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All Journal Indonesian Journal of Disability Studies Journal of ICSAR Jurnal Basicedu Jurnal Basicedu Jurnal Dedikasi untuk Negeri
Heni Herlina
Universitas Muhammadiyah Lampung
Religion Humanities Decision Sciences, Operations Research & Management Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Effectiveness of the Equality Dynamic Learning Model in Increasing Disability Awareness of Students in Inclusion Classes Yulvia Sani; Ossy Firstanti Wardany; Genesa Vernanda; Heni Herlina
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (24.329 KB) | DOI: 10.21776/ub.ijds.2019.007.01.4

Abstract

The background of research is low acceptance problem of the presence of students with disabilities caused by the lack of disability awareness in every student that arises due to low social contact. The lack of acceptance can be seen from the reactions of other students when learning. The problem will be very clear when there is of work groups learning, it is very rarely condition, there are other students who immediately propose themselves in one group with him. In addition, there is lacking of support for "AH" when he gets difficulties. On the other hand "AH" has a lack of self-esteem, insecure, easy to give up, and despair with activities related to the obstacles they experience. Based on the problems that arise in the inclusion class, the researchers therefore provide a model of equality dynamic learning to solve existing problems. The equality dynamic learning model conceptualizes "dynamic learning that creates equal rights in learning", it means that learning activities are designed in such a way that takes into account the diversity that is owned by students (students with special and regular needs) and accommodates all these needs in learning activities so that all students in the class have meaningful learning. The subjects in this study were 19 students, 1 student with special needs with physical disabilities, a18 normal students. The research methodology in this study is a quasi-experimental design with one group pretest-posttest without control class. The results of the study showed that the condition of pretest disability awareness of students in the moderate category was 63%, the high category was 37%. The condition of posttest of disability awareness for high category students was 16%, very high category was 84%. The disability awareness condition experienced a significant increase after the dynamic learning equality model was given to students in the inclusive class. Wilcoxon calculations were performed with the result that in the asymp sig (2-tailed) column to be tested 2 sides were 0,000. Because the case is a one-tailed test, the probability becomes 0,000 / 2 = 0,000. Here the probability is below 0.05 So, based on the results of this study, the equality dynamic learning model is effective in increasing the disability awareness of students in inclusive classes.
Survey on Implementation of Early Literacy Interventions by Parents of Deaf Children Yulvia Sani; Ossy Firstanti Wardany; Heni Herlina
Journal of ICSAR Vol 6, No 2 (2022): July
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v6i22022p179

Abstract

This study aims to determine whether parents of deaf children in Lampung conduct early literacy interventions. This research used a survey type quantitative method. The research subjects were 6 parents of deaf children aged 4-8 years. It collected data using a questionnaire distributed via Google Form to parents of deaf children. The study results found that 83 percent did early literacy intervention at home. Parents' activities to carry out early literacy intervention are reading aloud, natural intervention, using video, and making DIY media. All parents did the planning. The planning and implementation of early literacy intervention activities carried out by parents encountered various obstacles. Most of the solutions chosen were discussed with experts/therapists/ teachers. So it can be said that most parents of deaf children in Lampung Province carry out early literacy interventions planned and carried out through collaboration with families and expert assistance.
The Effectiveness of the Equality Dynamic Learning Model in Increasing Disability Awareness of Students in Inclusion Classes Yulvia Sani; Ossy Firstanti Wardany; Genesa Vernanda; Heni Herlina
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.554 KB)

Abstract

The background of research is low acceptance problem of the presence of students with disabilities caused by the lack of disability awareness in every student that arises due to low social contact. The lack of acceptance can be seen from the reactions of other students when learning. The problem will be very clear when there is of work groups learning, it is very rarely condition, there are other students who immediately propose themselves in one group with him. In addition, there is lacking of support for "AH" when he gets difficulties. On the other hand "AH" has a lack of self-esteem, insecure, easy to give up, and despair with activities related to the obstacles they experience. Based on the problems that arise in the inclusion class, the researchers therefore provide a model of equality dynamic learning to solve existing problems. The equality dynamic learning model conceptualizes "dynamic learning that creates equal rights in learning", it means that learning activities are designed in such a way that takes into account the diversity that is owned by students (students with special and regular needs) and accommodates all these needs in learning activities so that all students in the class have meaningful learning. The subjects in this study were 19 students, 1 student with special needs with physical disabilities, a18 normal students. The research methodology in this study is a quasi-experimental design with one group pretest-posttest without control class. The results of the study showed that the condition of pretest disability awareness of students in the moderate category was 63%, the high category was 37%. The condition of posttest of disability awareness for high category students was 16%, very high category was 84%. The disability awareness condition experienced a significant increase after the dynamic learning equality model was given to students in the inclusive class. Wilcoxon calculations were performed with the result that in the asymp sig (2-tailed) column to be tested 2 sides were 0,000. Because the case is a one-tailed test, the probability becomes 0,000 / 2 = 0,000. Here the probability is below 0.05 So, based on the results of this study, the equality dynamic learning model is effective in increasing the disability awareness of students in inclusive classes.
Meningkatkan Pemahaman Guru dalam Membangun Kelas Inklusif dengan Sosialisasi Daring Heni Herlina; Ossy Firstanti WardanY; Yulvia Sani
Jurnal Dedikasi untuk Negeri Vol 1, No 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat UML

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.111 KB) | DOI: 10.36269/jdn.v1i1.872

Abstract

Abstrak Kompetensi guru di sekolah inklusi masih perlu ditingkatkan. Kegiatan bertujuan untuk mengedukasi dan menambah wawasan terhadap mitra (guru di sekolah umum/inklusi, mahasiswa) terkait merancang dan membangun kelas yang inklusif. Kegiatan diharapkan dapat memberikan wawasan, pengetahuan, dan kesadaran dalam mengadaptasi kurikulum, menciptakan lingkungan kelas yang inklusif, serta meningkatkan kesadaran disabilitas (disability awareness) dan penerimaan di kelas inklusif. Kegiatan dilakukan selama dua hari secara daring melalui zoom dengan peserta yang berasal dari latar belakang guru di sekolah inklusi, guru di sekolah luar biasa, akademisi, dan mahasiswa. Kegiatan berjalan lancar dan sesuai dengan rencana pelaksanaan. pemahaman peserta terkait membangun kelas inklusif dalam aspek adaptasi pembelajaran, adaptasi lingkungan fisik, dan meningkatkan disability awareness mengalami peningkatan yang cukup signifikan didasarkan pada hasil pre-post test. Berdasarkan evaluasi didapat bahwa peserta memberikan umpan balik dan evaluasi yang positif terhadap kegiatan ini. Secara umum dapat dikatakan bahwa program ini berjalan dengan baik sesuai dengan rencana.Kata kunci: Sosialisasi Daring, pemahaman guru, Kelas Inklusif, anak berkebutuhan khusus Abstract Teacher competence in inclusion schools still needs to be improved. The activity aims to educate and add insight to  teachers in public school /inclusion,  related to designing and building inclusive classes. Activities are expected to provide insight, knowledge, and awareness in adapting the curriculum, creating an inclusive classroom environment, and increasing disability awareness and acceptance in inclusive classrooms. The activity was conducted over two days online through zoom with participants who came from teacher backgrounds in inclusion schools, teachers in special schools, academics, and students. The activity runs smoothly and in accordance with the implementation plan. Participants related to building inclusive classes in aspects of learning adaptation, adaptation of the physical environment, and increasing disability awareness experienced a significant increase based on pre-post test results. Based on the evaluation, participants provided positive feedback and evaluation of this activity. In general, it can be said that this program is going well according to the plan.Keywords: Online socialization, teacher understanding, Inclusive Classes, special need children 
Kendala Dan Kebutuhan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka Bagi Peserta Didik Berkebutuhan Khusus di Lampung Heni Herlina; Ossy Firstanti Wardany; Yulvia Sani; Revita Zalsyabila Maharani
Jurnal Basicedu Vol. 7 No. 5 (2023): October
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i5.6086

Abstract

Transisi dari Kurikulum 2013 ke Kurikulum Merdeka bagi PDBK (Peserta Didik Berkebutuhan Khusus) diasumsikan menimbulkan tantangan baru bagi guru dalam mengimplementasikannya. Penelitian bertujuan untuk menggali kendala sekaligus merumuskan kebutuhan guru SD dalam implementasi Kurikulum Merdeka bagi Peserta Didik Berkebutuhan Khusus (PDBK) di Provinsi Lampung. Penelitian menggunakan metode survei dengan bantuan Google Form, dan terdapat 32 guru yang telah menerapkan Kurikulum Merdeka dan memiliki PDBK di kelas. Hasil penelitian menemukan bahwa 56% guru mengaku belum pernah mempelajari mengenai Kurikulum Merdeka bagi PDBK. Guru SD di Lampung diketahui mengalami kesulitan dalam merancang pembelajaran, melakukan adaptasi kurikulum, serta merancang dan melakukan evaluasi pembelajaran. Berdasarkan jawaban guru diketahui guru membutuhkan orang tua yang lebih aktif dalam berkolaborasi (94%), dukungan sarana dan prasarana yang aksesibel (84%), dukungan sekolah (84%), aplikasi dalam mengidentifikasi PDBK saat PPDB (75%) serta di rentang 63-66% guru membutuhkan panduan asesmen, serta berbagai pelatihan dalam merancang pembelajaran berdiferensiasi, pembelajaran dengan desain universal, adaptasi kurikulum, hingga memahami serta menangani PDBK di kelas. Temuan permasalahan dan rumusan kebutuhan ini diharapkan dapat memberikan masukan kepada pemerintah, akademisi, maupun organisasi terkait dalam membantu guru mengimplementasikan Kurikulum Merdeka bagi PDBK di SD regular.
Kendala Dan Kebutuhan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka Bagi Peserta Didik Berkebutuhan Khusus di Lampung Heni Herlina; Ossy Firstanti Wardany; Yulvia Sani; Revita Zalsyabila Maharani
Jurnal Basicedu Vol. 7 No. 5 (2023): October
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i5.6086

Abstract

Transisi dari Kurikulum 2013 ke Kurikulum Merdeka bagi PDBK (Peserta Didik Berkebutuhan Khusus) diasumsikan menimbulkan tantangan baru bagi guru dalam mengimplementasikannya. Penelitian bertujuan untuk menggali kendala sekaligus merumuskan kebutuhan guru SD dalam implementasi Kurikulum Merdeka bagi Peserta Didik Berkebutuhan Khusus (PDBK) di Provinsi Lampung. Penelitian menggunakan metode survei dengan bantuan Google Form, dan terdapat 32 guru yang telah menerapkan Kurikulum Merdeka dan memiliki PDBK di kelas. Hasil penelitian menemukan bahwa 56% guru mengaku belum pernah mempelajari mengenai Kurikulum Merdeka bagi PDBK. Guru SD di Lampung diketahui mengalami kesulitan dalam merancang pembelajaran, melakukan adaptasi kurikulum, serta merancang dan melakukan evaluasi pembelajaran. Berdasarkan jawaban guru diketahui guru membutuhkan orang tua yang lebih aktif dalam berkolaborasi (94%), dukungan sarana dan prasarana yang aksesibel (84%), dukungan sekolah (84%), aplikasi dalam mengidentifikasi PDBK saat PPDB (75%) serta di rentang 63-66% guru membutuhkan panduan asesmen, serta berbagai pelatihan dalam merancang pembelajaran berdiferensiasi, pembelajaran dengan desain universal, adaptasi kurikulum, hingga memahami serta menangani PDBK di kelas. Temuan permasalahan dan rumusan kebutuhan ini diharapkan dapat memberikan masukan kepada pemerintah, akademisi, maupun organisasi terkait dalam membantu guru mengimplementasikan Kurikulum Merdeka bagi PDBK di SD regular.
Co-Authors Genesa Vernanda Ossy Firstanti Wardany Revita Zalsyabila Maharani Yulvia Sani