PENERAPAN METODE FONIK DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN PADA ANAK TUNAGRAHITA RINGAN KELAS 5 SD DI SLB B-C NIKE ARDILLA YPWN

Reading is a basic asset for students in learning at school. Children with intellectual disabilities have difficulty in understanding things that are abstract and tend to be difficult to remember, resulting in mild mental retardation experience obstacles in recognizing letters so that mental retardation experiences obstacles in reading. The purpose of this study was to determine whether there was an influence on the use of phonic methods in improving the ability to read the beginning of class V in SLB B-C Nike Ardilla YPWN Bandung. This study uses an experimental method of Single Subject Research (SSR) research design with A-B-A pattern design. Data collection techniques using the test. Analysis of the data used is the analysis of data in conditions and between conditions. The subjects of this study were two children. In the first subject, TA, initial reading ability at baseline-1 (A1) rises, interventions (B) rises, and baseline-2 (A2) rises. This can be seen from the overlapping conditions on subject one which amounted to 16.6%. In the second subject, AG, initial reading ability at baseline-1 (A1) ascends, interventions (B) rises, and baseline-2 (A2) rises. This can be seen from the overlap condition in the second subject which is 100%. Based on the results of this study it can be concluded that the application of phonic methods can improve the ability to begin reading in mild retarded children

PEMBERDAYAAN MASYARAKAT DALAM MENINGKATKAN PEMENUHAN KEBUTUHAN PENDIDIKAN ANAK DENGAN DISABILITAS

Anak dengan disabilitas di daerah pedesaan sebagian besar kurang mendapat pendidikan yang layak. Hal ini dikarenakan pada umumnya keluarga anak dengan disabilitas berada pada kondisi ekonomi yang terbatas, akses menuju sekolah cukup jauh ditambah dengan keterbatasan pengetahuan, pemahaman dan minimnya informasi menyebabkan terkendalanya keluarga dalam menangani anak dan membuat keluarga hanya merawat anak dengan disabilitas seadanya di rumah. Perspektif ekologis meyakini bahwa keluarga, masyarakat sekitar, pemerintah desa serta pemerintah dalam artian luas merupakan unsur-unsur yang berpengaruh besar bagi pemenuhan kebutuhan pendidikan anak dengan disabilitas. Lemahnya keberdayaan masyarakat dalam upaya memenuhi kebutuhan pendidikan bagi anak dengan disabilitas menjadi fokus utama dalam kajian pembahasan ini. Untuk mengatasi permasalahan tersebut perlunya meningkatkan keberdayaan masyarakat agar dapat memenuhi kebutuhan pendidikan bagi anak dengan disabilitas di daerah pedesaan

PENGEMBANGAN MEDIA SOSIALISASI PENDIDIKAN TENTANG KESULITAN BELAJAR SPESIFIK BAGI GURU-GURU DI SEKOLAH DASAR

Penelitian ini  bertujuan untuk mengembangkan media sosialisasi pendidikan tentang kesulitan belajar khusus bagi guru di sekolah dasar. Dalam penelitian ini, metode yang digunakan yaitu metode (Design Based Research). Teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik studi kepustakaan. Teknik pengumpulan data ini adalah dengan melakukan studi telaah terhadap buku-buku referensi dan literatur yang ada kaitannya dengan masalah yang akan dipecahkan. Penelitian ini berupa pengembangan media sosialisasi pendidikan yang kemudian divalidasi oleh para ahli atau praktisi yang berkompeten di bidangnya. Hasil dari penelitian ini adalah film animasi edukasi tentang kesulitan belajar tertentu yang telah tervalidasi dan layak digunakan sebagai media sosialisasi mandiri yang dapat digunakan dimana saja dan kapan saja oleh guru

PENGEMBANGAN MODEL PEMBERDAYAAN MASYARAKAT PEDESAAN UNTUK MENINGKATKAN PEMENUHAN KEBUTUHAN PENDIDIKAN BAGI ANAK DENGAN DISABILITAS

Mekarlaksana Village is one of villages in the district of Ciparay Sub-District, Bandung District. In 2014 years, that location has number of persons with disabilities 33 people of school ages. Most of them have not get a proper education because limited economic conditions of their families. Moreover, the school is very far from their home added with the lack of knowledge and information, so that it becomes a constraints of the family in dealing with children and just caring them for a potluck in home. Ecological perspective believe that the family, surrounding communities, locality government and the broader government have a big impact for the fulfillment of educational needs to the children with disabilities. The limitation of economic conditions and lack of knowledge and education of children with disabilities lead to a dysfunctional family. The community consists of surrounding neighborhoods, a various social and religious organizations in the village running the organization as a function of the low, especially in the support function and social participation. Locality government also have not played a role proactively in fulfilling the educational needs of children with disabilities in the Mekarlaksana Village. The weakness of community empowerment in an effort to meet the educational needs of children with disabilities is a main focus in this study. So that, it is need to be found an applicative model of community empowerment in order to meet the educational needs of children with disabilities in the Mekarlaksana village. The study method used research and development (R & D) that carried out through three stages of research. Data collection using participant observation techniques, interviews, focus group discussions, documentary studies and questionnaires. The first phase of studies resulted that the mostly objective conditions of the educational fulfillment of children with disabilities didn’t get proper education and the people hadn’t be ability to meet the educational needs yet. The second phase of studies have produced a formula model of community empowerment to meet the educational needs of children with disabilities. The third phase of studies showed that the community empowerment model had proven its feasibility and has a positive impact on the rural communities on the fulfillment of education needs to the children with disabilities in the village. So it can be said that the model is found applicable

THE EFFECT OF PHONOLOGICAL INSTRUCTION FOR STRUGGLING READERS IN ELEMENTARY

This study aims to determine the impact of phonological instruction interventions on dyslexic students in elementary schools. We tested the effect of phonological instruction on phonological awareness, reading, and spelling skills in 4 participants who had almost similar reading difficulties at different grade levels. This study used an experime11ntal design method single-subject research (SSR). The SSR design used is the A-B-A design which consists of three stages of conditions, namely: A-1 (baseline 1), B (intervention), A-2 (baseline 2). Tests were given to measure baseline and intervention results of phonology awareness tests, reading tests, and spelling tests. Measurement of ability at the baseline was given as many as 4 sessions while the intervention for 12 sessions. The results showed that phonological instruction had an effect on increasing phonological awareness, reading and spelling skills. The significant effect of phonological instruction interventions suggests that understanding phonological principles is beneficial for students with dyslexia

STRATEGI PEMBELAJARAN BERBASIS LINGUISTIK DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA DISLEKSIA

Membaca adalah aktifitas linguistik yang membutuhkan kesadaran fonologi. Secara praktis, kesadaran fonologis sangat penting bagi anak untuk mengenal atau menerjemahkan simbol tertulis berupa huruf dan pola huruf menjadi bunyi bahasa yang difahami. Kebanyakan anak yang mengalami kesulitan membaca memiliki hambatan spesifik dalam pemrosesan fonologi. Kesulitan dalam pemrosesan fonologis merupakan hambatan utama anak disleksia. Banyak siswa disleksia terbatas dalam menerima intervensi yang tepat dan optimal. Masih sedikit penelitian yang membahas bagaiaman menangani atau mengajari pembelajaran membaca bagi siswa disleksia. Pembelajaran yang dilakukan guru selama ini belum dapat mengatasi persoalan membaca pada siswa disleksia. Pada beberapa kasus, siswa disleksia yang belum tertangani secara tepat menjadi jenuh ketika belajar membaca, kurang termotivasi dan menarik diri sehingga berdampak pada rasa percaya diri. Tujuan umum dari penelitian ini adalah merumuskan strategi pembelajaran membaca yang efektif untuk meningkatkan kemampuan membaca permulaan siswa disleksia. Penelitian ini dirancang untuk menemukan, mengembangkan dan menguji efektifitas dari strategi pembelajaran membaca berbasis linguistik yang diperuntukan bagi siswa disleksia. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dan kualitatif, melalui mixed methods research design (rancangan penelitian metode campuran). Untuk mencapai tujuan penelitian tersebut, dilakukan melalui tiga tahap penelitian, yaitu: 1) tahap studi pendahuluan, hal tersebut dilakukan sebagai data awal untuk membuat draft rancangan strategi pembelajaran membaca yang akan dikembangkan; 2) tahap pengembangan draft rancangan strategi pembelajaran membaca berbasis linguistik, dimana dilakukan uji coba lapangan, uji kelayakan dan validasi oleh para ahli melalui validasi isi maupun validasi empirik sehingga diperoleh rumusan strategi pembelajaran berbasis linguistik untuk meningkatkan kemampuan membaca permulaan siswa disleksia; 3) tahap uji efektifitas. Phonological awareness yang dipilih adalah pada tingkatan word, syllable dan phoneme. Pengajaran phonological awareness yang diberikan dilakukan dengan teknik isolation, blending, segmentation, deletion, addition dan substitution. Proses pengajaran phonological awareness ini dilakukan pada anak disleksia kelas 2 sampai 4 sekolah dasar. Setelah diberikan pembelajaran phonological instruction yaitu word awareness, syllabic instruction, dan phonemic instruction anak menunjukan kemampuan membaca permulaan yang meningkat dibandingkan dengan sebelum diberikan pengajaran phonological awareness. Pengajaran phonological awareness dan phonics instruction ini diyakini dapat diterapkan pada anak disleksia lain yang memiliki karakteristik dan latar belakang hampir serupa dengan subjek penelitian, namun belum tentu akan berhasil diterapkan pada anak lainya dengan karakteristik dan latar belakang yang berbeda. -----Reading is a linguistic activity that requires phonological awareness. Practically, phonological awareness is essential for the child to recognize or translate written symbols of letters and letter patterns into the sounds of a comprehensible language. Most children who have difficulty reading have specific barriers in phonological processing. Difficulties in phonological processing are the main constraints of children with dyslexia. Many students with dyslexia are limited in receiving appropriate and optimal interventions. There is little research to discuss how to handle or teach reading learning for students with dyslexia. Teachers’ learning so far has not been able to overcome the problem of reading in students with dyslexia. In some cases, students with untreated dyslexia are precisely saturated when learning to read, are less motivated and withdrawn so as to have an impact on self-confidence. The purpose of this research is to know the impact of phonological awareness and phonic instruction which is part of linguistic awareness of the dyslexic children’ reading ability. The research approach used is quantitative approach through experimental method with single subject research (SSR) design. The SSR design was used in this study, while the A-B design consist of three stages of the condition, namely: A-1 (baseline 1), B (intervention). Phonological awareness is chosen at the level of word, syllable and phoneme. The teaching of phonological awareness is given by isolation, blending, segmentation, deletion, addition and substitution techniques. This phonological awareness teaching process is performed in 2rd until 4rd grade primary school dyslexic children. Having been given phonological awareness learning i.e. word awareness, syllabic instruction, and phonemic instruction of children showed improved reading ability beginning compared with before phonological awareness teaching. This phonological awareness and phonics instruction are believed to be applicable to other dyslexic children with similar characteristics and backgrounds to the subject, but not necessarily successfully applied to other children with different characteristics and background

Pembelajaran Berbasis Universal Design For Learning Di Kelas Sekolah Dasar InklusifUniversal Design For Learning Based Learning In Inclusive Elementary School Class

Based on the results of the literature study, it is known that the process of implementing inclusive education learning is still experiencing problems, especially in the application of universal design for learning based learning in inclusive primary schools, one of which is the absence of a universal design for learning based learning guide book in inclusive primary schools, especially in cities. Bandung. The general objective of this study is to develop a universal design for learning based learning guide in inclusive primary school classes. Thisstudy uses a qualitative approach with library research methods to be able to produce a product in the form of a learning guide book based on universal design for learning. Sources of data in this study are books and journals related to this research. The data collection technique used is literature study, namely by solving problems by tracing previous sources or writings, namely books, journals, magazines and others, and this research is then validated by related practitioners and academics. The results of this study were to produce a productin the form of a learning guide book based on universal design for learning for teachers in inclusive primary school classes, with validation stages by experts and academics involved in the discussion of the research. This means that the learning guide will be suitable for use by teachers to be applied in inclusive primary schools, because it has gone through the stages or considerations of related academic expert

Asesmen Handwriting Bagi Anak Tunagrahita Ringan

Anak tunagrahita ringan merupakan anak yang memiliki hambatan kecerdasan yang sering kali mengalami kesulitan dalam menulis (handwriting). Untuk mengetahui kesulitan, kemampuan, dan kebutuhan anak tunagrahita ringan dalam keterampilan menulis maka perlu dilakukan asesmen menulis (handwriting). Berdasarkan studi pendahuluan yang telah dilakukan peneliti, diperoleh permasalahan bahwa sekolah belum memiliki instrumen asesmen menulis (handwriting). Guru melakukan asesmen menggunakan instrumen asesmen yang dibuat sendiri. Instrumen asesmen tersebut belum lengkap dan belum jelas sumber referensinya. Dalam penelitian ini, peneliti berupaya menyusun instrumen asesmen menulis (handwriting) bagi anak tunagrahita ringan sesuai dengan teori yang ada dan memiliki petunjuk penggunaan, petunjuk penskoran, serta petunjuk penilaian yang jelas. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan  yaitu melalui wawancara, observasi, dan studi dokumentasi. Dalam menyusun instrumen asesmen menulis (handwriting) penulis menggunakan teori tentang ruang lingkup dan urutan menulis (scope and sequence of printing) menurut Olsen dan Knapton (2012). Instrumen asesmen menulis (handwriting) bagi anak tunagrahita ringan yang telah disusun kemudian di validasi oleh ahli dan praktisi di bidang Bahasa Indonesia dan Bidang Pendidikan Luar Biasa. Hasil uji validasi yang telah dilakukan menunjukkan bahwa instrumen asesmen menulis (handwriting) yang telah disusun dapat menggali hambatan, kemampuan, dan kebutuhan anak tunagrahita ringan

HUBUNGAN ANTARA HARDINESS DENGAN OPTIMISME PADA REMAJA PENGHUNI PANTI ASUHAN KOTA BUKITTINGGI

Penelitian ini bertujuan untukmengetahui hubungan antara hardiness dengan optimisme pada remaja penghuni panti asuhan Kota Bukittinggi. Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian korelasional. Teknik pengumpulan data dilakukan dengan cara menyebarkan angket. Teknik analisis data yang digunakan dalam penelitian ini adalah teknik analisis statistik. Adapun teknik statistik yang diterapkan untuk menganalisia data dalam penelitian ini adalah teknik korelasi product moment dari Karl Pearson. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara hardiness dengan optimisme pada remaja penghuni panti asuhan. Bentuk hubungan antara hardiness dengan optimisme pada remaja penghuni panti asuhan adalah positif. Ini berarti, semakin tinggi hardiness remaja penghuni panti asuhan maka remaja akan mencapai optimismenya. Sebaliknya, semakin rendah hardiness yang dimiliki remaja panti asuhan maka akan semakin sulit remaja dalam mencapai optimismenya

Improving Deaf Children's Writing Skills using Learning Card Series

A person who experiences hearing loss that hinders the process of language information through hearing, whether wearing a hearing aid or not wearing a hearing aid. Whereas someone who lacks hearing is someone who usually uses a hearing aid, the rest of their hearing is enough to allow for the success of the language process through hearing.  Language development is a complex process and is something interesting to study. The same goes for the language development of deaf children.  So with the problems that occur in deaf children that will also have an impact on how deaf children learn,  there is a need for media that can improve the language skills of deaf children, especially in expressive writing ability, where this expressive writing ability is the highest ability in language acquisition (Tarigan: 1994) Skills raised on  This research is how to make a  whole sentence, practice in using a  word that has a blow, get to know many new objects,  and how to use time sentences and place description