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

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Journal : Jurnal Prima Edukasia

 1 
Development of activity of daily living modules based on behavioral approaches for moderate intellectual disability Noorita Dwi Sulistyaningrum; Mumpuniarti Mumpuniarti; Nurkhamid Nurkhamid
Jurnal Prima Edukasia Vol 9, No 1 (2021): January 2021
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v9i1.32857

Abstract

Moderate intellectual disability requires a specific behavioral approach of learning Activity of Daily Living (ADL). This study aims to develop an appropriate and effective ADL module for moderate category intellectual disabilities in a special program instruction based on behavioral approaches. This research is a Research and Development (RD) using the Dick and Carey development model. The Dick and Carey development model consists of 10 steps of development, namely identifying needs in setting goals, analyzing learning, analyzing learners and context, developing learning objectives, developing assessment instruments, developing learning strategies, developing and selecting learning materials, designing and implementing formative evaluations, improving learning, designing and conducting the summative assessment. The module was implemented in the Special School of PGRI Sentolo and the Special School of Ma'arif Bantul through individual trials involving one subject, a small group trial involving six subjects, and a field test involving 15 subjects. Data collection was carried out using interviews, observations, questionnaires, and performance tests. The results of the study are that the ADL module is feasible and effective to use. The module was designed according to a behavioral approach, including the objectives were arranged from simple to complex, the presentation of the material was based on task analysis, verbal positive reinforcement was presented by the flap lift, and rewards are provided as star stickers available in the module.
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.
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.,