Program Terapi Anak Autis Di Slb Negeri Semarang

The purpose of this study was to describe the programme planning, intervention, and evaluation of the instructional treatment of autistic children. Using the naturalistic qualitative approach, data were collected by interviews, observations, and document analyses. Data were validated by way of the triangulation technique, checking with department friends through discussions and by way of in-depth observation. The data collected were reduced and analysed to yield the research findings. The findings are as follows. The autism treatment programme was carried out through many steps of planning, performance, and evaluation. Autism is an integral part of children who have a special need and special education with service modelling according to their interests, needs, and abilities. Autism is a trouble and tardiness in cognitive, communication, social interaction, and habits. Autism needs a treatment programme that is the same with their education process and everything is given wholly and individually so that they can improve their abilities. Suggestions were given that autism programme be made more effective, the headmaster increase the number of teachers, and cooperation be maximalized between the school and parents

MODEL PENDIDIKAN INKLUSI DAN IMPLEMENTASINYA PADA MASA PANDEMI COVID-19 DI SEKOLAH DASAR

Sekolah Dasar Inklusi satu-satunya di Kecamatan Pringapus yaitu SD N Klepu 02 memiliki kendala dalam pelaksanaan pendidikan inklusi karena tidak ada guru pendamping khusus. Di setiap kelas ada dua sampai empat Anak Berkebutuhan Khusus (ABK) yang perlu dilayani secara khusus karena kebanyakan belum cakap dalam hal membaca dan menulis. Melalui kegiatan pengabdian kepada masyarakat ini diharapkan para guru dapat meningkatkan kemampuan dan keterampilannya dalam mengelola pembelajaran bagi ABK khususnya dalam melayani pembelajaran dengan sistem Belajar dari Rumah (BDR) di masa pandemic covid-19. Metode pelaksanaan kegiatan pengabdian ini melalui pelatihan dan pendampingan bagi para guru SDN Klepu 02. Hasil kegiatan menunjukkan peningkatan pengetahuan guru tentang berbagai model pendidikan inklusi dari rata-rata skor 50 menjadi 76. Sedangkan model pengembangan kurikulum yang diimplementasikan di SDN Klepu 02 adalam model modifikasi dan model substitusi. Pembelajaran bagi siswa BDR yang diselenggarakan dalam masa pandemic covid-19 di SDN Klepu 02 dengan aspek menonjol yang tampak adalah melibatkan peran orangtua dan lingkungan belajar siswa (84%), fokus pada literasi dan numerasi, perilaku hidup sehat, spiritual keagamaan, penguatan karakter dan budaya (78%), serta menyederhanakan materi pokok dalam sub-sub materi agar terarah (78%)

PROGRAM 3M (MENGIDENTIFIKASI, MELAYANI DAN MENGEVALUASI) DI SEKOLAH DASAR INKLUSI KECAMATAN PRINGAPUS UNTUK MENGOPTIMALKAN PELAYANAN PENDIDIKAN BAGI ANAK BERKEBUTUHAN KHUSUS

ABSTRAKTujuan pengabdian kepada masyarakat ini untuk meningkatkan pelayanan bagi anak berkebutuhan khusus (ABK) di SD Inklusi Kecamatan Pringapus Kabupaten Semarang Provinsi Jawa Tengah. Pendidikan inklusi mempunyai tujuan untuk memberikan pelayanan kepada peserta didik dengan menghargai keanekaragaman dan tidak diskriminatif bagi semua peserta didik, termasuk peserta didik yang berkebutuhan khusus. SDN Klepu 02 merupakan sekolah inklusi satu-satunya di Kecamatan Pringapus, dengan total siswa 119 orang dan siswa yang berkebutuhan khusus ada 35 orang (29%). Memberikan pelayanan pendidikan bagi peserta didik berkebutuhan khusus sesuai kebutuhan khusus serta potensi yang dimiliki peserta didik merupakan hal penting dalam proses pendidikan inklusi.  Hal ini dapat dilakukan melalui Program 3M (Mengidentifikasi, Melayani dan Mengevaluasi). Metode pelaksanaan kegiatan pengadian menggunakan metode PALS (Participatory Action and Learning System) dengan mengintegrasikan 4P, yaitu penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Tahap penyadaran dimulai dengan sosialisasi kepada guru dan orang tua tentang pentingnya pendidikan inkluasi bagi anak berkebutuhan khusus, menunjukkan hasil pemahaman terhadap ABK dan Program 3M mencapai kategori kurang 8,5%, kategori cukup 57,8%, kategori baik 18,8%, kategori sangat baik 14,9% Tahap pengkapasitasan adalah pelatihan implementasi 3M bagi para guru SDN Klepu 02, pengetahuan dan keterampilan guru tentang pelaksanaan Program 3M mencapai kategori baik. Tahap pendampingan merupakan pendampingan implementasi 3M di sekolah, pedampingan implementasi dilanjutkan dengan evaluasi program. Pada tahap pelembagan sebagai wujud keberlanjutan program pengabdian dalam pembentukan guru kader 3M di SDN Klepu 02 serta kerjasama dengan SDN Klepu 02. Kata kunci: Anak Berkebutuhan Khusus (ABK), SD Inklusi, Calistung.  ABSTRACTThe purpose of this community service is to improve services for children with special needs (ABK) in Inclusion Elementary School in Pringapus Subdistrict, Semarang Regency, Central Java Province. Inclusion education aims to provide services to students by respecting diversity and not being discriminatory for all students, including students with special needs. Klepu 02 Elementary School is the only inclusive school in Pringapus Subdistrict, with a total of 119 students and 35 students with special needs (29%). Providing educational services for special needs students according to special needs and the potential of students is important in the process of inclusive education. This can be done through the 3M Program (Identifying, Serving and Evaluating). The method of implementing community service uses the PALS (Participatory Action and Learning System) method by integrating awareness, capacity building, mentoring and institutionalization. The awareness stage begins with socialization to teachers and parents about the importance of inclusive education for children with special needs, showing the results of understanding of ABK and 3M Programs reaching a category of less 8.5%, sufficient category 57.8%, good category 18.8%, very good category 14.9%. The capacity building phase is the 3M implementation training for teachers at Elementary School Klepu 02, the teacher's knowledge and skills about implementing the 3M Program reach good categories. The mentoring stage is the 3M implementation assistance in schools, implementation assistance is continued with program evaluation. At the stage of institutionalization as a manifestation of the sustainability of the service program in the formation of 3M cadre teachers in Elementary School Klepu 02 and collaboration with Elementary School Klepu 02.Keywords: Children with Special Needs (ABK), Inclusion Schools, Calistung

OPTIMALISASI PELAYANAN PEMBELAJARAN BAGI ANAK SLOW LEARNER DAN PENCEGAHAN PERUNDUNGAN DI SEKOLAH INKLUSI

Permasalahan yang dihadapi mitra SDN Klepu 2 sebagai sekolah inklusi adalah jumlah anak slow learner ada 28 anak dari 35 Anak Berkebutuhan Khusus. Di lain pihak guru harus melaksanakan model inklusif penuh (full inclusion) tanpa guru pendamping. Tujuan kegiatan pengabdian ini adalah (1) mencegah terjadinya perundungan (bullying) di sekolah inklusi karena karakteristik siswa dan (2)memberikan layanan belajar bagi anak slow learner di masa pandemic covid-19. Metode pelaksanaan metode PALS dengan mengintegrasikan 4P, yaitu penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Sasaran kegiatan pengabdian adalah guru, perwakilan orang tua siswa dan siswa slow learner di SDN Klepu 2. Hasilnya menunjukkan bahwa pengetahuan dan pemahaman guru, perwakilan orang tua dan siswa terhadap perundungan masuk kategori baik. Mereka memiliki pengetahuan yang baik tentang pengertian perundungan, jenis perundungan, serta akibat perundungan, sehingga dapat menjadi contoh bagi yang lain tentang bagaimana menghindari perundungan terhadap teman atau orang lain. Terlebih di sekolah inklusi dimana keragaman sangat dihargai dan diharapkan dapat muncul toleransi dan empati yang baik di lingkungan sekolah dan keluarga. Selain itu di  masa pandemic covid-19 ini, para guru dan orang tua dapat melakukan pendampingan belajar yang baik bagi seluruh siswa khususnya siswa yang lambat belajar melalui model pendampingan yang berkelanjutan dalam IEP. 

DEVELOPMENT OF THE BOOK RESEARCH METHODOLOGY ASSISTED MIND MAP FOR PGSD STUDENTS UNIVERSITAS NEGERI SEMARANG

PGSD (elementary school teacher Education) 's research skills affect the quality of the resulting thesis, which also affects the length of student thesis completion. The purpose of this research is to develop the book of research methodology in PGSD, with the need for examples of research topics in elementary school with a mind map to make the mindset more and more skilled and lead students in research. This development research uses the model ADDIE: Analysis, Design, Development, Implementation, Evaluation. Analysis of the data conducted, i.e. analysis of teaching materials feasibility, analysis of student responses to teaching materials, analysis of increased learning outcomes. The results of a need analysis showed 94.56% of students needed a complete and systematic learning resource innovation and equipped with a mind map as a guideline of thought flow. The content of the teaching book has been designed according to curriculum needs and need analysis results. The Draft I tested validity by material experts got a score of 87.5% (very decent) and by linguist got a score of 96.8% (very decent). Advice from material experts and linguists was made a material to revise the teaching book into Draft II, which was then tested to be limited to seeing the aspect of readability. Limited test results show student responses to the study methodology teaching book in excellent category (85.71%). Student learning results have increased and the results of N-gain test show the increase of the low category (0.26). The conclusion is the book of Research Methodology assisted mind map is valid and well worth usin

PENDAMPINGAN BLENDED LEARNING BERPUSAT PADA KEMAMPUAN LITERASI DAN NUMERASI BAGI GURU SD

The problems faced by two private schools that have almost the same characteristics, namely SDK Girisonta and SDK Genuk, are implementing distance learning and limited face-to-face learning during the COVID-19 pandemic and preparing AKM (minimum competency assessment) including literacy and numeracy skills. The solution to overcome these problems is blended learning training and mentoring centered on literacy and numeracy skills. The method of implementing the Participatory Action and Learning System method includes awareness, capacity building, mentoring and institutionalization. Teachers' knowledge of blended learning, literacy and numeracy reaches 78 in the good category so they are ready to plan and implement. Learning tools with blended learning and focusing on literacy and numeracy, teachers design and implement them in the classroom during distance learning. Reflection on the results of implementation assistance shows that it is very successful in blended learning (92%), successful in focusing on literacy (81%) and less successful in focusing on numeracy (47%). The suggestion from this community service activity is that the success of blended learning is influenced by the readiness of schools, teachers, parents and students, so good communication and awareness of all parties are needed. Through a variety of electronic learning resources and online games that focus on literacy and numeracy, students accompanied by teachers and parents can learn optimally to develop their potential.  Permasalahan yang dihadapi dua sekolah swasta dan memiliki karakteristik hampir sama, yaitu SDK Girisonta dan SDK Genuk adalah pelaksanana pembelajaran jarak jauh dan tatap muka terbatas di masa pendemi covid-19 dan mempersiapkan AKM (aseesment kompetensi minimum) meliputi kemampuan literasi dan numerasi.  Solusi untuk mengatasi permasalah tersebut adalah pelatihan dan pendampingan blended learning berpusat pada kemampuan literasi dan numerasi. Metode pelaksanaan metode Parcipatory Action and Learnig System meliputi penyadaran, pengkapasitasan, pendampingan dan pelembagaan. Pengetahuan guru terhadap blended learning, literasi dan numerasi mencapai 78 masuk pada kategori baik sehingga siap untuk membuat perencanaan dan mengimplementasikan. Perangkat pembelajaran dengan blended learning dan berfokus pada literasi dan numerasi, para guru merancang dan mengimpelementasikannya di kelas pada saat pembelajaran jarak jauh. Refleksi hasil pendampingan implementasi menunjukkan sangat berhasil pada blended learning (92%), berhasil untuk focus literasi (81%) dan kurang berhasil untuk focus numerasi (47%). Saran dari kegiatan pengabdian ini adalah keberhasilan blended learning dipengaruhi oleh kesiapan sekolah, guru, orang tua dan siswa, maka diperlukan komunikasi yang baik dan kesadaran semua pihak. Melalui variasi sumber belajar eletronik dan permainan online yang berfokus pada literasi dan numerasi, siswa didampingi guru dan orang tua dapat belajar dengan optimal untuk mengembangkan potensinya

Program Terapi Anak Autis Di Slb Semerang

The purpose of this study was to describe the programme planning, intervention, and evaluation of the instructional treatment of autistic children. Using the naturalistic qualitative approach, data were collected by interviews, observations, and document analyses. Data were validated by way of the triangulation technique, checking with department friends through discussions and by way of in-depth observation. The data collected were reduced and analysed to yield the research findings. The findings are as follows. The autism treatment programme was carried out through many steps of planning, performance, and evaluation. Autism is an integral part of children who have a special need and special education with service modelling according to their interests, needs, and abilities. Autism is a trouble and tardiness in cognitive, communication, social interaction, and habits. Autism needs a treatment programme that is the same with their education process and everything is given wholly and individually so that they can improve their abilities. Suggestions were given that autism programme be made more effective, the headmaster increase the number of teachers, and cooperation be maximalized between the school and parents

DEVELOPING SCALES BASED ON MONTESSORI METHOD AS A LEARNING MEDIA OF MATHEMATICS FOR PRIMARY SCHOOL

This study aims to develop, analyze the feasibility and effectiveness of learning with scales media based on Montessori methods. The type of this study was Research and Development with ADDIE development model Analysis, Design, Development, Implementation, Evaluation. The techniques of data collection employed observation, interview, test, questionnaire, and documents

Penerapan IEP (Individualized Education Program) dengan Pendekatan Multisensori sebagai Wujud Pembelajaran Berdiferensiasi bagi Siswa Sekolah Dasar Inklusi

Permasalahan penting yang dihadapi sekolah inklusi adalah belum banyak pendekatan yang digunakan dalam pembelajaran untuk melayani PDBK (Peserta Didik Berkebutuhan Khusus), belum mengoptimalkan potensi yang dimiliki PDBK. Tantangan bertambah pada saat sekolah diharapkan mendukung implementasi kurikulum merdeka dengan pengembanagn pembelajaran berdiferensiasi.  Tujuannya agar guru kelas memiliki pengetahuan dan keterampilan yang memdai untuk merancang IEP bagi PDBK dengan mengimplementasikan pendekatan mutlisensori. Pelaksanaan kegiatan yang dilakuakn dalam 4 tahap yang mengadopsi pendekatan OL (Organizational Learning), yaitu sosialisasi, eksternalisasi, kombinasi, dan internalisasi. Dimana keempat tahap tersebut dibangun dalam 4 blok bangunan OL. Hasil yang dicapai meliputi: (1) pengetahuan guru tentang IEP dan pembelajaran berdiferensiasi, pendekatan multisensori dan membaca permulaan mencapai 77,8 kategori cukup baik, (2) dihasilkan dan diimplementasikan rancangan IEP bagi PDBK, dari 3 guru kelas mencapai kategori baik. Simpulan dari kegiatan ini adalah IEP dengan pendekatan multisensori dapat membantu guru kelas mewujudkan pelayanan yang optimal bagi PDBK berkesulitan membaca di SD inklusi

Developing Scales Based On Montessori Method AS A Learning Media Of Mathematics For Primary School

This study aims to develop, analyze the feasibility and effectiveness of learning with scales media based on Montessori methods. The type of this study was Research and Development with ADDIE development model Analysis, Design, Development, Implementation, Evaluation. The techniques of data collection employed observation, interview, test, questionnaire, and documents