Model Of Disability Learning in Islamic Education at Inclusive School Malang, Indonesia

Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.

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KOMUNIKASI PEMBELAJARAN BERBASIS DARING UNTUK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH INKLUSI

Translitera : Jurnal Kajian Komunikasi dan Studi Media ◽

10.35457/translitera.v10i1.1224 ◽

2021 ◽

Vol 10 (1) ◽

pp. 76-92

Author(s):

Mutiah Mutiah

Keyword(s):

Special Needs ◽

Implementation Process ◽

Communication Process ◽

Online Media ◽

Communication Model ◽

Children With Special Needs ◽

Students With Special Needs ◽

Face To Face ◽

Inclusive School ◽

Therapeutic Tools

This research looks at the phenomenon of the Covid 19 pandemic conditions which require learning activities at school to change to studying at home. This home school learning relies on online media, which of course has its own challenges in the implementation process. The challenge for inclusive schools is how this learning communication can be sent to students with special needs online. The purpose of this study was to see the online-based learning communication process for students with special needs, thus this study used a qualitative approach with descriptive data presentation. From this research, it was found that online media was not able to bridge the learning communication carried out by schools for students with special needs. Therefore all learning materials and learning messages are modified by shadow teachers (teachers accompanying children with special needs). Researchers discuss this modification with the analysis of the communication model from Berlo, namely the aspects of source, messages, channel and receiver. The conclusion of this study is that online-based learning processes for children with special needs cannot be done because children with special needs actually need face-to-face communication, face-to-face communication is one of the therapeutic tools for advancing the abilities of children with special needs. Key words: learning Communications, Children with Special needs, inclusive school

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KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR NEGERI (INKLUSI) DI KOTA PALANGKA RAYA

Anterior Jurnal ◽

10.33084/anterior.v17i1.17 ◽

2017 ◽

Vol 17 (1) ◽

pp. 22-27

Author(s):

Agung Riadin ◽

Misyanto Misyanto ◽

Dwi Sari Usop

Keyword(s):

Elementary School ◽

Public Schools ◽

Special Needs ◽

Qualitative Approach ◽

Research Approach ◽

Children With Special Needs ◽

Academic Field ◽

Inclusive School ◽

The Government ◽

The Impact

Parents of children with special needs want their children to attend public schools, together with other children. The desire is supported by the government by launching an inclusive school. This study aims 1). Knowing the characteristics of children with special needs in Elementary School (Inclusion) in Palangkaraya City, 2). Knowing the impact of the presence of children with special needs in Elementary School (Inclusion) in Palangka Raya city, 3). Knowing the abilities of children with special needs in Elementary School (Inclusion) in Palangka Raya city. The research approach used is the qualitative approach. Methods of data collection using interviews, observation, and documentation. The results of this study indicate that the characteristics of children with special needs individually vary. However, its main characteristics, namely experiencing weakness in the academic field. On the other hand, children with special needs in Palangka Raya City Inclusion School have more advantages in the non-academic field.

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PENGEMBANGAN MEDIA PAPAN BALIK (FLIPCHART) UNTUK MENINGKATKAN KEMAMPUAN BACA ANAK BERKEBUTUHAN KHUSUS DENGAN HAMBATAN AUTIS DI SEKOLAH INKLUSI

Autentik : Jurnal Pengembangan Pendidikan Dasar ◽

10.36379/autentik.v5i2.144 ◽

2021 ◽

Vol 5 (2) ◽

pp. 126-137

Author(s):

Suchaimatul Lutfia ◽

Setya Yuwana ◽

Hendratno Hendratno

Keyword(s):

Special Needs ◽

Reading Ability ◽

Reading Difficulties ◽

Children With Special Needs ◽

Students With Special Needs ◽

A Value ◽

Significant Difference ◽

Inclusive School ◽

Post Test ◽

The Right

This study aims to produce flipchart media products to improve the reading ability of children with special needs with autism in inclusive schools. Because education is the right of every child. Therefore, children with special needs with autism have the right to receive learning according to their conditions. This research method uses research and development methods with a 4-D cycle (define, design, develop and disseminate). The subjects of this study were 6 students with special needs with autism at SD Muhammadiyah, Tulangan sub-district Sidoarjo. The sample of 6 students was selected based on categories, 2 students with mild autism and reading difficulties, 2 students with moderate autism and reading difficulties and 2 students with severe reading difficulties. The results of the study are as follows: (1) the material from the flipchart media developed is declared very feasible with a percentage value of 85.5%. (2) the results of the percentage value of media flipchart get a value of 83.75% with a decent category. (3) the test of the effectiveness of the developed flipchart media obtained a percentage value of 83.33%, a significance value of 0.000 > 0.05 so that there was a significant difference between the pre-test and post-test. Through the n-gain test, the score was obtained 0.33 which means the effect of the application is categorized as 'medium'. It can be concluded that the flipchart media developed had a positive effect on the reading ability of students with special needs with autism at SD Muhammadiyah Tulangan Sidoarjo. Keywords: Reading Ability, Flipchart Media, Autistic Child, Inclusive School

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The Analysis of Regular Students’ Parents Perception Towards Inclusion Program

JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan ◽

10.36765/jartika.v3i1.33 ◽

2020 ◽

Vol 3 (1) ◽

pp. 140-148

Author(s):

Vania Martha Yunita ◽

Abdul Salim ◽

Sunardi Sunardi

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Government Programs ◽

Students With Special Needs ◽

Inclusive Schools ◽

Inclusive School ◽

Filling Method ◽

The Subject ◽

The Government ◽

Regular Students

Abstrak: Program pendidikan inklusi merupakan salah satu program pemerintah yang sedang digalakkan di Indonesia. Banyak dampak yang disebabkan oleh program ini, dampak terhadap siswa berkebutuhan khusus, siswa reguler, orangtua siswa berkebutuhan khusus, orangtua siswa reguler bahkan pendidik. Semua mempunyai pengaruh terhadap kemajuan program inklusi, orangtua siswa reguler yang diteliti disini mempunyai andil yang kurang terlihat sehingga perlu adanya penelitian terkait dengan persepsi program inklusi menurut para orangtua siswa reguler. Penelitian ini menggunakan metode pengisian angket dan wawancara sehingga hasil yang didapat tidak menjadi disalah artikan. Hasil dari penelitian ini menyatakan persepsi orangtua siswa reguler terhadap program inklusi sangat positif namun terdapat beberapa temuan terkait dengan kontribusi orangtua siswa reguler terhadap program inklusi. Abstract: The inclusive education program is one of the government programs being promoted in Indonesia. There are many impacts caused by this program towards students with special needs, regular students, parents of students with special needs, parents of regular students and even educators. There are also many perceptions related to children with special needs in inclusive schools. All of them have an influence on the progress of the inclusion program. The parents of the regular students studied here have a less visible contribution so there is a need for research related to the perception of the inclusion program for the parents of regular students. This study used the questionnaire filling method and interview with the subject of the parents of regular students in the inclusive school. The results of this study stated that the parents of regular students’ perceptions towards the inclusion program were very positive but there were several findings related to contributions of regular students’ parents to the inclusion program

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Tenure Conflicts Resolution Of Colol Custom Community In Ruteng Recreation Park, Nusa Tenggara Timur

KOMUNITAS INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE ◽

10.15294/komunitas.v11i1.15853 ◽

2019 ◽

Vol 11 (1) ◽

pp. 140-148

Author(s):

Kriswoyo - Rofii

Keyword(s):

Conflict Resolution ◽

Agricultural Land ◽

Secondary Data ◽

Value Systems ◽

Pull Out ◽

Nature Park ◽

The Difference ◽

The Government ◽

Depth Interviews ◽

Rights Issues

AbstractDetermination of the Ruteng Recreation Nature Park had caused conflicts over tenure for Colol custom community have been in and around the area since before the establishment. Conflict was due for access to agricultural land use and timber had closed by the management. The conflict resolution involves three elements, namely the government, customs and religion which are called the three pillars. This study aims to understand the stages of the tenure conflict, relevant stakeholders and the conflict resolution. The study was conducted Colol village in April to May 2016. Acquisition of data using observation, in-depth interviews with a purposive and snowball and secondary data. Analysis of data using conflict tree analysis, stakeholders and mapping conflicts. The results showed that the cause of the conflict is the difference in value systems that implicates disagreement land status and boundaries as well as the uncertainty of access due to rights issues and access. Conflict resolution is required is to build trust between the parties, improve communication to reduce the differences in perception, increased involvement of indigenous peoples in the management of Ruteng Recreation Park, reconstruction of recreation park boundaries involving the parties, especially the major stakeholders and optimizing the coordination and communication between the parties.Colol Custom Community determine their traditional territory option to pull out of the Ruteng Recreation Park.

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The Management of Students with Special Needs in Inclusive School

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017) ◽

10.2991/icei-17.2018.82 ◽

2018 ◽

Author(s):

Mr. Sujarwanto ◽

Yatim Riyanto ◽

Muhammad Ashar

Keyword(s):

Special Needs ◽

Students With Special Needs ◽

Inclusive School

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Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

Yearbook of Pedagogy ◽

10.2478/rp-2018-0012 ◽

2018 ◽

Vol 41 (1) ◽

pp. 171-181

Author(s):

Enas Majadley

Keyword(s):

Special Needs ◽

Design Research ◽

Children With Special Needs ◽

Students With Special Needs ◽

Mainstream Teachers ◽

Teachers Perceptions ◽

Integration Program ◽

Arab Schools ◽

Teachers Attitudes ◽

Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

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Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽

10.33102/sainsinsani.vol6no2.318 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Suzana Harun ◽

Zaharah Hussin ◽

Abdul Muhsein Sulaiman

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Inclusive Classrooms ◽

Islamic Education ◽

Development Research ◽

Design And Development ◽

Students With Special Needs ◽

Design And Development Research ◽

Model Formation ◽

Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model. Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

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IMPLEMENTASI TPS UNTUK MENINGKATKAN KARAKTER GOTONG ROYONG, KETERAMPILAN BERKOMUNIKASI DAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IXC DI SMPN 1 KANDEMAN

Harmony: Jurnal Pembelajaran IPS dan PKN ◽

10.15294/harmony.v5i1.40259 ◽

2020 ◽

Vol 5 (1) ◽

pp. 1-11

Author(s):

Wulan Dwi Aryani

Keyword(s):

Social Skills ◽

Social Studies ◽

Special Needs ◽

Qualitative Method ◽

Children With Special Needs ◽

Students With Special Needs ◽

Self Confidence ◽

Inhibiting Factor ◽

School Collaboration ◽

Inclusive Schools

The teacher has an important role in the implementation of learning. Especially in masterring the characteristics of each students. Therefore teachers must be able to master pedagogical competencies to develop social skills especially in students with special needs in inclusive schools. The reseach method used is a qualitative method. The results showed that (1) Social studies teachers have implemented pedagogic science well so that they can develop social skills of students with special needs (2) Supporting factors for the development of social sskills of children with special needs is the availability of shadow teacher, school collaboration with parents, and facilities and infrastucture (3) Meanwhile, the inhibiting factor for the development of social skills stem from love self-confidence of students with special needs themselves. Guru mempunyai peran penting dalam pelaksanaan pembelajaran terutama penguasaan terhadap karakteristik setiap peserta didik. Oleh karena itu guru harus dapat menguasai kompetensi pedagogik untuk mengembangkan keterampilan sosial terutama pada peserta didik berkebutuhan khusus di sekolah inklusi. Metode penelitian yang digunakan adalah metode kualitatif. Hasil penelitian menunjukkan bahwa (1) Guru IPS telah mengimplementasikan ilmu pedagogik dengan baik sehingga dapat mengembangkan keterampilan sosial dari peserta didik berkebutuhan khusus (2) Faktor pendorong pengembangan keterampilan sosial anak berkebutuhan khusus yaitu dengan ketersediaan guru pendamping khusus, kerjasama sekolah dengan orangtua serta sarana dan prasarana (3) Sedangkan, faktor penghambat pengembangan keterampilan sosial berasal dari rasa kepercayaan diri yang rendah dari peserta didik berkebutuhan khusus sendiri dan kurangnya pelatihan pembelajaran kelas inklusi untuk guru mata pelajaran.

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