KERJASAMA ANTARA GURU DAN ORANG TUA DALAM MENANGANI ANAK DISABILITAS INTELEKTUAL DI TK MAMBAUL HUDA
DOI:
https://doi.org/10.32585/jp.v31i1.2050Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh metode video modeling terhadap peningkatan keterampilan sosial pada anak dengan disabilitas intelektual. Desain penelitian bekerja sama dengan orang tua/wali murid. Guna menentukan keterampilan sosial yang muncul, peneliti menggunakan skala rating sebagai alat pengumpulan data. Aspek-aspek keterampilan sosial yang terdapat pada skala rating antara lain perilaku berbagi, bekerjasama, sabar menunggu giliran dan bergabung dengan teman lainnya. Analisa data menggunakan metode Video modeling peningkatan skor tertinggi muncul pada aspek perilaku kerjasama
References
Al-Salahat, M. M. (2016). Using of Video Modeling in Teaching a Simple Meal Preparation Skill for Pupils of Down Syndrome. Journal of Education and Practice, 82-90.
Agung Ngurah Adhiputra, Anak. (2013). Bimbingan dan Konseling Aplikasi di Sekolah Dasar dan Taman Kanak-Kanak. Yogyakarta : Graha Ilmu.
Arifiyanti, Nurul. (2015). Kerjasama Antara Sekolah dan Orang Tua Siswa di TK Se-kelurahan Triharjo Sleman. Skripsi. Universitas Negeri Yogyakarta.
Dukes, Chris dan Maggie Smith. (2009). Cara Menangani Anak Berkebutuhan Pendidikan Khusus: Panduan Guru dan Orang Tua. Jakarta : PT Tamaprint Indonesia.
Hasbullah. (2015). Dasar-dasar Ilmu Pendidikan. Jakarta : Rajawali Pers.
Nawawi, Hadari. (2012). Metode Penelitian Suatu Bidang Sosial. Yogyakarta: Gajah Mada University Press.
Patmonodewo, Soemiarti. (2003). Pendidikan Anak Prasekolah.Jakarta: PT Rineka Cipta.
Santrock, Jhon W. (2008). Child Development Twelfh Edition. Americas: McGraw- Hill Companies.
Slamet Suyanto. (2005). Dasar-Dasar Pendidikan Anak Usia Dini. Yogyakarta:Hikayat Publishing.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Brydges, C., & Mkandawire, P. (2018). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1480669
De Boer, A. Pijl, S. & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59(4), 379-392.
Departemen Pendidikan Nasional. (2009). Undang-Undang Nomor 70 Tahun 2009, Tentang Pendidikan inklusif bagi Peserta Didik yang memiliki Kelainan dan Memiliki Potensi Kecerdasan dan/atau Bakat Istimewa, Jakarta: Depdiknas
Ferrel, J. (2012). Family engagement and children with disabilities : A resource guide for educators and parents. Cambrige, MA : Harvard Family Research Project.
Hamilton, A. (2013). Missy Hamilnook Reflects on Early Childhood Education. Parker, CO: Bookcrafters.
Jigyel, K., Miller, J. A., Mavropoulou, S., & Berman, J. (2018). Benefits and concern: Parent’s perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan. International Journal of Inclusive Education. Doi: 10.1080/13603116.2018.1511761
Lindsay, G. (2003). Inclusive education: A critical perspective. British Journal of Special Education, 30, 3–12.
Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19, 1–16.
Magumise, J., & Sefotho, M., M. (2018). Parent and teacher perceptions of inclusive education in Zimbabwe. International Journal of Inclusive Education. Doi: 10.1080/13603116.2018.1468497
Rice, N. (2017). Parent perspectives on inclusive education in Budapest. European Journal of Special Needs Education, 33(5), 723-733.
Rose, R., Shevlin, M., Twomey, M., & Zhao, Y. (2017). Gaining access to support for children with special educational needs in the early years in Ireland: Parental perspectives. International Journal of Early Years Education, 25(4), 379-392.
Ruijs, N., Peetsma, T., & van der Veen, I. (2010). The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Educational Review, 62, 1–37.
Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin: A SAGE Company
Samadi, S. A., & McConkey., R. (2018). Perspectives on inclusive education of preschool children with autism spectrum disorder and other developmental disabilities in Iran. International Journal of Environmental Research and Public Health 15, 2307. Doi: 10.3390/ijerph15102307.
Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Boston: Pearson.
Sharma, U., & Michael, S. (2017). Parental perspective about inclusive education in the Pacific. International Perspectives on Inclusive Education, 10, 71-86. https://doi.org/10.1108/S1479-363620170000010010
Stevens, L., & Wurf, G. (2018). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education. doi:10.1080/13603116.2018.1464068
Swick, K. J., & L. Hooks. (2005). Parental experiences and beliefs regarding inclusive placements of their special needs children.” Early Childhood Education Journal, 32(6), 397–402.
Suwarto. (2013). Difficulty, Difference, and Reliability Level of New Student Selection Test for Veteran Bangun Nusantara Sukoharjo University. National Seminar on Science Education. 652- 658.
Suwarto. (2013). Pengembangan Tes Diagnostik Dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.
Suwarto. (2016). The Biology Test Characteristic of 7th Grade by The Period of The Odd Term. Jurnal Penelitian Humaniora. 17(1), 1-8.
Tryfon, M., Anastasia, A., & Eleni, R. (2019). Parental perspectives on inclusive education for children with intellectual disabilities in Greece.” International Journal of Developmental Disabilities. Doi:10.1080/20473869.2019.1675429
Tsang, K. L. V. (2013). Secondary pupils' perceptions and experiences toward studying in an inclusive classroom. International Journal of Whole Schooling, 9(2), 39-60.
Uba, C. D., & Nwoga, K. A. (2016). Understanding stigma from a sociocultural context: Mothers’ experience of stigma directed towards children with educational needs. International Journal of Inclusive Education, 20(9), 975–994.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
Wiener, J., & Tardif, C. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference? Learning Disabilities Research & Practice, 19, 20–32.
Wong, M., Poon, K. K., Kaur, S., & Jia Ng, Z. (2014). Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal of Education, 35(1), 85-97. Doi: 10.1080/02188791.2013.878309
Downloads
Published
How to Cite
Issue
Section
License
The copyright to this article is transferred to Jurnal Pendidikan if and when the article is accepted for publication under Creative Commons Attribution-ShareAlike 4.0 International License. The undersigned hereby transfers any and all rights in and to the paper including without limitation all copyrights to Jurnal Pendidikan. The undersigned hereby represents and warrants that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to make and execute this assignment.
We declare that:
1. This paper has not been published in the same form elsewhere.
2. It will not be submitted anywhere else for publication prior to acceptance/rejection by this Journal.
3. A copyright permission is obtained for materials published elsewhere and which require this permission for reproduction.
Furthermore, I/We hereby transfer the unlimited rights of publication of the above-mentioned paper in whole to Jurnal Pendidikan. The copyright transfer covers the right to reproduce and distribute the article, including reprints, translations, photographic reproductions, microform, electronic form (offline, online), or any other reproductions of similar nature. The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
Retained Rights/Terms and Conditions
1. Authors retain all proprietary rights in any process, procedure, or article of manufacture described in the work.
2. Authors may reproduce or authorize others to reproduce the work or derivative works for the author’s personal use or for company use, provided that the source and the Jurnal Pendidikan copyright notice are indicated, the copies are not used in any way that implies Jurnal Pendidikan endorsement of a product or service of any employer, and the copies themselves are not offered for sale.
3. Although authors are permitted to re-use all or portions of the work in other works, this does not include granting third-party requests for reprinting, republishing, or other types of re-use.
Jurnal Pendidikan by http://journal.univetbantara.ac.id/index.php/jp is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
