjaan merupakan media untuk mendapatkan natkahguna mernenulli berbagai kebutuhan dalam kehidupan individu.Dengan dernikian mempertahankan kehidupan individt~ harus~nenipertahankanp eker.iaannya. Pekerjaan yang ditniliki individuharos dipertahankan dengan rnengernbangkan pekerjaan tersebutdan niengusahakan peker.jaan tersebut tetap eksis dala~nk ehidupanindividu.Penyandang tunagrahita adalah individu yang terbataskemampuannya mengalami kesulitan dalani mendapatkanpekerjaan untuk kehidupanya. Penyandang tunagrahita jug21rnengalami kesulitan untuk nlengetnbangkan pekeriaan yang telalidirniliki supaya pekerjaan tersebut eksis dalam keliidupanmenyandang tunagrahita. Kesulitan penyandang tunagrahita dalammendapatkan peke jaan dan mengernbangkan pekerjaannya. periudiatasi oleh lernbaga penanganan tunagrahita. keluarga daripenyandang tunagrahita, dan lembaga-lembaga sosial dimasyarakat.Untuk rnengatasi kesulitan penyandang tunagrahita dalammendapatkan pekerjaan, perlu diusahakan atau disediakan pekerjaanoleh lernbaga penanganan tunagrahita, keluarga dari penyandangtunagrahita, serta lembaga-lembaga sosial di jaasyarakat. Dala~iipengernbangan pekerjaan penyandang tunagrahita, perlu adapembinaan. perlindungan. dan pengawasan ole11 lembagapenanganati tunagrahita yang bekerja sama dengan keltcarga daripenyandang tunagrahitadan lembaga-lembagasosialdi masyarakat

SEJARAH LEMBAGA PENDIDIKAN KHUSUS TUNAGRAHITA DI JAWA Mumpuniarti .
Jurnal Cakrawala Pendidikan No 3 (2012): Cakrawala Pendidikan edisi November 2012, Th. XXXI, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Sejarah Lembaga Pendidikan Khusus Tunagrahita Di jawa. Penelitian ini bertujuan untuk merefleksi kausalitas dan masalah utama dalam mendirikan lembaga untuk siswa dengan keterbelakangan mental. Penelitian ini menggunakan pendekatan kualitatif dengan metode historis dan reflektifinterpretatif. Hal ini dilakukan dalam tahap berikut: tahap pengumpulan sumber, tahap pengelompokkan sumber dan ke tahap sumber penting. Tahap analisis dilakukan dengan basis interpretatif mengenai implikasi dari sumber dan menjelaskan tema dasar pada kausalitas dan masalah utama. Temuan berikut menunjukkan perkembangan Lembaga pendidikan bagi siswa dengan keterbelakangan mental di Jawa dalam memecahkan masalah pembelajaran terhadap siswa di sekolah dasar dan ditangani melalui program khusus untuk siswa dengan keterbelakangan mental. Masalah utama yang berkelanjutan pada institusi khusus untuk siswa dengan keterbelakangan mental adalah implementasi program khusus dengan program keahlian. Kata Kunci: sejarah, institusi pendidikan khusus, keterbelakangan mental Abstract: Historical of Institution for Education of Mentally Retarded. This study aims to reflec of causality and main’s problem to stand of institution for mentally retarded. This study employed the qualitative approach with historical method and reflective-interpretative. It was conducted in following stages: the sources collecting stage, categorizing sources and to critical sources stage. The analysis stage to conduct with interpretatif base on implication of the sources and to explain of theme base on causality and main problems. The following findings show the development of Institution of education for mentally retarded students in Java in solving of learning problems of student in elementary school and to carry out the special programs for special needs for mentally retarded students. The main sustainable problem for special institution for mentally retarded student is the implementation of special program with skill program. Keywords: history, special education institution, mentally retarded

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

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).

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

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.

Co-Authors Atien Nur Chamidah Ayu Rahayu C Asri Budiningsih David Evans 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 Sari Rudiyati Sukinah Sukinah Sukinah Sukinah Suryani, Ning Swandari, Dian Ngesti Tin Suharmini Wening Prabawati Yofita Sandra, S.Pd., M.Pd., Zico Farlin, Dr. Budiwirman, M.Pd.,

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