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INKLUSI

inklusi
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Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta

ISSN : 23558954 EISSN : 25809814 DOI : -

Core Subject : Social,

Social Sciences

INKLUSI: Journal of Disability Studies is an academic journal focusing on the issues of disabilities, the rights of people with disabilities, and efforts to promote an all inclusive society. It is a peer-reviewed journal published by the Center for Disablity Services (PLD) at UIN Sunan Kalijaga, Yogyakarta. The journal accepts submission of quality papers, research based articles, without regard the disciplines.

Arjuna Subject : -

Articles 150 Documents

1 2 3 4 5

Penyesuaian Sosial pada Mahasiswa Tuli Dwi Sri Lestari
INKLUSI Vol. 3 No. 1 (2016)
Publisher : PLD UIN Sunan Kalijaga

Auditory system is a very important part of human being. From the system men can receive and realize the sounds around them. As communication is an important part to adapt to the environment (let alone an academical environment), being deaf will certainly impede their communications. This research is conducted to see how social adaptation of the deaf students in an academic environment in higher education settings. This is a qualitative research based on a phenomenology approach. The research shows that the three subjects of the research have a good social adaptation in their academic environment. This success is particularly achieved by using their available personal and social resources. The biggest factors that influence their social adaptations are the acceptance and support from their family. To fully believe in the God’s will also makes them stronger to face the real life as an individual with hearing disability.[Pendengaran merupakan indera yang sangat penting bagi manusia. Melalui indera pendengaran manusia dapat menangkap dan menyadari suara-suara di sekelilingnya. Kehilangan pendengaran pada seseorang akan menghambat komunikasi terhadap lingkungan sekitar, sedangkan komunikasi sendiri merupakan hal yang sangat penting dalam proses menyesuaikan diri di dalam lingkungan sekitar, termasuk lingkungan perkuliahan. Untuk itu dilakukan penelitian yang bertujuan melihat bagaimana penyesuaian sosial pada Tuli yang menempuh pendidikan di bangku perkuliahan. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi. Hasil penelitian ini menunjukkan bahwa ketiga informan memiliki penyesuaian sosial yang cenderung baik di dalam perkuliahan dengan cara mendayagunakan potensi yang dimilikinya. Faktor terbesar yang mempengaruhi penyesuaian sosial pada ketiga informan adalah penerimaan dan dukungan dari keluarga. Adanya kepercayaan terhadap kuasa Tuhan juga menjadi penguat untuk menjalani kehidupan sebagai individu dengan keterbatasan pendengaran.]

Pengembangan Alat Permainan My Costume untuk Menstimulasi Kecerdasan Visual-Spasial pada Anak Usia Dini Autis Dhiarti Tejaningrum
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

Game is one of learning tools in early education for any children. My Costume is a game to stimule visual-spacial intellegence of children with autism. This tool is constructed from Research and Development (R&D) study which utilizes the theories of M. Alessi Stephen R. Stanley Trollip (development theory) and Howard Gardner (early education curricullum for children with autism). The stages of the research as follows: analysis, design and development. The development is conducted after obtaining validation from material/content expert, media specialist and limited experimental research. The research shows that the product of My Costume in general is appropriate to stimulate visual-spacial intellegence of children with autism in early education context. This is based on the of alpha tests from content expert is 4,6 (very good), alpha test from media specialist is 4,2 (good) whereas beta test obtains 4,27 (very good) and the final result is 4,06 (good). Pre-test visual-spacial intellegence assesment score is 2,18 (poor) and post-test is 3,45 (good). Nevertheless, we can conclude that the product of My Costume is very appopriate to be a visual-spacial learning tool for children with autism.

REVIEW BUKU HIDUP DALAM KERENTANAN, NARASI KECIL KELUARGA DIFABEL Muhammad Akbar Satriawan
INKLUSI Vol. 2 No. 2 (2015)
Publisher : PLD UIN Sunan Kalijaga

Tipologi Renovasi Aksesibilitas Halte Trans Jogja Harry Kurniawan
INKLUSI Vol. 1 No. 1 (2014)
Publisher : PLD UIN Sunan Kalijaga

Trans-jogja is the latest transportation mode that gives new alternative for the mobility of people of Daerah Istimewa Yogyakarta (DIY). It is operated both for an alternative and also for improving the recent performance of public transportation mode and fulfilling several requirements that not facilitated yet. One of those essential requirement is the accessibility—the ease of reached and used by anyone.

The Use of Flashcards in Improving Vocabulary Mastery of Students with Disability Nugroho Habibi
INKLUSI Vol. 4 No. 2 (2017)
Publisher : PLD UIN Sunan Kalijaga

This research comes from the weakness of vocabulary mastery of students with disability. This researcher used Classroom Action Research (CAR) in integrated classroom to improve vocabulary of the students with disability at the second grade of SMP Diponegoro, Junrejo, Batu in the academic year 2017/2018 by using flashcards. In this research, the researcher becomes a teacher while the English teacher becomes a volunteer or therapist to help, control and manage the class. The result of the study showed that before the implementation of flashcards, all students with disability’ score were under 75, with the lowest score was 50 and the highest score was 70. From six students with disability, no one passed Standard Minimum Criteria (KKM). Therefore, in the cycle 1, all students with disability passed Standard Minimum Criteria (KKM). The lowest score was 80 and the highest score was 100.[Penelitian ini berasal dari kelemahan kosakata siswa berkebutuhan khusus. Peneliti ini menggunakan Penelitian Tindakan Kelas (PTK) dikelas integrasi untuk meningkatkan kosakata siswa berkebutuhan khusus dikelas dua SMP Diponegoro, Junrejo, Batu tahun ajaran 2017/2018 dengan menggunanakan flashcards. Dalam penelitian ini, peneliti berperan menjadi guru sementara itu guru bahasa Inggris menjadi relawan atau terapi untuk membantu, mengontrol dan mengatur kelas. Hasil dari penelitian ini menunjukkan bahwa sebelum implementasi flashcrads, nilai seluruh siswa berkebutuhan kusus dibawah 75, dengan nilai terrendah adalah 50 dan nilai tertinggi adalah 70. Dari enam siswa berkebutuhan khussu, tidak siswa ada yang melewati Kriteria ketuntatas minimal (KKM). Oleh karena itu, pada siklus 1, semua siswa berkebutuhan khusus melewati kriteria ketuntasan minimal (KKM). Dengan nilai terrendah 80 dan nilai tertinggi adalah 100.]

Identifikasi Kemudahan Penyandang Difabilitas dalam Melakukan Pergerakan dengan Menggunakan Moda Transportasi Ratna Eka Suminar
INKLUSI Vol. 2 No. 1 (2015)
Publisher : PLD UIN Sunan Kalijaga

The accessibility of transportation for people with disabilities in Yogyakarta remains a serious challenge. The city’s public transportation has not yet met the accessibility standard, which in turn prevents persons with disability from social and economic participation. Based on the experience of people with disabilities in Yogyakarta, this paper shows the various barriers they experience in using public transportation. It is hoped that the findings will help the government to develop a policy on public transportation that ensures accessibility for persons with disabilities.[Penyandang difabilitas di Kota Yogyakarta belum sepenuhnya mendapatkan kemudahan dalam mengakses dan memanfaatkan moda transportasi. Salah satunya adalah belum adanya kemudahan dalam mengakses angkutan umum. Hal itu disebabkan oleh fasilitas pada angkutan umum yang masih belum memenuhi standar kemudahan bagi para penumpang penyandang difabilitas. Berbagai permasalahan terkait pemenuhan hak para difabel khususnya dalam bidang transportasi yang ditemukan di dalam penelitian ini dapat dijadikan masukan bagi pemerintah di dalam merumuskan suatu kebijakan yang dapat mengakomodasi kebutuhan para penyandang difabilitas khususnya dalam bidang transportasi.]

Indeks Volume 3 Tahun 2016 Jurnal Inklusi
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

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Manajemen Pendidikan Inklusif SMA Muhammadiyah di Kota Yogyakarta Dyah Witasoka
INKLUSI Vol. 3 No. 2 (2016)
Publisher : PLD UIN Sunan Kalijaga

This study is aimed at analyzing the activities of education management at the inclusive senior high schools affiliated to Muhammadiyah Foundation in Yogyakarta. The activities involved planning, implementation, and supervision in the curriculum and learning management, teachers and education personnels management, students management, facilities and infrastructure management, and budget management. This study was a phenomenology research with qualitative approach. This research results in three major findings. First, these inclusive high schools did not make any special planning in conducting an inclusive education. Second, these inclusive High school tried to manage activities based on the needs and characteristics of students with disabilities. Third, the school principals were involved directly in the implementation of inclusive education in their schools. Therefore, the school principals had a direct communication and interaction with the teachers, GPK (supporting) teachers, and the students with disabilities to monitor the inclusive service provided.[Penelitian ini bertujuan untuk mendeskripsikan kegiatan manajemen pendidikan pada SMA inklusif yang berada dalam naungan yayasan Muhammadiyah di Kota Yogyakarta. Kegiatannya mencakup perencanaan, pelaksanaan, dan pengawasan mulai dari manajemen kurikulum dan pembelajaran, manajemen pendidik dan tenaga kependidikan, manajemen peserta didik, manajemen sarana dan prasarana, serta manajemen pembiyaan.Penelitian ini merupakan penelitian fenomenologi dengan pendekatan kualitatif. Penelitian ini menghasilkan beberapa temuan utama. Pertama, SMA Inklusif tidak memiliki perencanaan khusus dalam menyelenggarakan pendidikan inklusif. Kedua, SMA Inklusif berusaha melaksanakan kegiatan manajemen sesuai dengan kebutuhan dan karakteristik siswa difabel. Ketiga, Kepala sekolah memiliki keterlibatan langsung dalam penyelenggaraan pendidikan inklusif di sekolahnya. Oleh karena itu, kepala sekolah melakukan komunikasi dan interaksi langsung dengan tenaga pendidik, tenaga GPK, bahkan siswa difabel agar dapat memantau pelayanan inklusif yang diberikan.]

Evaluasi Implementasi Kebijakan Pemerintah Kota Yogyakarta Mengenai Pendidikan Inklusi Astri Hanjarwati; Siti Aminah
INKLUSI Vol. 1 No. 2 (2014)
Publisher : PLD UIN Sunan Kalijaga

The main problem encountered in the field of education in Yogyakarta is the large number of children with special needs who do not get adequate educational services. Schools in the city of Yogyakarta tend to rejectandon the other hand, are lessaccessible to the crew. The number of complaints from the public push for education reformin the city of Yogyakarta, namely inclusive education. In 2008, drafted onthe concept of inclusive education policy in the city of Yogyakarta, which is then passed into the Mayor Regulation No.47 in 2008. With the inclusi on of education policy, the crew can obtain equivalent education with other normal children. A subsequent stage after the Mayoris Regulations Technical Guidance (technical guidelines) the implementation ofinclusive education. After completion oftechnical guidelines drawn up, the socialization and awareness of teachers in schools ranging from kindergarten tohigh school/vocational school in the city of Yogyakarta.

Proses Identifikasi: Mengenal Anak Kesulitan Belajar Tipe Disleksia Bagi Guru Sekolah Dasar Inklusi Nurul Hidayati Rofiah
INKLUSI Vol. 2 No. 1 (2015)
Publisher : PLD UIN Sunan Kalijaga

One of the common and yet not well understood learning difficulties is dyslexia. Most teachers in Indonesia are still not equipped with enough information or knowledge to enable them to identify this learning difficulty. As such, most students with dyslexia are undiagnosed and as a resulttheir learning needs are not properly met. This paper argues that identification and assessment are important steps to developingan appropriate learning plan for a student with dyslexia. The identification process can be done by teachers through careful and systematic observation. Further, steps of identification can be done through in depth interviews with both students and parents as well as other means of assessment such as assignment or standardized psychological testing.This paper also argues that in the case of dyslexia,early intervention will minimize children’s social and emotional challenges. At the elementary school level the psychological challenges can include low self-esteem, feelings of incompetence, and powerlessness which will easily lead a student with dyslexia to be the object of peer bullying. The absence of proper identification and assessment also often leads teachers and parents to misdiagnose dyslexic children as those with mental disabilities.

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