JARIMU Application as a Self-Development Medium for Children with Intellectual Disabilities

Introducing money is a self-development skill for children with intellectual disabilities that is very important in their lives. However, this is often a problem and is misunderstood by children with intellectual disabilities. This confusion occurs because they are often presented directly as money, while their value and function are not well understood. As a result, the direct use of money as a medium becomes less attractive, has no meaning, and is only used as a toy that has no direction. The purpose of this research is to develop an Android-based learning medium that can help people with intellectual disabilities understand money as a whole. This study uses a mixed method with a sequential exploratory model design. This application test uses the Black Box, and the results show that the JARIMU application can be used operationally properly. Based on the feasibility test, the JARIMU application has a very good acceptance rate with a percentage of 86.029%. The implications of these findings are suggested to be applied by schools or teachers in introducing money for children with intellectual disabilities

Pengaruh Kesadaran Linguistik dan Kesadaran Persepsi Visual Terhadap Kemampuan Membaca Permulaan Anak Tunagrahita

this study was conducted to find the essential factors of linguistic awareness and visual perception influencing the beginning reading skill of mentally retarded children. The factors studied include linguistic awareness (morphemes, semantics and syntax) and visual perception awareness (visual discrimination, visual spatial, visual figure-ground, and visual memory) which are assumed to be the prerequisites of learning early reading. The subjects of this research were 32 students from 5 special school in Bandung. The results show that both of the factors have strong influence towards mentally retarded children early reading skill. However, the Beta Coefficient it was is found that linguistic awareness has stronger relationship compared to the visual perception aspect. The value of the coefficient path in the linguistic awareness is 0.72, while the coefficient path value for linguistic awareness is 0.25. This means that linguistic awareness is influencing position as the prerequisite of early reading skill compared to the visual perception aspect. However, if studied further, it is found that not all variables related to either linguistic awareness aspect or visual perception have the same meaningful relationship with children reading skills. The most essential factor of reading prerequisite related to the linguistic awareness is related to the phoneme and syntax awareness, while the essential factor in visual perception is related to the visual discrimination and visual memory. ABSTRAKKajian ini untuk melihat faktor-faktor esensial dari kesadaran linguistik dan kesadaran persepsi visual yang mempengaruhi kemampuan membaca permulaan pada anak tunagrahita. Faktor-kator yang dikaji meliputi kesadaran linguistik (fonem, morfem, semantik dan sintaksis) dan kesadaran persepsi visual (visual discrimination, visual spacial, visual figure and ground, visual memory) yang diduga menjadi prasyarat dalam belajar membaca permulaan. Subjek penelitian berjumlah 32 siswa dari lima SLB di Bandung. Hasil kajian ini menunjukkan, bahwa kedua faktor tersebut memiliki hubungan kuat terhadap kemampuan membaca permulaan anak tunagrahita. Berdasarkan Koefisien Beta secara parsial kesadaran linguistik memiliki hubungan jauh lebih kuat dibandingkan kesadaran persepsi visual. Nilai koefisien path kesadaran linguistik (0.72) sementara pada kesadaran persepsi visual nilai koefisien pathnya (0.25). Akan tetapi ada faktor esensial sebagai prasyarat membaca yang berkaiatan dengan aspek kesadaran linguistik yaitu kesadaran fonem dan sintaksis, sementara faktor esensial pada aspek kesadaran persepsi visual lebih berhubungan dengan discrimination dan visual memory. </p

Pengaruh Kesadaran Linguistik dan Kesadaran Persepsi Visual Terhadap Kemampuan Membaca Permulaan Anak Tunagrahita

this study was conducted to find the essential factors of linguistic awareness and visual perception influencing the beginning reading skill of mentally retarded children. The factors studied include linguistic awareness (morphemes, semantics and syntax) and visual perception awareness (visual discrimination, visual spatial, visual figure-ground, and visual memory) which are assumed to be the prerequisites of learning early reading. The subjects of this research were 32 students from 5 special school in Bandung. The results show that both of the factors have strong influence towards mentally retarded children early reading skill. However, the Beta Coefficient it was is found that linguistic awareness has stronger relationship compared to the visual perception aspect. The value of the coefficient path in the linguistic awareness is 0.72, while the coefficient path value for linguistic awareness is 0.25. This means that linguistic awareness is influencing position as the prerequisite of early reading skill compared to the visual perception aspect. However, if studied further, it is found that not all variables related to either linguistic awareness aspect or visual perception have the same meaningful relationship with children reading skills. The most essential factor of reading prerequisite related to the linguistic awareness is related to the phoneme and syntax awareness, while the essential factor in visual perception is related to the visual discrimination and visual memory. ABSTRAKKajian ini untuk melihat faktor-faktor esensial dari kesadaran linguistik dan kesadaran persepsi visual yang mempengaruhi kemampuan membaca permulaan pada anak tunagrahita. Faktor-kator yang dikaji meliputi kesadaran linguistik (fonem, morfem, semantik dan sintaksis) dan kesadaran persepsi visual (visual discrimination, visual spacial, visual figure and ground, visual memory) yang diduga menjadi prasyarat dalam belajar membaca permulaan. Subjek penelitian berjumlah 32 siswa dari lima SLB di Bandung. Hasil kajian ini menunjukkan, bahwa kedua faktor tersebut memiliki hubungan kuat terhadap kemampuan membaca permulaan anak tunagrahita. Berdasarkan Koefisien Beta secara parsial kesadaran linguistik memiliki hubungan jauh lebih kuat dibandingkan kesadaran persepsi visual. Nilai koefisien path kesadaran linguistik (0.72) sementara pada kesadaran persepsi visual nilai koefisien pathnya (0.25). Akan tetapi ada faktor esensial sebagai prasyarat membaca yang berkaiatan dengan aspek kesadaran linguistik yaitu kesadaran fonem dan sintaksis, sementara faktor esensial pada aspek kesadaran persepsi visual lebih berhubungan dengan discrimination dan visual memory.Â

TEKNOLOGI ASISTIF DALAM PENDIDIKAN INKLUSIF

Penelitian ini bertujuan untuk menganalisis peran teknologi asistif dalam pendidikan inklusif. Teknologi memiliki potensi besar dalam menyediakan akses bagi semua peserta didik, dan kemampuan untuk mengakses kurikulum pendidikan umum. Sehingga membantu peserta didik berpartisipasi dalam pembelajaran dan tugas yang terkait, mengurangi hambatan dan mempromosikan aksesibilitas dengan mudah dan efisien. Metode penelitian yang digunakan yaitu penelitian kualitatif yang bersifat studi pustaka. Berdasarkan hasil studi pustaka diperoleh gambaran bahwa penggunaan teknologi asistif dalam pendidikan inklusif berfokus pada penggunaan teknologi untuk berlatih, dan untuk membantu dalam proses pembelajara. Teknologi asistif juga memberikan aksesibilitas kepada peserta didik dengan berbagai cara untuk menyelesaikan tugas-tugas mereka dengan lebih mudah dan mandiri yang sebelumnya tidak dapat mereka selesaika

Phonology-based reading instruction to improve dyslexic students’ early reading ability

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire

Early Intervention Program by Utilizing Family Resources to Achieve Autonomy for Children with Autism

Early intervention implementation must be carried out in its natural environment through family empowerment because it is more effective than an early intervention that focuses on children. This condition is based on home and family as a natural environment for children. The intensity of interaction and communication between children and families greatly influences achieving optimal child development. This study aims to optimize children who are known to have risks and children who have definitive obstacles in children aged 0 to 6. The implementation is focused on support, increasing the skills, and other positive aspects that exist in the family. The approach uses a qualitative method with a case study approach. Data collection was carried out through interviews, observation, and document study. The results show an effect of early intervention on the development of children who have communication barriers based on the subject assessment with parents. The conclusion of the implementation of the early intervention program is a change in the family paradigm towards the needs of their children, and the family also begins to understand that their children need a lot of vocabulary to increase their self-confidence

Family-based Early Intervention for Expressive Language Skills of Children with Hearing Impairments

The purpose of this study is early to formulate a hypothetical program of family-based early intervention that’s considered feasible and expected to be effective improving expressive language skills in children with hearing impairments. The study used a qualitative approach with family research subjects of deaf children aged 6 years who still have residual hearing and domiciled in Bandung. Data collection techniques are carried out through observation, interviews, and documentation studies. Based on the results of empirical analysis of abilities, obstacles, needs of children, and efforts that have been made by the family and its results, and based on the results of theoretical analysis based on ecological theory of family roles and responsibilities, the program focuses on the application of intensive verbal communication in daily pragmatic life by all family members. In order for the program to be implemented properly by families, the principles of consistency, imitation, and attachment, as well as the application of transfer of knowledge and transfer of skills procedures are an important part of the implementation of this program

Penyelenggaraan Pendidikan Pada Masa Pandemi di Sekolah Dasar Inklusif

The Coronavirus Disease (COVID-19) pandemic occurred in Indonesia since early March 2020 which was then followed by a learning from home policy. The purpose of this study was to gather information through a survey about the implementation of online learning carried out by teachers who provide inclusive education at the Elementary level. The data was collected by using a survey technique and then a descriptive analysis was carried out with a total of 80 respondents from several provinces in Indonesia such as West Sumatra, West Java, Yogyakarta, and East Kalimantan. The results showed during the COVID-19 pandemic has made teachers make changes in the teaching and learning process, but not all teachers use television programs as a medium of learning. The ability of teachers to use ICT helps them in providing educational services and the majority have no difficulty using learning applications. Although at the beginning of the pandemic, it was difficult to adapt learning, but until this article was written the teachers had adapted their learning.Penelitian ini bertujuan menggali informasi melalui survei tentang pelaksanaan pembelajaran secara daring yang dilakukan guru-guru penyelenggara pendidikan inklusif di jenjang Pendidikan Dasar dengan jumlah responden sebanyak 80 guru yang tersebar di beberapa provinsi di Indonesia seperti di Sumatra Barat, JawaBarat, Daerah Istimewa Yogyakarta, dan Kalimantan Timur. Hasil penelitian menunjukkan bahwa proses pembelajaran pada masa pandemik COVID-19 telah membuat guru melakukan perubahan di dalam proses belajar mengajar namun tidak semua guru memakai program televisi sebagai salah satu media pembelajaran. Kemampuan para guru dalam menggunakan TIK membantu mereka dalammemberikan layanan pendidikan dan mayoritas tidak mengalami kesulitan dalam menggunakan aplikasi pembelajaran. Meski di awal pandemi ditemukan kesulitan untuk melakukan adaptasi pembelajaran, namun sampai artikel ini dituliskan para guru sudah melakukan adaptasi pada pembelajarannya. Ditemukan juga kalau guru berhubungan baik dengan para orang tua dan guru menyadari bahwa keberhasilanpembelajaran jarak jauh terletak pada keterlibatan orang tua. Meski demikian, pengetahuan para guru belum dipahami dengan baik mengenai COVID-19 dan beberapa guru masih berpendapat bahwa COVID-19 merupakan konspirasi

Early Intervention Program Through Bibliotherapy Approach For Reducing Fear In Orientation And Mobility Of Children With Visual Impairment

Orientation and mobility skills are special skills that must be mastered by children with visual impairment, thus an orientation and mobility intervention program is important to develop. Fear or anxiety in children with visual impairment related to orientation and mobility can be caused by fear from within the children or from the environment. Personality, motivation, psychosocial factor, and family and community attitudes all contribute to one's reaction to mobility activities independently. This research aims to reduce the fear of children with visual impairment in performing orientation and mobility activities by implementing an intervention program through bibliotherapy technique. This research is a case study research with a qualitative approach. Bibliotherapy was carried out on two young children with visual impairment. The results of the program implementation show that children's fear or anxiety could be reduced in both cases in this research as seen by autonomous moves of the two children from the mother and caregiver and began to learn to trace the walls of the room

Prediktor Kesulitan Membaca Permulaan di Sekolah Dasar

This article is intended to describe predictors of initial reading difficulty in students with reading difficulties in primary schools. This study used a descriptive research design. The results of this study indicate that the predictors that cause reading difficulties in students are (1) phonological awareness, (2) visual perception, and (3) one predictor that is still uncertain. However, the interesting thing is the phenomenon where students do not experience obstacles in phonological awareness or visual perception, but still experience difficulties in reading. The presumptions that appear in the last predictor are related to external factors. Artikel ini ditujukan guna mendeskripsikan prediktor kesulitan membaca permulaan pada siswa dengan kesulitan membaca di sekolah dasar. Penelitian ini menggunakan rancangan penelitian deskriptif. Hasil penelitian ini menunjukan bahwa prediktor yang menyebabkan kesulitan membaca pada siswa adalah (1) kesadaran fonologi, (2) persepsi visual, dan (3) satu prediktor yang masih belum diketahui secara pasti. Namun demikian hal yang menarik adalah fenomena dimana para siswa tidak mengalami hambatan dalam kesadaran fonologi ataupun persepsi visual, namun masih tetap mengalami kesulitan dalam membaca. Dugaan yang muncul pada prediktor terakhir adalah berkenaan dengan faktor eksternal.