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<![CDATA[Pintar Tidak Harus Di Kelas ]]>
<![CDATA[Mareza, Lia]]>
<![CDATA[ Proceeding Seminar LPPM UMP Tahun 2014 2014: Proceeding Seminar Nasional LPPM 2014, 20 Desember 2014 ]]>
Publisher : <![CDATA[Proceeding Seminar LPPM UMP Tahun 2014 ]]>
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<![CDATA[Ide awal dari pelatihan ini yaitu berangkat dari kurangnya waktu belajar pada mata pelajaran seni rupa di sekolah. Hal ini disebabkan guru kurang mengetahui berbagai teknik seni rupa sehingga siswa hanya berkutat pada menggambar dan mewarnai saja. Pelatihan mata pelajaran seni rupa ini bertujuan agar siswa dapat memahami berbagai teknik dalam seni rupa yang terkadang masih belum didapat di kelas sekolah. Pelatihan seni rupa berupa seni murni, yaitu seni lukis, seni patung dan seni grafis. Pelatihan diikuti oleh 20 siswa dan bertempat di halaman Universitas Negeri Solo. Siswa yang datang dari pengumuman kemudian diberikan pelatihan dan dilanjutkan dengan presentasi karya. Hasil pelatihan menunjukkan adanya peningkatan dari segi komposisi dan kreativitas siswa dalam pembuatan karya seni rupa dari berbagai teknik. Kata Kunci : pintar, seni rupa, karya.]]>
<![CDATA[NIRMANA SEBAGAI TEORI DASAR WARNA PRIMER, SEKUNDER DAN TERSIER ]]>
<![CDATA[Mareza, Lia]]>;
<![CDATA[Nugroho, Agung]]>
<![CDATA[ Proceeding Seminar LPPM UMP 2015: Buku II Bidang Ilmu Pendidikan dan Sosial Humaniora, Proceeding Seminar Nasional LPPM 2015, 2 ]]>
Publisher : <![CDATA[Proceeding Seminar LPPM UMP ]]>
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<![CDATA[Kegiatan ini dilatarbelakangi karena warna dapat mempengaruhi cara pandang bahkan dapat mengubah rasa, karena warna mampu memberikan kesan dan identitas tertentu. Berdasarkan hal tersebut warna dapat digolongkan menjadi tiga tingkatan,warna pokok atau warna primer, warna sekunder dan warna tersier. Warna primer meliputi warna kuning, merah dan biru. Warna sekunder merupakan turunan pertama sebagai hasil penggabungan dari warna primer, yaitu warna merah dicampur warna kuning menjadi warna oranye, warna kuning dicampur warna biru menjadi warna hijau dan warna merah dicampur warna biru menjadi warna ungu. Warna tersier adalah sebuah turunan warna yang berjarak enam kotak warna berbeda, namun perbedaan warna tersebut saling berdekatan dan senada, atau dengan kata lain yaitu gradasi warna. Tujuan dari pelatihan ini yaitu meningkatkan kemampuan guru dalam memahami nirmana sehingga mampu membuat dan membedakan komposisi warna yang harmonis hingga warna kontras. Pelatihan diikuti oleh 18 guru dan bertempat di SD UMP. Metode yang digunakan dalam kegiatan ini adalah metode ceramah bervariasi dengan power point dan video tutorial, kemudian dilanjutkan dengan praktek mencampur warna Hasil pelatihan menunjukkan adanya peningkatan dari segi komposisi dan kreativitas guru dalam pencampuran warna.Kata Kunci : Nirmana, Teori warna, Primer, Sekunder, Tersier]]>
<![CDATA[PENDIDIKAN SENI BUDAYA DAN PRAKARYA (SBdP) SEBAGAI STRATEGI INTERVENSI UMUM BAGI ANAK BERKEBUTUHAN KHUSUS ]]>
<![CDATA[Mareza, Lia]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7, No 1 (2017) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.scholaria.2017.v7.i1.p35-38
<![CDATA[Art education can shape an individuals mental character, socio cultural personality, creativity and intellectual. Cultural art education is not only as a means of developing the knowledge and skills but as a general intervention strategies for children with special needs that based on socio-cultural. cultural arts and craft education has a uniqueness, significance and usefulness through activities to create, to appreciate and to express, so that children have role in the development of cognitive, affective and psychomotor than as aspects of catharsis in channeling the emotions as well as to stimulate active participation and improve the independence and directions on special needs childreen. The purpose of the use of intervention strategies was to help teachers knowing that the characteristic was associated with the competence of the child. This study was a qualitative research conducted in SD Negeri 1 Tanjung Purwokerto as one Inclussive School. Subject of research was principal, classroom teachers, assistant teachers, students and parents. The result of the research was intervention strategy can improve the ability of children. This was due to the orientation of making art more oriented to the modification process, the content of a work and the product. ]]>
<![CDATA[MODEL DAN STRATEGI PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS DALAM SETTING PENDIDIKAN INKLUSI ]]>
<![CDATA[Nugroho, Agung]]>;
<![CDATA[Mareza, Lia]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR PERKHASA Vol 2, No 2 (2016): JURNAL PENDIDIKAN DASAR PERKHASA ]]>
Publisher : <![CDATA[JURNAL PENDIDIKAN DASAR PERKHASA ]]>
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<![CDATA[Setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu. Warga negara yang memiliki kelainan fisik, emosional, mental, intelektual atau sosial berhak memperoleh pendidikan khusus. Pendidikan inklusif adalah proses pendidikan yang memungkinkan semua anak berkesempatan untuk berpartisipasi secara penuh dalam kegiatan kelas regular, tanpa memandang kelainan, ras, atau karakteristik lainnya. Penelitian ini dilatarbelakangi permasalahan bahwa belum semua warga negara memperoleh layanan pendidikan. Khususnya warga negara yang memiliki keterbatasan-keterbatasan tertentu. Penelitian ini diarahkan untuk mencari dan memberikan gambaran bagaimana sistem penyelenggaraan pendidikan inklusif dapat menjangkau semua warga negara tanpa memperhatikan kelemahan dan kekurangan peserta didik. Penelitian ini merupakan penelitian kualitatif yang dilaksanakan di SD Negeri 1 Tanjung Purwokerto sebagai salah satu sekolah inklusi. Hasil penelitian menunjukkan model pembelajaran inklusi di SD N 1 Tanjung menggunakan model pembelajaran klasikal dan individual bagi siswa berkebutuhan khusus.Kata Kunci : Model, Strategi Pembelajaran, Pendidikan Inklusi]]>
<![CDATA[Pengajaran Kreativitas Anak Berkebutuhan Khusus pada Pendidikan Inklusi ]]>
<![CDATA[Mareza, Lia]]>
<![CDATA[ Indigenous Vol. 1 No. 2, November 2016 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/indigenous.v1i1.2764
<![CDATA[Pelaksanaan kegiatan pembelajaran ekspresi seni rupa di Purwokerto belum berjalan dengan maksimal. Pengalaman guru dalam berkesenian, pengalaman guru dalam proses penciptaan karya hingga khususnya pengalaman artistik bagi anak berkebutuhan khusus tidak dapat dicapai secara optimal. Untuk mengatasinya maka perlu diketahui kendala dalam pelaksanaan kegiatan pembelajaran kreativitas di SD/SMP Inklusi di Purwokerto serta faktor-faktor yang menimbulkan hambatan terjadi. Melalui metode  penelitian kualitatif, pengumpulan data dalam penelitian kualitatif dapat dilakukan dengan beberapa macam teknik pengumpulan data. Setelah kendala atau hambatan diketahui, maka solusi atau jalan keluar untuk pelaksanaan kegiatan kreativitas sebagai pembelajaran ekspresi seni yang lebih baik pun dapat dicapai, dan diterapkan untuk pencapaian tujuan pembelajaran seni budaya tingkat SD/SMP di Purwokerto yang lebih baik dan membawa manfaat bagi siswa, guru, sekolah dan masyarakat.Kata kunci : anak berkebutuhan khusus, inklusi, kreativitas ]]>
<![CDATA[ STRATEGI DAN MODEL PEMBELAJARAN SENI RUPA BAGI ANAK BERKEBUTUHAN KHUSUS ]]>
<![CDATA[Mareza, Lia]]>
<![CDATA[ Psychopolytan (Jurnal Psikologi) Vol 1 No 2 (2018): Februari ]]>
Publisher : <![CDATA[LPPM Universitas Abdurrab ]]>
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<![CDATA[Learning models and strategies based on a uniform curriculum can improve efficiency but decrease the effectiveness of achieving the learning objectives themselves. Learning based on individual student needs will be more effective although it can not be done by teachers on a large class scale. Children with special needs can participate fully in school life and be able to receive teaching or curriculum relevant to their needs. Taking into account the existence of special needs children, educators or teachers should have more material, model, and strategy to meet the needs of all children with special needs in the educational environment. The sooner or earlier in identifying the child with special educational needs, the easier it will be for the teacher to meet the individual needs, so that the strategy approach or the learning model can be applied as education for the children with special needs. The problems studied are: a) How is the art learning strategy for children with special needs? b) How is the preparation of art learning media for children with special needs? c) What learning model is developed so that children with special needs can work fine art well? Type of research method used in this research is qualitative method. Qualitative methods are observation, interview, or document review. The results show that the inclusion learning process is in grades 3 and 5 of Inclusive School by combining regular classes and special needs children. Supporting factors of learning process are adequate facilities and infrastructures, support from Directorate of Special Education, teachers make special program for learning process but inhibiting factor that is, lack of parent role in progress process ability of children with special needs, teacher and class assistant which does not come from special education and art, the teacher does not make the classroom administration, the teacher is less innovative in delivering art lesson material and the lack of special needs children in this inclusion school because the special students have fulfilled the percentage of sharing with the regular class.]]>
<![CDATA[Peran Guru Kelas dalam Pelayanan Bimbingan Konseling sebagai Motivasi Berprestasi Peserta Didik ]]>
<![CDATA[Ningrum, Mareta Septi Ningrum Septi]]>;
<![CDATA[Mareza, Lia]]>;
<![CDATA[Nugroho, Agung]]>
<![CDATA[ Jurnal Ilmiah Psyche Vol 13 No 2 (2019): Jurnal Ilmiah Psyche ]]>
Publisher : <![CDATA[Direktorat Riset dan Pengabdian Masyarakat Universitas Bina Darma Palembang ]]>
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DOI: 10.33557/jpsyche.v13i2.704
<![CDATA[This study aims to determine the role of classroom teachers in providing counseling guidance services to students, so that students at SD Negeri Wiradadi have achievement motivation in competitions. Based on the observation of researchers at SDN Wiradadi that SDN Wiradadi has several charter and trophies, as in the previous four years starting from 2016-2019. The championship in the Sokaraja District level competition that was obtained by the school in 2016/2017 contained 13 trophies. In 2017/2018 there were 8 championship trophies. In 2018/2019 there were 13 competition trophies. Schools often get championships to compete with other schools. The championship was obtained by students representing schools to take part in the competition, besides that research was conducted to find out the factors that influence students so that they could excel. Data collection techniques using observation, interviews, and documentation. Analysis of the data used is descriptive qualitative. This research was conducted with 10 respondents, namely the Principal, 3 class teachers and 6 students. The results showed that students in SD Wiradadi State already had high achievement motivation. Obtaining championships in students get support and guidance from a teacher. The role of the teacher in shaping students to be outstanding using counseling guidance services. Teachers have ways, approaches and strategies for students in implementing the counseling guidance service to form students so that they have high achievement motivation. Factors that can influence students to be outstanding are socioeconomic status factors, parenting practices, the education system, self-skills and teacher expectations.]]>
<![CDATA[Permasalahan Yang Dihadapi Guru Dalam Pengelolaan dan Pemanfaatan Media Pembelajaran ]]>
<![CDATA[Prastika, Dwi]]>;
<![CDATA[Hawanti, Santhy]]>;
<![CDATA[Mareza, Lia]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 3 No 2 (2019): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.3.2.a2012
<![CDATA[The main focus of this research is the problem of the management and use of instructional media by teachers. This study aims to determine the teacher & problems in the management of instructional media and find out the teacher & problems in utilizing instructional media as a source of learning in State Elementary School 2 Kalisalak. In this study using a descriptive qualitative approach and data collection techniques include observation, interviews, and documentation. The results of the study show that the teacher & problematics in managing the media for procurement provided by schools is incomplete, so each teacher chooses by designing the media and utilizing the surrounding environment to be used as media, inventory recording is still united with the needs of the school, there is no special room for storage of learning media, and the storage is still lacking maintenance, because there is no special staff to handle media storage. The next result is the problematic teacher in the use of instructional media, in the learning process low-grade teachers more often use the surrounding environment as a medium of learning, the LCD media but only a few teachers can use the LCD.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN MEDIA POP UP BOOK UNTUK MENINGKATKAN KETERAMPILAN BERCERITA SISWA KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Agni Kusuma Wardani]]>;
<![CDATA[Lia Mareza]]>;
<![CDATA[Dedy Irawan]]>
<![CDATA[ Jurnal Riset Pendidikan Dasar (JRPD) JRPD Volume 1 Nomor 1, Maret 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Purwokerto ]]>
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DOI: 10.30595/.v1i1.7934
<![CDATA[Abstract. This research is motivated by the low student storytelling skills. This study aims to describe storytelling skills using discovery learning and pop up book media models. This research technique uses classroom action research (CAR), which was carried out in two cycles and used the research design of Kemmis & McTaggart. Data collection techniques used are observation, tests, and documentation. The collected data was analyzed using qualitative and quantitative descriptive analysis techniques. The results of research conducted at Purbadana 2 Elementary School showed that learning using discovery learning assisted with pop up book media went well. The results of the knowledge skills in the first cycle reached an average of 3.1 with a percentage of completeness of 46%, meaning that students' storytelling skills were still included in the sufficient category. In the second cycle, the average was 3.9 with a percentage of completeness of 84%, meaning that students' storytelling skills were included in the criteria of good. Based on the results of the study, the application of the discovery learning learning model assisted by pop up book media can improve the skills of the fourth grade students in Purbadana 2 Elementary School. ]]>
<![CDATA[Implementation of Counseling Guidance for Children with Special Needs (Viewed from Psychological Aspects, Socio-Culture and Science and Technology Development) ]]>
<![CDATA[Lia Mareza]]>;
<![CDATA[Agung Nugroho]]>
<![CDATA[ Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 11, No 2 (2019): Dinamika Jurnal Ilmiah Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Purwokerto ]]>
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DOI: 10.30595/dinamika.v11i2.5730
<![CDATA[The purpose of this study is to provide an overview of the importance of implementing counseling for children with special needs with auditory barriers in terms of psychological, socio-cultural aspects to the development of science and technology. The role of guidance and counseling services in the realm of education becomes a basic necessity to support the growth and development of students optimally, starting from personality development, social skills (activity daily) to developments related to the potential of students so that they are expected to achieve their actualization later The research method used is descriptive qualitative research, by describing the implementation of counseling in the school, through observation, interviews, and documentation. The results of this study are counseling becomes a primary need for children with special needs, this is because of several aspects such as psychological or emotional instability than the ability to socialize in society such as the influence of bullying or pressure social, to the ability of children with special needs to keep up with as a form of interaction from cyberspace or the use of advanced technology. The implication of this study is that counseling is actually the basic foundation for research in children with special needs that are useful as identification of potential and talent as well as an effort to solve problems that occur for children with special needs]]>
