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KEMAMPUAN GURU DALAM MELAKUKAN IDENTIFIKASI ANAK BERKEBUTUHAN KHUSUS Rapisa, Dewi Ratih
PEDAGOGIA Vol 16, No 1 (2018)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v16i1.10731

Penelitian berangkat dari masalah rata-rata guru kurang memiliki kemampuan dalam mengidentifikasi kendala yang dialami Anak Berkebutuhan Khusus. Oleh karena itu, kebutuhan akan kemampuan guru untuk mengidentifikasi Anak Berkebutuhan Khusus dalam menentukan layanan pendidikan secara optimal. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui bagaimana kemampuan guru dalam mengidentifikasi anak-anak berkebutuhan khusus di Sekolah Dasar 3 SD di Banjarmasin. Dalam penelitian ini, pendekatan penelitian yang digunakan adalah pendekatan deskriptif kualitatif. Subjek penelitian dalam penelitian ini adalah kepala sekolah, guru reguler dan guru kebutuhan khusus di SD Pasar Lama 3 di Banjarmasin. Hasil penelitian menunjukkan bahwa guru di SD Pasar Lama 3 di Banjarmasin belum dapat melakukan skrining. Guru tidak memberikan tes kepada anak-anak menggunakan alat identifikasi yang tepat. Guru di Sekolah Dasar 3 SD di Banjarmasin telah melakukan rujukan sejak awal penerimaan siswa baru di sekolah terutama pada awal tahun pertama sekolah dasar dan atau peningkatan kelas. Guru di SD Pasar Lama 3 Banjarmasin tidak melakukan klasifikasi karena semua kru langsung dilayani di kelas reguler.Â The research departs from the problem of the average teacher lacks ability in identifying the obstacles experienced Children with Special Needs. Primary School teachers especially graduates in addition to Special Education have not gained insight into Children with Special Needs education, even though Children with Special Needs is highly possible in regular schools of inclusive education providers. So that, the ability of teachers to identify the Children with Special Needs in determining the optimal education services. The goal to be achieved in this research is to find out how the ability of teachers in identifying children with special needs at Pasar Lama 3 Elementary SchoolÂ in Banjarmasin.Â Â Â Â Â Â Â Â Â Â Â In this research, the research approach used is qualitative descriptive approach. Research subjects in this study are principal, regular teachers and special need teachers at Pasar Lama 3 Elementary School in Banjarmasin.The results showed that teachers at Pasar Lama 3 Elementary School in Banjarmasin have not been able to do screening. Teachers do not provide tests to children using appropriate identification instruments. Teachers at Pasar Lama 3 Elementary School in Banjarmasin has been doing referral since the beginning of new students admission in school especially at the beginning of the first year of primary school and or grade increase. Therefore, the teacher does not create a database of children who need to switch and the database of children who do not need to switch because since the beginning the teacher has been doing the transfer (referral) all cases of Children with Special Needs to psycholog. Teachers at Pasar Lama 3 Elementary School in Banjarmasin did not do classification because all the crew were directly served in the regular class.

EVALUASI PELATIHAN BISINDO DI PROGRAM STUDI PENDIDIKAN KHUSUS Yuwono, Imam; Rapisa, Dewi Ratih; Damastuti, Eviani; Rahmah, Nurbayti
PEDAGOGIA Vol 18, No 1 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v18i1.23392

AbstrakBISINDO adalah bahasa isyarat yang berpedoman pada ekspresi, gerakan tangan, posisi Â tubuh, Â kontak Â mata Â yang Â dikembangkan Â olehÂ individu tuli. Laboratorium Pendidikan Khusus Universitas Lambung Mangkurat dengan bekerja sama dengan GERKATIN (Gerakan Kesejahteraan Tuli Indonesia) Kalimantan Selatan mangadakan pelatihan BISINDO, namun belum ada evaluasi terhadap pelatihan tersebut sehingga belum diketahui sejauh mana dampak pelatihan terhadap perkembangan komunikasi mahasiswa tuli. Penelitian ini bertujuan untuk mengetahui evaluasi pelatihan BISINDO di Program Studi Pendidikan Khusus Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dan model evaluasi CIPP (Context, Input, Process, Product). Subjek penelitian meliputi koordinator program studi Pendidikan Khusus, koordinator pelatihan BISINDO, instruktur BISINDO sebanyak 2 orang dan perserta pelatihan BISINDO sebanyak 20 orang. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan tes. Hasil penelitian menunjukkan pelatihan BISINDO dapat menjadi wadah dalam mempelajari bahasa isyarat dan meningkatkan kemampuan komunikasi antara mahasiswa tuli dan mahasiswa dengar untuk meminimalisir hambatan dalam komunikasi dan mempermudah mahasiswa tuli dalam perkuliahan, pelatihan BISINDO telah melakukan modifikasi media dan strategi pembelajaran yang berbasis visual melalui video yang disertai teks, dan pelatihan BISINDO dapat membangun kesadaran mahasiswa dengar yang nantinya diharapkan akan berdampak positif baik dalam proses perkuliahan dan ketika berada di masyarakat luas.Â AbstractBISINDO is a sign language that is guided by expressions, hand movements, body position, eye contact developed by deaf. Special Education Laboratory, University of Lambung Mangkurat in collaboration with GERKATIN (Indonesian Deaf Welfare Movement) South Kalimantan held BISINDO training, but there was no evaluation of the training so it is unknown how far the impact of the training on the development of deaf student communication. This study aims to determine the evaluation of BISINDO training in the Special Education Study Program, Faculty of Teachers Training and Education, University of Lambung Mangkurat. This research used quantitative descriptive approach and an evaluation model of CIPP (Context, Input, Process, Product). Research subjects included the coordinator of the Special Education Study Program, BISINDO training coordinator, BISINDO instructors for 2 people and BISINDO training participants for 20 people. Data collection techniques used observation, documentation, and tests. The results showed BISINDO training could be a forum for learning sign language and improving communication skills between Deaf students and Hearing students to minimize barriers to communication and facilitate Deaf students in lectures, BISINDO training had modified media and learning strategies based on visuals through video accompanied texts, and BISINDO training can build awareness of Hearing students which will hopefully have a positive impact both in the lecture process and when in the wider community.

KOMUNIKASI KEBIJAKAN PENDIDIKAN INKLUSIF PADA KAWASAN BANTARAN SUNGAI MARTAPURA PROVINSI KALIMANTAN SELATAN Rapisa, Dewi Ratih; Vikalista, Ellisa
PEDAGOGIA Vol 18, No 2 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v18i2.31814

AbstrakPenyelenggaraan pendidikan inklusif di Indonesia telah didukung dengan banyaknya landasan yuridis yang menjadi dasar dalam proses implementasi. Hal ini menunjukkan besarnya dukungan masyarakat terhadap kebijakan tersebut. Proses perumusan sebuah kebijakan Â akan mempengaruhi berjalannya proses penerapan kebijakan tersebut. Pada implemetasinya, masih terdapat faktor penghambat yang disebabkan oleh masalah komunikasi kebijakan pendidikan inklusif. Berdasarkan hal tersebut, penelitian ini bertujuan untuk mengetahui pola komunikasi kebijakan inklusif yang diterapkan pada enam sekolah inklusif di kawasan bantaran Sungai Martapura Provinsi Kalimantan Selatan. Metode dalam penelitian ini adalah kualitatif dengan jenis deskriptif. Hasil penelitian menunjukkan bahwa pelaksana kebijakan telah memahami tujuan pendidikan inklusif dan terdapat faktor pendukung dalam pelaksanaan pendidikan inklusif. Pada sisi lain, pelaksanaan pendidikan inklusif masih diiringi dengan kurangnya penerimaan guru terhadap keberadaan ABK, masih ditemukannya faktor penghambat pendidikan inklusif seperti kurangnya sarana dan prasarana, perbedaan penliaian antar pelaksana kebijakan mengenai pendidikan inklusif yang diterapkan serta kurangnya komunikasi dan kerjasama antara kepala sekolah, guru dan GPK dalam melayani kebutuhan ABK.Â AbstractThe implementation of inclusive education in Indonesia has been supported by many juridical foundations that form the basis for the implementation process. This result shows a high support from the people of the policy. Process of policy formulation will affect the implementation of this policy. In its implementation, there are still inhibiting factors caused by communication problems on inclusive education policies. Based on this, this study aims to find the pattern of inclusive policy communication that is applied to six inclusive schools in the Martapura Riverbank area, South Kalimantan Province. The method in this research is qualitative with descriptive type. The results showed that policy implementors understood the goals of inclusive education and there were supporting factors in the implementation of inclusive education. On the other hand, the implementation of inclusive education is still accompanied by a lack of teacher acceptance of existing of children with special needs, the discovery of factors inhibiting inclusive education such as lack of facilities and infrastructure, differences in assessment among policy implementors of applied inclusive education, and a lack of communication and coÃ¶peration between school principals and teachers. and shadow teachers in serving the needs of children with special needs.

Identification of Children with Special Needs in Inclusive Schools Dewi Ratih Rapisa; Eviani Damastuti; Adelia Ananda Putri
Journal of ICSAR Vol 5, No 2 (2021): July
Publisher : Department of Special Education

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

This study aims to analyze the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. This research was motivated by various cases where there were limitations of teachers in identifying children with special needs. This research method is descriptive with the technique of collecting data from a literature review of various references that are relevant to the observed symptoms. The data collected were analyzed descriptively qualitatively so that we could recognize the types and characteristics of children with special needs, especially children who experience obstacles in the academic field. The results of the literature review reveal that children with special needs, especially children who experience obstacles in the academic field, are divided into three types, which is intellectual disability, learning disability, and slow learner.

KAMUBISAKUL application to Facilitate students with hearing impairments to follow the lecture process Utomo Utomo; Dewi Ratih Rapisa; Eviani Damastuti; Hayatun Thaibah
Journal of ICSAR Vol 5, No 2 (2021): July
Publisher : Department of Special Education

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

There are 20 students with special needs at Lambung Mangkurat University, 9 of which are students with hearing impairments. The obstacles experienced by students with hearing impairments during the lecture process are mainly communication problems, especially receptive language (the ability to understand the interlocutor). Not all lecturers understand the needs and characteristics of students with hearing impairments and sign language skills. However, students with special needs are required to follow and succeed in meeting the learning targets set by the lecturer. Therefore we need assistive technology (assistive) that can help students with special needs. In this case, students with hearing impairments make it easier for them to learn and achieve the expected targets. This research aims to develop assistive technology for students with hearing impairments to attend the lecture process. This study used a descriptive method with a qualitative approach, and the type of research used in this study was the Research and Development (RnD) type. This study selected research subjects using the purposive sampling technique to select nine students with hearing impairments at Lambung Mangkurat University. The stages in this research begin with: (1) Literature Study; (2) Needs Analysis; (3) Assessment; (4) FGD or Application Design; (5) Making the KAMUBISAKUL Application; (6) Trial of KAMUBISAKUL Application; (7) Dissemination of the KAMUBISAKULl Application; and (8) Evaluation. Assistive technology development carried out by the research team resulted in an application called KAMUBISAKUL. Based on research, this application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT (Tuition Fee) payment, lectures, names of college’s rooms. This application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT payment, lectures, names of rooms in lectures. This application is helpful for students with hearing impairments in interpreting essential terms used in lectures. These terms relate to information about the course enrollment flow, UKT payment, lectures, names of rooms in lecturers.

Pedagogical competency development of prospective special education teachers through based learning models project Imam Yuwono; Dewi Ratih Rapisa
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 2 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020211258

Learning in elementary schools is presented thematically by combining several subjects in a theme. In special schools and inclusive schools, teachers with special education backgrounds have an important role in simplifying the subject matter by adjusting the results of each child's assessment, one of which is science material. Support for learning services for special needs children requires various preparations from various parties such as educators so that skills in preparing materials, determining approaches, models, methods, and learning media become a pedagogical competency that must be mastered by prospective special education teacher students. This study aims to describe the implementation of the Project Based Learning model which consists of stages of planning, implementation, evaluation and presentation to build the pedagogical competence of students of the Special Education Study Program as prospective teachers in teaching science material to Children with Special Needs. This research was conducted using a qualitative approach with the type of case study. The results showed that lectures with project-based learning models through the stages of planning, implementation, presentation and evaluation were able to build student pedagogical competence in terms of special needs children's assessment, learning assessment, lesson plans modification, making science learning media, role-playing lesson plans modification, and implementing lesson plans that has been prepared in order to prepare special education students to become professional teacher candidates.

Teachers' Ability in Identifying Children with Low Academic Achievements in Inclusive Education Eviani Damastuti; Dewi Ratih Rapisa
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Vol 8, No 2 (2021): December
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um029v8i22021p1-7

Children with low academic achievement are one of the problems that are often found in schools but, in general, children with this condition often cannot be identified by teachers. Whereas the success of educational services for children with low academic achievement is determined by the ability of teachers to identify children. Therefore, the purpose of this study was to determine the teacher's ability to identify children with low academic achievement in schools providing inclusive education. This quantitative descriptive research was conducted at 4 elementary schools in Banjarmasin City and Banjar Regency with the number of research subjects on 28 classroom teachers. Data collection was carried out using questionnaires and interviews and then analyzed quantitatively descriptively. The results showed that the teacher's ability to identify children with low academic achievement with an average of 33.33% both in screening, referral, and classification functions. At the stage of screening, the process carried out is still incomplete, because identification is carried out only using identification instruments, simple tests, and inadequate supporting documents (Family Cards (KK), birth certificates, children's data). Most of the teachers have not observed children's abilities, interviewed , and completed IQ test results. At the referral stage, the teacher has not collaborated with professional staff. Most students with low academic achievement are classified by teachers as slow learners, without knowing their IQ scores. The teachers with lack of ability to understand the process of identifying children with special needs will determine the handling of children with special needs in schools providing inclusive education.

KECENDERUNGAN PENERIMAAN GURU TERHADAP ANAK BERKEBUTUHAN KHUSUS (ABK) DI SEKOLAH DASAR Eviani Damastuti; Dewi Ratih Rapisa
PEDAGOGIA Vol 19, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v19i2.40933

Abstrak Di Kalimanatan Selatan dipertegas dengan keluarnya Peraturan Daerah nomor 4 tahun 2019 tentang perlindungan dan pemenuhan hak penyandang disabilitas terutama pasal 12 yang menyebutkan setiap penyelenggara pendidikan pada semua jalur, jenis dan jenjang pendidikan memberikan kesempatan dan perlakuan yang setara dan berkewajiban menerima peserta didik penyandang disabilitas. Oleh karena itu, penelitian ini bertujuan untuk mengetahui kecenderungan penerimaan guru terhadap Anak Berkebutuhan Khusus (ABK) di Sekolah Dasar di Kalimantan Selatan. Penelitian ini mengunakan pendekatan kualitatif. Subyek dalam penelitian ini adalah Kepala Sekolah, Guru Kelas yaitu guru-guru dan kepala sekolah di SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, dan SDN Purwosari Baru I. Teknik Pengumpulan data melalui wawancara mendalam (Depth Interviews), angket, observasi dan dokumentasi. Teknik analisis data dalam penelitian ini yaitu proses pengumpulan data, reduksi data, display data dan penarikan kesimpulan. Hasil penelitian yang menunjukkan bahwa penerimaan guru-guru Sekolah Dasar di SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 terhadap keberadaan anak berkebutuhan khusus di sekolah mereka sudah cukup baik, namun dalam hal pembelajaran bagi anak berkebutuhan khusus guru masih merasa terbebani karena guru merasa belum memiliki kemampuan dalam melayani anak berkebutuhan khusus sesuai kebutuhannya seperti memodifikasi pembelajaran untuk anak berkebutuhan khusus, hal ini karena sebagian besar latar belakang pendidikan guru-guru tersebut tidak ada yang berasal dari lulusan pendidikan khusus/ pendidikan luar biasa. AbstractIn South Kalimantan this was emphasized by the issuance of Regional Regulation number 4 of 2019 concerning the protection and fulfillment of the rights of persons with disabilities, especially Article 12 which states that every education provider in all paths, types and levels of education provides equal opportunities and treatment and is obliged to accept students with disabilities. Therefore, this study aims to determine the trend of teacher acceptance of children with special needs in elementary schools in South Kalimantan. This research uses a qualitative approach. Subject in this study were the principal, class teachers, namely teachers and principals at SD N I Pelambuan, SDN IV Pelambuan, SDN Tingggiran II.I, and SDN Purwosari Baru I. Data collection techniques through in-depth interviews (Depth Interviews), questionnaire and documentation study. Data analysis techniques in this study are the process of data collection, data reduction, data display and conclusion. The results of the research show that the acceptance of elementary school teachers at SD N 1 Pelambuan, SDN 4 Pelambuan, SDN Tingggiran 2 on the existence of children with special needs in their schools is quite good, but in terms of learning for children with special needs teachers still feel burdened because the teacher feel that they do not have the ability to serve children with special needs according to their needs such as modifying learning for children with special needs, this is because most of the educational backgrounds of these teachers do not come from special education / special education graduates.

Emotional Social Development of 4 years old Children in Pandemic Time (COVID-19) Dewi Ratih Rapisa; Hayatun Thaibah
Proceedings Series on Social Sciences & Humanities Vol. 2 (2021): Proceedings of Psychology in Individual and Community Empowerment to Build New Normal
Publisher : UM Purwokerto Press

Not every child can successfully pass tasks in social-emotional development at an early age, so that various obstacles can occur. Educators and parents should understand children’s development by providing guidance, especially during a pandemic, which requires children to study at home. The research objective was to determine the social-emotional development of children aged four years during the pandemic (Covid 19). This research method is quantitative. The place of research was conducted in PAUD Terpadu Tarbiyatul Athfal, East Banjarmasin. The research subjects were 15 children aged four years—data collection techniques using closed questionnaires and observation. The results showed that the aspects of interaction with peers were equal to 100%. Friendly learning aspect and intense interaction aspect equivalent to 93.3%. Friendly part and starting to be more adaptable, equivalent to 33.3%. Elements of showing an attitude of cooperation, participation, group activities, and playing dramas are equal to 40%. This indicates that during the pandemic (Covid 19), interaction with peers was classified as very good even though there were still children whose development period was unknown.

Sosialisasi Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) Berbasis Android di Kecamatan Aranio Dewi Ratih Rapisa; Eviani Damastuti; Nahdiati Nahdiati
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 4, No 4 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v4i4.6417

Mengidentifikasi anak berkebutuhan khusus berdasarkan karakteristik yang dapat diamati merupakan hal yang belum sepenuhnya dikuasai oleh para guru, sehingga anak memperoleh label tidak tepat, penanganan yang salah, dan performa belajar anak tidak menunjukkan perkembangan. Berdasarkan permasalahan tersebut, guru memiliki kebutuhan berkaitan dengan pengetahuan dan keterampilan dalam identifikasi anak dengan hambatan akademik. Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk mengetahui hasil penggunaan Aplikasi Identifikasi Anak dengan Hambatan Akademik (SIMAK) dalam meningkatkan pengetahuan guru untuk menemukenali anak dengan hambatan akademik. Metode yang digunakan adalah metode ceramah, diskusi dan praktek penggunaan SIMAK. Sosialisasi PKM dikuti oleh tiga puluh guru di Kecamatan Aranio, Kabupaten Banjar. Hasil evaluasi dari kegiatan PKM menunjukkan bahwa sosialisasi pemanfaatan aplikasi SIMAK terbukti dapat meningkatkan pengetahuan dan keterampilan guru dalam mengenali anak dengan hambatan akademik berupa kesulitan belajar, lamban belajar, dan hambatan intelektual.One of the competencies teachers in public schools must possess identifying children with special needs based on observable characteristics. The achievement of these competencies will embody the philosophy of inclusive education, namely, education for all. There are still teachers who still need to be able to identify children with academic barriers, resulting in children receiving inappropriate labels, incorrect handling, and children's learning performance not showing progress. Based on these problems, teachers have needs related to knowledge and skills in identifying children with academic barriers. This community service aims to find the results of using the Application for Identification of Children with Academic Barriers (SIMAK) to increase teacher knowledge to identify children with academic barriers. The method used is the lecture method, discussion and practice of SIMAK. Thirty teachers in Aranio District, Banjar Regency, attended this community service socialization. The results of the evaluation of PKM activities showed that the socialization of the use of the SIMAK application was proven to improve teachers' knowledge and skills in recognizing children with academic barriers in the form of learning difficulties, slow learning, and intellectual barriers.

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