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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus) Jurnal ORTOPEDAGOGIA JURNAL EDUCATION AND DEVELOPMENT Jurnal Studi Guru dan Pembelajaran Proceeding of International Conference on Special Education in South East Asia Region
Rendy Roos Handoyo
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Kondisi Pemenuhan Teknologi Asistif Bagi Anak Berkesulitan Belajar Spesifik (ABBS) di Sekolah Angga Damayanto; Ishartiwi Ishartiwi; Rendy Roos Handoyo; Ernisa Purwandari
Jurnal ORTOPEDAGOGIA Vol 7, No 1 (2021): July
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v7i12021p62-67

Abstract

Artikel ini membahas tentang kondisi pemenuhan teknologi asistif yang merupakan alat bantu yang dirancang agar sesuai dan dapat mempermudah Anak Berkesulitan Belajar Spesifik (ABBS) dalam meningkatkan kemandirian dan hasil belajar ABBS yang ditinjau dari (1) penerapan teknologi asistif; (2) jenis teknologi asistif yang sudah tersedia di sekolah; (3) teknologi asistif yang diharapkan dapat tersedia di sekolah. Subjek penelitian terdiri dari 415 guru yang mengajar ABBS, baik di sekolah luar biasa maupun inklusif. Data diperoleh melalui angket yang disebar secara daring. Hasil penelitian menunjukkan bahwa: (1) teknologi asistif belum diterapkan secara optimal karena pemahaman guru terkait teknologi asistif masih rendah; (2) teknologi asistif yang tersedia masih didominasi oleh teknologi asistif dengan tingkat yang rendah (low technology) (3) teknologi asistif yang diharapkan untuk ABBS di sekolah juga masih tergolong teknologi asistif dengan tingkat rendah (low technology).
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.
Pengembangan bahan ajar kode braille berbasis teori elaborasi bagi guru pendidikan khusus Rendy Roos Handoyo
JPK (Jurnal Pendidikan Khusus) Vol 14, No 2 (2018): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.721 KB) | DOI: 10.21831/jpk.v14i2.25166

Abstract

Abstrak: Penelitian ini bertujuan untuk menghasilkan produk bahan ajar kode Braille berbasis teori elaborasi bagi guru pendidikan khusus. Penelitian ini merupakan penelitian dan pengembangan model Borg and Gall yang mencakup 9 (sembilan) langkah kegiatan, yakni: mengumpulkan infromasi dan studi kebutuhan, perancangan, pengembangan produk awal, uji coba tahap awal, revisi, lapangan utama, revisi, lapangan operasional dan penyempurnaan produk. Pengumpulan data yang digunakan yaitu angket. Hasil penelitian yaitu buku tentang belajar Braille dengan elaborasi dilengkapi 6 (enam) modul di tiap jenjang kelas. Kriteria bahan ajar berdasarkan uji ahli media dengan kategori Sangat Layak, ahli materi dengan kategori Layak dan uji coba lapangan dengan kategori Sangat Layak.Kata Kunci: bahan ajar, teori elaborasi, kode Braille, guru pendidikan khususDeveloping elaborate theory-based teaching materials forbraille codes for teachers of special educationAbstract: The aim of this research is to produce elaborate theory-based teaching materials of braille codes for teachers of special education. This research was a research and development by Borg and Gall model covering nine activity steps, namely: gatheringinformation and studying the need, designing, initialling product development, trying early stage, revising, trying main field, revising, trying operational field and perfecting product. Data were collected by using questionaire. The result of the study are books about learn the Braille by elaborate with six moduls at every class. The product appropriateness based on media expert with Very Good, materials expert with Good and trying field with Very Good.Keywords: teaching materials, elaborate theory, Braille code, special education teacher
PENGEMBANGAN KOMUNIKASI ANAK TUNANETRA DALAM PERMAINAN KOOPERATIF TRADITIONAL Rendy Roos Handoyo
JPK (Jurnal Pendidikan Khusus) Vol 12, No 2 (2016): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (72.431 KB) | DOI: 10.21831/jpk.v12i2.16527

Abstract

Artikel ini membahas tentang program intervensi perkembangan komunikasi anak tunanetra dalam bentuk permainan kooperatif. Karakteristik dan keterbatasan anak tunanetra menjadi pertimbangan khusus dalam merancang program permainan. Rancangan permainan diawali dengan melakukan asesmen kemampuan komunikasi guna mengetahui tingkat pencapaian yang disesuaikan dengan usia perkembangan. Hasil asesmen digunakan sebagai standar milestone komunikasi dan dijadikan pijakan awal dalam pengembangan komunikasi. Perkembangan kemampuan komunikasi anak tunanetra dilihat dari atribut seperti tipe gangguan bicara dan bahasa, faktor penyebab, kondisi fisik serta mental. Pertimbangan lain terkait metode dan media bermain yang digunakan semi konkret, tidak berbahaya dan aksesibel bagi anak tunanetra. Permainan kooperatif yang digunakan seperti jamuran, pasaran dan bermain peran tokoh wayang.
IDENTIFIKASI PENGGUNAAN TEKNOLOGI ASISTIF DALAM PEMBELAJARAN DARING BAGI ANAK DENGAN HAMBATAN PENGLIHATAN Rendy Roos Handoyo
Jurnal Education and Development Vol 10 No 2 (2022): Vol. 10 No. 2. 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (400.25 KB) | DOI: 10.37081/ed.v10i2.3401

Abstract

Teknologi asistif dibutuhkan anak hambatan penglihatan untuk mengakses pembelajaran daring selama pandemic covid-19. Penggunaan teknologi asistif tetap memperhatikan prinsip pembelajaran dan kebutuhan belajar sesuai dengan perkembangan kognitif siswa. Realitanya, belum diketahui pemetaan tipe teknologi asistif yang sudah digunakan, factor pendukung dan kendala yang dialami guru. Penelitian ini bertujuan untuk melakukan identifikasi pemanfaatan teknologi asistif yang dapat mengakomodasi anak hambatan penglihatan dalam pembelajaran daring. Metode penelitian menggunakan survei. Teknik pengumpulan data melalui angket terbuka secara daring dan wawancara mendalam dengan jumlah subjek 80 guru SLB di Daerah Istimewa Yogyakarta. Instrumen penelitian menggunakan pertanyaan tentang tipe teknologi asistif, faktor pendukung ketersediaan dan hambatan dalam pemanfaatan. Analisis data menggunakan statistic deskriptif kuantitatif dengan presentase untuk angket dan kualitatif dari data wawancara, disajikan dalam bentuk grafik yang dimaknai secara naratif. Hasilnya, pemanfaatan tipe low technology 82, 4%, middle technology 12,5% dan high technology 5,1%. Pendukung terbanyak dalam penyediaan teknologi asistif yaitu pemerintah sebesar 68,43%, sedangkan 18,2% dari sekolah dan 13,37% oleh keluarga. Hambatan terjadi karena alasan terbatasnya anggaran sekolah sebanyak 47,85% dan mahalnya harga alat yang akomodatif sebesar 18,94%. Data kualitatif mengungkap kebutuhan guru agar dapat merancang teknologi asistif sederhana dengan harga terjangkau namun tetap fungsional dan kontekstual.
Analisis Teori Belajar dalam Metode Pembelajaran Membaca Braille pada Anak Tunanetra Rendy Roos Handoyo
Jurnal Studi Guru dan Pembelajaran Vol. 5 No. 1 (2022): Januari - April 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.5.1.2022.1616

Abstract

Penelitian ini bertujuan mendeskripsikan hasil identifikasi landasan teori belajar dalam penggunaan metode pembelajaran membaca Braille bagi anak tunanetra. Metode yang digunakan yaitu studi literatur review 8 artikel dengan kata kunci metode, membaca, Braille dan anak tunanetra sebagai kriteria. Analisis data menggunakan meta sintesis dengan pendekatan meta etnografi. Hasil penelitian menunjukkan bahwa teori kognitif yang digunakan berupa konstruktivistik untuk mendukung kemampuan abstraksi dalam membentuk konsep huruf Braille melalui pembelajaran berbasis masalah. Pada peningkatan kemampuan baca tulis dilatihkan dengan pendekatan teori behavioristik agar materi tersimpan dalam ingatan jangka panjang dengan adanya reinforcement. Di Indonesia, metode pembelajaran dengan landasan behavioristik menjadi pilihan mayoritas dengan fokus penekanan pada aspek keterampilan taktual. Penggunaan konstruktivistik cenderung terbatas sehingga aspek persepsi spasial belum menjadi prioritas dalam kemampuan pra dan membaca permulaan Braille. Guru perlu memperhatikan prinsip setiap teori pembelajaran sebagai pertimbangan memberikan tindakan sesuai prasyarat persepsi taktual dan spasial untuk meningkatkan keterampilan membaca Braille.
Alternative teaching materials for distance learning for student with special needs Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Kependidikan Penelitian Inovasi Pembelajaran Vol 6, No 2 (2022)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v6i2.48290

Abstract

This research aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. Through a survey of 115 special education teachers in Yogyakarta, The data were obtained through an open questionnaire and analyzed using descriptive quantitative approach. The result shows that alternative teaching materials needed were in the form of printed, audio, and electronic modules. Modules contained daily life activities is aimed to increase the independence of the students. The scope that is needed is an understanding of the concept in the cognitive aspect. Teachers need modules that can be studied independently by students with special needs. The presentation of the material that is most needed is in the form of videos and animated images as aids to make it easier to understand the material. Module display is considered to have more varied and striking color combinations. The obstacles experienced by the teachers were due to the difficulty of identifying the various abilities of the students.
The individualized instruction application for personal-social skills of students with intellectual disabilities Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Cakrawala Pendidikan Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i2.49240

Abstract

Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
Teachers and Parents Collaboration in Special Program Learning for Students with Special Needs Ishartiwi Ishartiwi; Nur Azizah; Rendy Roos Handoyo; Adi Suseno
Proceeding of International Conference on Special Education in South East Asia Region Vol. 1 No. 1 (2022): Technology and Education for Student with Special Needs
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Special school curriculum includes specialized program to help overcome obstacles according to students' condition. Not only limited to school, but the learning principles should also be applied through habituation and direct real-life practice. As a result, cooperation between teachers and parents are essential. However, its implementation still met with obstacles. This research survey aims at describing the problems in 80 special schools in Yogyakarta, with the respondent of 84 teachers for students with visual impairment, hearing loss, intellectual disability, physical disability, and autism. The data were collected via questionnaire, which include the aspect of cooperation practice, parents' roles, and parental involvement mechanism. In addition, the data were analyzed using descriptive approach, quantitative approach, and percentage technique. The result shows that most teachers for students with special needs are able to cooperate, involve parents, and share roles in cooperation mechanism. In conclusion, cooperation between teachers and parents is done to optimize students' success in special program learning by improving communication intensity and playing a role as facilitator.
Co-Authors Adi Suseno Adi Suseno Angga Damayanto Dewi Barotuttaqiyah Diajeng Tyas Phytanza Ernisa Purwandari Ishartiwi Ishartiwi Ishartiwi Ishartiwi Mumpuniarti Mumpuniarti Nur Azizah Wening Prabawati