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All Journal Journal of ICSAR VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Basicedu
Citra Ashri Maulidina
Universitas Negeri Jakarta
Education Mathematics Social Sciences

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Family-Based Early Intervention Based on Family Outcomes for Families with Children with Multiple Disabilities Citra Ashri Maulidina
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 18 No 1 (2023): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JIV.1801.5

Abstract

This study aims to formulate a family-based early intervention program for parents who have children with Multiple disabilities based on Family Outscomes. The background of this study is the lack of family information related to the identification of children with multiple disabilities, family confusion in handling children who experience multiple disabilities, and the absence of family confidence in the situation of their children in the social environment. The subjects in this study were parents who had Children with Multiple Disabilitiesin this case were children with Cerebral Palsy who experienced obstacles in motor, cognitive, social & emotional, and language aspects and intellectual barriers. This research approach is a qualitative approach with three stages of research, namely assessment, validation, and implementation. The result of this study is an increase in family understanding of the child's condition, the occurrence of stimulation carried out by the family to the child, the family has begun to want to socialize their children in the surrounding social environment. The results and discussion of further research are discussed in this study.
Special Education Teacher Education Learning Packages to Increase Knowledge for Sustainable Development Irah Kasirah; Citra Ashri Maulidina; Indra Jaya; Muhammad Najmil Yusro
Journal of ICSAR Vol 7, No 2 (2023)
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p295

Abstract

This research aims to develop an instructional package of Education for Sustainable Development to improve the knowledge of teachers of Special Education about Education for Sustainable Development. The implementation of research in special schools that provide education for mentally disabled students in the East Jakarta area. The research method uses R & D with the development model of Dick and Carey (2009). The sample of the research were teachers of special education who provided learning for mentally disabled students in the East Jakarta area totaling 70 teachers. The sampling technique uses random sampling techniques. Product output is a knowledge textbook of Education for Sustainable Development. The research results show that knowledge books of Education for Sustainable Development can improve teacher knowledge about Education for Sustainable Development.
Collaboration in Education Services for Children with Special Needs Inclusive School Indra Jaya; Citra Ashri Maulidina; Irah Kasirah; Mohammad Arif Taboer; Bahrudin Bahrudin; Muhammad Najmil Yusro
Journal of ICSAR Vol 7, No 2 (2023)
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um005v7i22023p288

Abstract

Based on the observations and explanations of special guidance teachers in schools, inclusive education providers that the form of collaboration between teachers and stakeholders is still diverse. In general, this study aims to find out and obtain information about the implementation of collaboration between teachers and stakeholders in education services for children with special needs in schools providing inclusive education in Sukabumi. This research is a quantitative research. Data collection techniques are carried out by distributing questionnaires and recording initial data in the form of records that are understood by researchers without reducing the actual data. The results of the study can be concluded that collaboration in several aspects is still lacking such as teacher collaboration with SLB, teacher collaboration with related experts, lack of teacher collaboration with resource centers, teachers are also still lacking collaboration in carrying out learning activities. Meanwhile, there are several aspects that have begun to develop well, including teacher collaboration with parents, as well as teacher collaboration with special guidance teachers in inclusive schools, although not yet dehydrated, maximum results are expected to be a reference in building good collaboration between teachers and related stakeholders in creating effective learning in inclusive education. This study illustrates that inclusive education in its implementation process requires support from teachers and related stakeholders in order to run optimally.
Attitudes of Elementary School Teachers Towards Inclusive Education: Implementation of the SACIE-R Scale Siti Musayaroh; Rina Maryanti; Citra Ashri Maulidina
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.v7i5.6159

Abstract

Children with special education needs (SEN) studying in inclusive classes are still a hot issue to be discussed. This study aims to investigate the attitudes of elementary school teachers towards inclusive education in Indonesia. A total of 64 elementary school teachers participated in filling out SACIE-R questionnaire. The questionnaire consists of three subscales, namely sentiment, concern, and attitude. The data were analyzed using non-parametric statistics (Spearman Correlation coefficient) and multiple regression analysis. The results show that the attitude of elementary school teachers towards inclusive education is positive with a mean SACIE-R (M = 3.00). Elementary school teachers have fears that they do not have knowledge and skills required to teach students with SEN and are not ready to teach students who require communicative technology (e.g. Braille and sign language) in their classrooms. The duration of teaching experience, teaching, and training experience with children with SEN positively correlated to the concern subscale. Special skill training such as Braille and sign language for elementary school teachers is needed to help them overcome their worries and unpreparedness to teach children with SEN in inclusive classes.
Co-Authors Bahrudin Bahrudin Indra Jaya Irah Kasirah Mohammad Arif Taboer Muhammad Najmil Yusro Rina Maryanti Siti Musayaroh