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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JPK (Jurnal Pendidikan Khusus)
Adi Suseno
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Social Sciences Other

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Alternative teaching materials for distance learning for student with special needs Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Kependidikan Penelitian Inovasi Pembelajaran Vol 6, No 2 (2022)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v6i2.48290

Abstract

This research aimed at describing teachers' needs in developing distance learning material from the aspect of physical forms, teaching material delivery, and obstacles faced by teachers. Through a survey of 115 special education teachers in Yogyakarta, The data were obtained through an open questionnaire and analyzed using descriptive quantitative approach. The result shows that alternative teaching materials needed were in the form of printed, audio, and electronic modules. Modules contained daily life activities is aimed to increase the independence of the students. The scope that is needed is an understanding of the concept in the cognitive aspect. Teachers need modules that can be studied independently by students with special needs. The presentation of the material that is most needed is in the form of videos and animated images as aids to make it easier to understand the material. Module display is considered to have more varied and striking color combinations. The obstacles experienced by the teachers were due to the difficulty of identifying the various abilities of the students.
The individualized instruction application for personal-social skills of students with intellectual disabilities Ishartiwi Ishartiwi; Rendy Roos Handoyo; Wening Prabawati; Adi Suseno
Jurnal Cakrawala Pendidikan Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i2.49240

Abstract

Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
A Systemic Literature Review: Educational Programming Models For Gifted Students in Indonesia Adi Suseno; Rochmat Wahab
JPK (Jurnal Pendidikan Khusus) Vol 19, No 1 (2023): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v19i1.61914

Abstract

This study presents a systemic literature review that discusses the state of educational programming models for gifted students in Indonesia. The purpose of the study is to give a summary of the current educational programming approaches for gifted students at all academic levels and to depict students who are eligible for educational programming models. This study uses the guidelines of the systemic review process by Newman Gough which consists of several stages. The selected publications for literature study were based on inclusion and exclusion criteria in terms of document type, year of publication, language, and place of research. The results of this literature study provide an overview that (1) most teachers have the same understanding of gifted students who are defined as having a standardized IQ test score above 130, and some schools apply specific additional criteria for students who will receive gifted programs, and ( 2) the model of educational programming that is often used for gifted students is acceleration, either a full-year or grade-skipping acceleration.
Co-Authors Ishartiwi Ishartiwi Rendy Roos Handoyo Rochmat Wahab Wening Prabawati