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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Prima Edukasia Jurnal Inovasi Pendidikan IPA SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora TRIHAYU: Jurnal Pendidikan Ke-SD-an Taman Cendekia : Jurnal Pendidikan Ke-SD-an Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Pengabdian Pada Masyarakat Abdimas Dewantara Jurnal Berdaya Mandiri Indonesian Journal of Learning and Educational Studies LITERAL: Disability Studies Journal IMPACTS: International Journal of Empowerment and Community Services
Dinar Westri Andini
Pendidikan Guru Sekolah Dasar Universitas Sarjanawiyata Tamansiswa Yogyakarta
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Dampak Aksesbilitas Pendidikan bagi Penyandang Tuli dengan Menggunakan Aplikasi “Soemeh” Berbasis Speech Recognition Nurcholish Arifin Handoyono; Dinar Westri Andini; Trisharsiwi Trisharsiwi; Muhaimi Mughni Prayogo; Abdul Rahim; Zainur Wijayanto
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 8 No 1 (2022): Februari 2022
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v8i1.11848

Abstract

In accordance with the mandate in the 1945 Constitution (amendment), every citizen has the right to education. This statement also applies to deaf people, where educational accessibility must be accommodated. The Soemeh application is here as an effort to provide educational accessibility for the deaf. This study aims to reveal the impact of using the Soemeh application on educational accessibility. This type of research uses a quantitative approach survey. The research population is the deaf disability community in Bandung, West Java. The sampling technique used a total quota of 20 respondents. Accessibility impact data was taken using a questionnaire instrument. The data analysis technique used descriptive quantitative. The results of the study indicate that the Soemeh application has a very high impact on educational accessibility for deaf people with the following details: (1) acceptance in the environment gets an average score of 3.35 including the very high category; (2) the ease of communication gets an average score of 3.35 including the very high category; (3) respect for deaf individuals gets an average score of 3.4 including the very high category; (4) future expectations to develop and achieve goals to get an average score of 3.5, including the very high category; (5) the achievement of independence gets an average score of 3.4 including the very high category; and (6) eliminating barriers and discrimination to get a score of 3.25 including the high category
“DIFFERENTIATED INSTRUCTION”: SOLUSI PEMBELAJARAN DALAM KEBERAGAMAN SISWA DI KELAS INKLUSIF Dinar Westri Andini
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 2 No 3 (2016)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (758.357 KB) | DOI: 10.30738/trihayu.v2i3.725

Abstract

Education must be able to accommodate towards to all those differences, and must provide all the students need as well encouraging them to actively participate in the learning process. The teaching process in class is still not giving the best support towards each student’s need. Most teachers still have a mindset that all students must have the same ability and has no clue how to probe the students need. The teaching process that’s been given are usually seem monotone and still using the teacher centered procedure, this procedure will hampering the critical thinking of students. I will share about the implementation from one of learning model which is differentiating instruction. This model can accommodate diversity students based on different readiness levels, interests and learning profile.
PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY Dinar Westri Andini; Ayu Rahayu; C Asri Budiningsih; Mumpuniarti Mumpuniarti
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 2 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (364.22 KB) | DOI: 10.30738/tc.v2i2.3142

Abstract

The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.
PELAKSANAAN PENDIDIKAN INKLUSI DI SD TUMBUH 2 YOGYAKARTA Siti Anafiah; Dinar Westri Andini
WACANA AKADEMIKA: Majalah Ilmiah Kependidikan Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (424.558 KB) | DOI: 10.30738/wa.v2i1.2479

Abstract

Penelitian ini bertujuan untuk mengetahui pelaksanaan pendidikan inklusi di SD Tumbuh 2 Yogyakarta. Jenis penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data menggunakan observasi berperan serta (participant observation), wawancara, dan dokumentasi. Teknik analisis data yang digunakan dalam penelitian ini adalah metode deskriptif. Hasil penelitian menunjukkan bahwa SD Tumbuh 2 sudah tidak mengenal terminologi ABK dimana anak tidak dilihat dari hambatannya tetapi potensi yang bisa dikembangkan dari diri anak tersebut. Aktivitas kelas direncanakan dengan mempertimbangkan keadaan latar belakang peserta didik. Aktivitas kelas mendorong peserta didik untuk saling berkomunikasi. Guru selalu mendukung semua aktivitas siswa dengan tegas dan secara terarah. Meskipun terdapat beberapa siswa yang berkebutuhan khusus, guru tidak pernah melabel siswa sebagai seseorang yang merepotkan. Semua peserta didik diberikan kesempatan yang sama untuk ambil bagian dalam kegiatan khusus di kelas.Kata kunci: Pendidikan, inklusi, pelaksanaan
Analisa kebutuhan belajar mahasiswa tuli selama pembelajaran jarak jauh di perguruan tinggi Dinar Westri Andini; Muhaimi Mughni Prayogo; Abdul Rahim; Zainnur Wijayanto
JPK (Jurnal Pendidikan Khusus) Vol 17, No 2 (2021): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v17i2.44762

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan hasil analisis kebutuhan belajar mahasiswa Tuli selama pembelajaran jarak jauh di perguruan tinggi sehingga menjadi informasi yang penting dalam mengembangkan aksesibilitas di lingkungan kampus. Jenis penelitian menggunakan deskriptif kualitatif melalui pendekatan fenomenologi dengan mengkaji pengalaman individu secara langsung selama pembelajaran daring (jarak jauh). Proses penelitian dengan melakukan pengumpulan data, analisis, interpretasi dan penulisan hasil penelitian. Data didapat melalui wawancara, pengamatan dan dokumentasi. Lokasi penelitian di Universitas Sarjanawiyata Tamansiswa dengan melibatkan 3 partisipan mahasiswa Tuli dan 2 dosen pengampu mahasiswa tuli di kelasnya yang dipilih dengan purposive sampling.  Keabsahan data dicek dengan triangulasi metode, kecermatan peneliti, dan member check. Hasil penelitian menyampaikan bahwa hambatan yang dialami mahasiswa tuli selama pembelajaran berlangsung bahwa mereka mengalami kesulitan dalam memahami materi yang disampaikan dosen. Upaya yang telah dilakukan mahasiswa yaitu mereka berusaha menggunakan aplikasi narrator namun belum bisa menangkap penjelasan dosen dengan baik. Sedangkan powerpoint yang diberikan dosen kurang detail dalam penjelasannya. Oleh karena kebutuhan yang mendesak yang harus segera dikembangkan sebagai wujud aksesibilitas fisik dan nonfisik dengan segera melakukan pengembangan inovasi alat bantu teknologi yang mengubah lisan menjadi tulisan (speech to text) agar dapat menjadi solusi akomodasi keberagaman kebutuhan belajar seluruh mahasiswa di perguruan tinggi.
Pengembangan RPP IPA sekolah dasar berbasis problem-based learning untuk siswa learning disabilities Retno Utaminingsih; Ayu Rahayu; Dinar Westri Andini
Jurnal Inovasi Pendidikan IPA Vol 4, No 2: October 2018
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (705.814 KB) | DOI: 10.21831/jipi.v4i2.21401

Abstract

Tujuan penelitian pengembangan ini adalah untuk menghasilkan Rencana Pelaksanaan Pembelajaran (RPP) IPA SD berbasis Problem Based Learning (PBL) untuk anak learning disabilities yang layak digunakan dalam pembelajaran. Metode penelitian yang digunakan menggunakan desain 4D (four D-Models) yang dikemukakan oleh Thiagarajan (1974) yang terdiri tahap pendefinisian (define), perencanaan (design), pengembangan (develop) dan diseminasi (dissemination). Instrumen yang digunakan adalah lembar validasi ahli, instrumen tes dan nontes untuk menilai hasil belajar siswa dari sisi kognitif, afektif dan psikomotor serta lembar keterlaksanaan pembelajaran. Teknik analisis data menggunakan analisis data validasi ahli, analisis data tes hasil belajar dari aspek kognitif, afektif dan psikomotor serta analisis data keterlaksanaan pembelajaran. Hasil  penelitian menunjukkan data dari analisis ahli pada tahap 1 nilai rata rata 3,99 (baik), tahap 2 nilai rata-rata 4,38 (sangat baik). Dari ujicoba lapangan didapatkan hasil belajar siswa sebanyak 70% sudah memenuhi KKM dan siswa yang mengalami peningkatan pembelajaran sebanyak 60%. Untuk analisis keterlaksanaan pembelajaran pada ujicoba lapangan I, II dan II memperoleh nilai 3,575, 3,625, dan 3,65 semuanya masuk pada kategori baik. Nilai presentase keterlaksanaan pembelajaran berturut-turut pada pertemuan ke I, II dan III adalah 99,31%, 97,94% dan 98,64%, sehingga secara keseluruhan RPP IPA berbasis PBL untuk anak learning disabilities layak digunakan dalam pembelajaran. Development of primary school natural science lesson plan based on problem based learning (PBL) for learning disabilities students AbstractThe purpose of this development research was to produced a primary school natural science lesson plan based on Problem Based Learning (PBL) for learning disabilities children that are appropriate to be used in learning. The research method used uses 4D (four D-Models) design proposed by Thiagarajan (1974) which consists of define, design, develop and dissemination. The instruments used were expert validation sheets, test and non-test instruments to assess student learning outcomes in terms of cognitive, affective and psychomotor as well as learning achievement sheets. Data analysis techniques used expert validation data analysis, data analysis of learning outcomes test from cognitive, affective and psychomotor aspects as well as data analysis of learning achievement. The results showed that the data from expert analysis at stage 1 was 3.99 (good), stage 2 had an average value of 4.38 (very good). From field trials obtained student learning outcomes as much as 70% has fulfilled the KKM and students who experienced learning improvement as much as 60%. For the analysis of the feasibility of learning in the field trials I, II and II obtained a score of 3.575, 3.625, and 3.65 all in the good category. The percentage value of learning successive at meetings I, II and III are 99.31%, 97.94% and 98.64%, so that the overall lesson plan based PBL for children with learning disabilities was worthy of use in learning. 
Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school Ari Setiawan; Syarief Fajaruddin; Dinar Westri Andini
Jurnal Prima Edukasia Vol 7, No 1: January 2019
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (691.355 KB) | DOI: 10.21831/jpe.v7i1.23117

Abstract

Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.
Ecobrick sebagai Sarana Mewujudkan Masyarakat Inklusif Trisniawati Trisniawati; Dinar Westri Andini; Wahyu Setya Ratri
Jurnal Pengabdian Pada Masyarakat Vol 4 No 3 (2019)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (711.79 KB) | DOI: 10.30653/002.201943.179

Abstract

ECOBRICK AS A MEANS OF CREATING AN INCLUSIVE SOCIETY. This study aims to describe how ecobrick is a means to realize an inclusive society. This is expected to overcome environmental problems, especially inorganic waste management through ecobrick. This research was conducted in the villages of Jatirejo, Lendah, Kulon Progo, Yogyakarta. Data analyzed in the form of primary data, namely questionnaire on the implementation of activities and the results of interviews with society. The questionnaire made for the evaluation of activities consisted of material, speakers, and facilities and infrastructure. The results of the study show that the community can participate in ecobrick activities well. In the evaluation results of the material as many as 17 diffables present in the indicator 1. the material can be received as much as one diffable gives a score of 1, eight diffables give a score of 3, and eight diffables give a score 4. On the indicator 2. the material is useful for participants with one diffable score 2, eight diffables gave a score of 3, and eight diffables gave a score of 4. In the indicator 3. the material was distributed to participants as many as nine diffables gave a score of 3 and eight diffables gave a score 4. In indicator 4. there were examples of 8 material diffables giving score 3 and nine diffables give a score of 4. In indicator 5. the speaker clearly stated that one diffable gave a score of 1, 12 diffables gave a score of 3, and four diffables gave a score of 4. On indicator 6. delivering interesting material as much as one diffable gave a score of 2, 11 diffables gave a score of 3, and five diffables gave a score of 4.
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.
The Development of the Sariswara Method in Accommodating the Students' Diversity in Thematic Learning Material of Elementary School Dinar Westri Andini; Firyalina Yulma Annisa; Biya Ebi Praheto; Taryatman Taryatman
Jurnal Prima Edukasia Vol 11, No 1 (2023): January 2023
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v11i1.53254

Abstract

This research describes the Sariswara Method and syntax development in Accommodating Student Diversity. This research was conducted at Kemudo 3 Elementary School. It used observation, interviews, and questionnaires as data collection techniques. The research method used is Research and Development. The method developed used the 6 steps of Borg Gall development by Sugiyono (1) research and collecting information, (2) data collection, (3) product design, (4) expert validation, (5) product revisions, (6) and limited trials. The results of this research and development method indicate that the Sariswara method and syntax have been successfully developed. The feasibility score is a "Good" (2.8 average score) from the method validator, a "Very Good" (3.6 average scores) from the material validator, and a "Very Good" (4.0 Average score) from the teacher. The limited trial showed a "Very Good" response (86%) from students. Therefore, novelty in this research about developing the Sariswara method in the form of syntax accommodating the diversity of students in thematics learning in IV grade is feasible and can help students learn thematics material.
Co-Authors Abdul Rahim Agustinus Eko Susetyo Aliffah Aliffah Anang Sudigdo Ani Widyawati Ari Setiawan Arum Nur Trisni Kurnia Wijayati Aulia Sulthon Wiji Pasha Ayu Rahayu Biya Ebi Praheto C Asri Budiningsih Charisma Wulan Widananda Cinde Herawati Didi Supriadi Dyan Indah Purnama Sari Efa Okvita Rosadian Fenti Retnoningrum Firyalina Yulma Annisa Ghozali, Imam Handoyo Saputro Indah Kurniasih Intan Aprilia Mahmudah Titi Muanifah Muh Jauhar Nafis Muhaimi Mughni Prayogo Muhammad Taufik Ismail Mumpuniarti Mumpuniarti Murniningsih Murniningsih Nurcholish Arifin Handoyono Pardimin Pardimin Rahadi Rahadi Ratri Aulia Safa Ardini Retno Utaminingsih Siti Anafiah Siti Rochmiyati Suciani Alfiah Syamsul Hadi Syarief Fajaruddin Taryatman Taryatman Trisharsiwi Trisharsiwi, Trisharsiwi Trisniawati Trisniawati Vellia Amanda Putri Amanda Wahyu Setya Ratri Wisnu Hasan Kurniawan Zainnur Wijayanto Zainur Wijayanto