scholarly journals ADAPTASI PEMBELAJARAN BAHASA INDONESIA PADA MASA PANDEMI DI SEKOLAH INKLUSI

INKLUSI ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Muhaimi Mughni Prayogo ◽  
Nur Indah Sholikhati
Keyword(s):  
Qualitative Research ◽  
Special Education ◽  
Language Learning ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Classroom Teachers ◽  
Literature Study ◽  
Students With Special Needs ◽  
Inclusive Schools ◽  
Bahasa Indonesia

Mastering Indonesian language for all students is important despite the Covid-19 pandemic. Based on students' conditions and government provisions related to the pandemic, the teachers need a form of adaptation in the Indonesian language learning for students with disabilities in inclusive schools. This qualitative research finds adaptations of Indonesian language learning for students with special needs in twelve inclusive schools in five Yogyakarta's districts during the Covid-19 pandemic. Using a purposive sampling, 15 classroom teachers and special education staff were selected as key informants. Data was collected by interview, documentation, and literature study. Learning adaptation based on the conditions of the students' abilities emphasizes the modification and accommodation of learning strategies that include material, methods, media, and evaluation.[Pandemi Covid-19 tidak mengubah pentingnya kompetensi Bahasa Indonesia sebagai kemampuan akademik dasar bagi semua siswa. Berdasarkan keragaman kondisi siswa difabel dan ketentuan pemerintah terkait pandemi, guru perlu melakukan adaptasi pembelajaran Bahasa Indonesia di sekolah inklusif. Penelitian kualitatif ini menemukan berbagai bentuk adaptasi pembelajaran Bahasa Indonesia bagi siswa difabel khusus di sekolah inklusif di Daerah Istimewa Yogyakarta (DIY) pada masa pandemi Covid-19. Penelitian menunjukkan bahwa adaptasi pembelajaran mencakup materi, metode, media, dan evaluasi. Adaptasi pembelajaran dalam situasi pandemi Covid-19 ialah pelaksanaan pembelajaran dari rumah dengan penerapan strategi pembelajaran kontekstual yang menggunakan teknologi sebagai media interaksi dan konten materi.]

Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school

1997 ◽  
Vol 21 (2) ◽  
pp. 67-80 ◽  
Author(s):  
Susan L. Wright ◽  
Jeff Sigafoos
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Students With Disabilities ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Students With Special Needs ◽  
Regular Classrooms ◽  
Teachers And Students

The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns included the extra time and added stress of educating children with special needs in the regular classroom setting, potential disruption and disadvantage to other students and the lack of support and resources. Unless these concerns are addressed, placement of students with special needs in regular classrooms may generate stress, concern, and even possibly resentment among some teachers and students without disabilities.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

Leadership Preparation for Special Education and Inclusive Schools: Beliefs and Recommendations From Successful Principals

2019 ◽  
Vol 15 (4) ◽  
pp. 303-329 ◽  
Author(s):  
David E. DeMatthews ◽  
Stephen Kotok ◽  
Amy Serafini
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
Students With Disabilities ◽  
Leadership Practices ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Beliefs And Values ◽  
Inclusive Schools ◽  
Research Questions ◽  
Successful Principals

This qualitative study examines the preservice learning experiences of principals who created inclusive schools for students with disabilities. Two research questions guided the study: (1) How do successful principals describe their university-based principal preparation in the area of special education as well as leading inclusive schools for students with disabilities? and (2) What are the leadership practices, skills, and beliefs principals identify that are central to leading special education and inclusive reforms and how were they learned? Findings focus on principal beliefs and values, knowledge and expertise, and instructional leadership practices. The article concludes with implications for leadership preparation programs.

Inclusion, School Restructuring, and the Remaking of American Society

1996 ◽  
Vol 66 (4) ◽  
pp. 762-797 ◽  
Author(s):  
Dorothy Kerzner Lipsky ◽  
Alan Gartner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
School Restructuring ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Recent Developments ◽  
American Society ◽  
Restrictive Environment

In this article, Dorothy Kerzner Lipsky and Alan Gartner discuss recent developments in special education and measure them against their inclusionary model. This article expands and updates their 1987 HER article, "Beyond Special Education: Toward a Quality System for All Students," a review of the implementation of PL 94-142, which, though the basis for placement in the least restrictive environment, in fact provided legal support for the development of separate educational systems for students with special needs. Here, Lipsky and Gartner continue their argument that the special education model must not separate those with special needs. They argue that inclusion provides all students with a quality education that is both individual and integrated, citing recent court cases that support their contention that all students can and should be educated in the same classroom. Lipsky and Gartner conclude by showing how their inclusionary model adds to the school restructuring debate, which until now has excluded any mention of students with disabilities. They believe that special education should be viewed as a matter of social justice and equity, and see inclusion as a way of both restructuring education and remaking American society.

scholarly journals Deiksis dalam Cerpen “Senyum Karyamin” Karya Ahmad Tohari Sebagai Materi Pembelajaran dalam Bahasa Indonesia

2021 ◽  
Vol 2 (1) ◽  
pp. 24-33
Author(s):  
Chelfia Luthfi Intan Pratiwi ◽  
Asep Purwo Yudi Utomo
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Short Story ◽  
Learning Activities ◽  
Collection Method ◽  
Literary Works ◽  
Analysis Technique ◽  
Research Findings ◽  
Descriptive Method ◽  
Bahasa Indonesia

The problem of deixis is an obstacle in understanding reading texts, especially literary works. This study aims to identify and describe deixis in short story literary works. In addition, the findings of this study aim to be a medium in Indonesian language learning activities, especially in text description material. This research is a qualitative research with descriptive method. The data collection method is observational note-taking. The technique of analyzing the data used in this study is to use the data analysis technique of the Miles and Huberman model. Based on the research findings, there are five types of deixis in the Senyum Karyamin short story, namely person, place, time, discourse, and social. Through the identification of this deixis, learning to understand descriptive text will be easier to implement.

scholarly journals Kompetensi Profesional Guru Bahasa Indonesia Kelas IV Sekolah Dasar Katolik

2021 ◽  
Vol 4 (3) ◽  
pp. 381-394
Author(s):  
Stefanus Tebajak Henakin ◽  
Siprianus See
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Language Learning ◽  
Primary Schools ◽  
Professional Competence ◽  
Language Teachers ◽  
Research Subjects ◽  
Basic Competencies ◽  
Bahasa Indonesia

The purpose of this research is to describe the professional competence of Grade IV Indonesian teachers at The Central Ende Catholic Primary School in Ende Regency. Professional competence relates to the teacher's ability to master materials and teaching tasks. This research is a type of descriptive qualitative research. Subjects in this study were Indonesian teachers, principals, and grade IV students. The object of this research is the professional competence of teachers of Bahasa Indonesia subjects. Data collection using interview, observation, and documentation methods. Data analysis is conducted descriptively qualitatively. Based on the results of this study, it is known that the professional competence of Indonesian teachers in grade IV in Catholic primary schools in Central Ende subdistrict is relatively good. Professional competencies that have been mastered by teachers include the ability of teachers in mastering materials, structures, concepts, and scientific mindsets, the ability of teachers in mastering the standard of competence and basic competencies of the Indonesian language, the ability of teachers in developing indonesian language learning materials creatively, and the ability of teachers in developing professionally in a sustainable manner. Thus, it can be concluded that the overall professional competence of indonesian language teachers in grade IV as threatening as Ende Tengah needs to be maintained and also organized efforts to continuously improve the professional competence of teachers in accordance with the development of science and technology.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Sabda Hidayah ◽  
. Mukhtar ◽  
Rosmawaty Harahap
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Communication Strategies ◽  
Higher Learning ◽  
Bahasa Indonesia

Abstrak: Penelitian ini bertujuan  (1) untuk mengetahui hasil belajar bahasa Indonesia siswa yang diajar dengan menggunakan strategi pembelajaran pemodelan lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran komunikatif, (2) untuk mengetahui hasil belajar bahasa Indonesia siswa yang komunikasi interpersonal tinggi lebih tinggi daripada siswa yang komunikasi interpersonal rendah, (3) untuk mengetahui interaksi antara strategi pembelajaran dengan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia. Temuaan penelitian menunjukkan bahwa (1) hasil belajar bahasa Indonesia siswa yang diajar dengan strategi pembelajaran pemodelan lebih tinggi dari hasil belajar siswa yang diajar dengan strategi pembelajaran komunikatif, dengan Fhitung = 3,38 > Ftabel = 2,6 , (2) hasil belajar bahasa Indonesia siswa komunikasi interpersonal tinggi lebih tinggi dari hasil belajar siswa  komunikasi interpersonal rendah, dengan Fhitung = 29,62 > Ftabel  = 2,67, (3) terdapat interaksi antara strategi pembelajaran dan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia, dengan Fhitung  = 29,62 > Ftabel = 2,67.  Kata Kunci: Strategi Pembelajaran, Komunikasi Interpersonal, Hasil Belajar Bahasa Indonesia Abstract: This study aims (1) to find out the learning outcomes of Indonesian students who are taught using higher learning learning strategies than students who are taught using communicative learning strategies, (2) to find out the learning outcomes of Indonesian students who have higher interpersonal communication than students with low interpersonal communication, (3) to find out the interaction between learning strategies and interpersonal communication on the learning outcomes of Indonesian. Temuaan showed that (1) the results of Indonesian language learning students who are taught by modeling of higher learning strategy of learning outcomes of students taught by communicative learning strategy, with Fcount = 3.38> Ftable = 2.6, (2) the results of learning Indonesia high interpersonal communication students is higher than the results of students' interpersonal communication is low, with Fcount = 29.62> F table = 2.67, (3) there is no interaction between learning and interpersonal communication strategies towards learning outcomes Indonesian, with F count = 29, 62> Ftable = 2.67. Keywords: Learning Strategy, Interpersonal Communication, Indonesian Language Learning Results

scholarly journals ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens

2022 ◽  
Vol 27 ◽  
pp. 230-252
Author(s):  
Eleni Mitsea ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
High Speed ◽  
High Capacity ◽  
Special Focus ◽  
Spatial Intelligence ◽  
Training Techniques ◽  
Fast Learning

Education in the 21st century is called upon to prepare students with disabilities to enter a high-consciousness society where people can learn, think and react fast. The current review paper aims at investigating the role of fast learning in special education. We trace the essential indicators of speed learning with a special focus on those factors that are most relevant to learning disabilities. Afterward, we present evidence-based training techniques and strategies that speed up learning. In addition, we examine the role of ICTs as essential training tools in speed learning. Finally, we discuss the role of metacognition in training fast and conscious learners. The results of this review showed that speed learning training techniques improve all those factors that accelerate learning such as spatial attention, visual span, processing speed, speed reaction, executive functions, metacognition and consciousness. Most important, fast learning strategies meliorate control processes and spatial intelligence which is extremely fast and powerful. This study also points to the option of including high-speed training techniques in schools to help children with or without disabilities to become conscious and high-capacity learners.

scholarly journals Melatih Kepercayaan Diri Siswa dalam Menyatakan Tanggapan dan Saran Sederhana melalui Penguatan Pujian pada Pembelajaran Bahasa Indonesia

2018 ◽  
Vol 1 (2) ◽  
pp. 237-245
Author(s):  
Mariam Magdalena
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Research Method ◽  
Teaching Experience ◽  
Literature Study ◽  
School Class ◽  
Internal And External Factors ◽  
Bahasa Indonesia ◽  
Class Iv

The purpose of this paper describes the activities and models of Indonesian language learning in SD Negeri 133 Seluma on the material provide simple responses and suggestions. The research method is literature study by using knowledge and teaching experience in class IV SD Negeri 133 Seluma. Where this research illustrates from the observations that exist in the Seluma state primary schools. The results show that gift giving and praise are rewards or rewards for good behavior by children. In the poses of learning in schools many factors that affect the process and learning outcomes are internal and external factors. In the learning of Indonesian in elementary school class IV there is the material meyampaikan opinion rebuttal or suggestion. From the observation of the researcher shows that students are often shy (not confident) in expressing opinions or rebuttal. By providing reinforcement in the form of rewards through the form of praise will train the child to active learning and students are able to express opinions or arguments with an effective language. Based on the experience of the authors in providing learning in class IV, students are very excited if the learning is packed with as attractive as possible. Researchers packed fun learning by awarding rewards through direct speech or verbal or non verbal reinforcement in fourth grade SD Negeri 133 Seluma. Keywords: Response, Reinforcement, Praise, Learning.

scholarly journals PELAKSANAAN PEMBELAJARAN BERNYANYI SECARA UNISONO BERDASARKAN KURIKULUM 2013 EDISI REVISI DI KELAS VII-2 SMP NEGERI 3 PADANG

2020 ◽  
Vol 10 (1) ◽  
pp. 75
Author(s):  
Doni Febri ◽  
Tulus Handra Kadir ◽  
Harisnal Hadi
Keyword(s):  
Qualitative Research ◽  
Subject Matter ◽  
Learning Objectives ◽  
Classroom Teachers ◽  
Literature Study ◽  
Research Instrument ◽  
Learning Evaluation ◽  
The Subject ◽  
Writing Tools ◽  
Descriptive Method

This study aims to explore and describe the implementation of Culture and Arts instruction based on the revised 2013 curriculum of 2016 edition at SMP Negeri 3 Padang. This is a qualitative research using descriptive method. The research instrument was the researcher itself and was assisted by supporting instruments such as writing tools and cameras. The data were collected through literature study, observation, interview, and documentation. The data analysiswas conducted through collecting the data, describing the data, taking conclusion and making suggestions. The results showthat the unisono singing instruction conducted by teachers in class VII-2 of SMP Negeri 3 Padang has not gone well and had not met the targets of the learning objectives and the objectives of the revised 2013curriculum. This can be seen from the planning, implementation, and evaluation. Thereisnorelevancy between the lesson plans and those implemented by the teacher in the classroom. Teachers do not fully understand the concepts and techniques of singing unisono so that students do not understand the subject matter. The results of the unisono learning evaluation of students in class VII-2show that the highest score got only reached 87, the lowest score was 75, and 10 students did not reach the cut score.Keywords : Implementation, Instruction, 2013 Curriculum

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