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All Journal Journal of ICSAR Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa PEDAGOGIA JPPI (Jurnal Penelitian Pendidikan Indonesia) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Proceedings Series on Social Sciences & Humanities Jurnal Penelitian Pendidikan Indonesia
Dewi Ratih Rapisa
Universitas Lambung Mangkurat
Civil Engineering, Building, Construction & Architecture Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : PEDAGOGIA

 1 
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

Abstract

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. 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 School  in Banjarmasin.            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

Abstract

AbstrakBISINDO adalah bahasa isyarat yang berpedoman pada ekspresi, gerakan tangan, posisi  tubuh,  kontak  mata  yang  dikembangkan  oleh  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. 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

Abstract

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  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. 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 coöperation between school principals and teachers. and shadow teachers in serving the needs of children with special needs.
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

Abstract

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.
Co-Authors Adelia Ananda Putri Cahyani Widya Safitri Dewi Juwita Susanti Ellisa Vikalista Eviani Damastuti Hayatun Thaibah Hayatun Thaibah Imam Yuwono Nahdiati Nahdiati Puteri Rahmatika Rahmah, Nurbayti Utomo Utomo