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"early childood stage is very critical. In this stage, children learn a lot of things and gain experiences in an extraordinary pace....."

"Penerimaan anak reguler terhadap anak dengan disabilitas sejalan dengan pengetahuan anak mengenai disbailitas. Upaya dalam menumbuhkan penerimaan terhadap anak dengan disabilitas adalah dengan memberikan pengetahuan mengenai disabilitas melalui buku cerita bergambar mengenai disabilitas. Penyusunan buku bergambar dalam penelitian ini berisi mengenai informasi yang berkitan dengan disabilitas. Tokoh dalam buku cerita bergambar yang telah disusun digambarkan sebagai tokoh disabilitas dengan memberikan karakteristik khusus pada disabilitas yang dikenalkan dalam konten buku. Pembacaan buku cerita bergambar mengenai disabilitas dengan menggunakan teknik bercerita dialog reading. Penelitian ini bertujuan untuk menguji efektivitas buku cerita bergambar. Dalam meningkatkan pengetahuan anak usia 5-6 tahun mengenai disabikitas. Alat ukur yang digunakan untuk mengukur tingkat pengetahuan berdasarkan pengetahuan yang diberikan achievement test. Pengukuran terhadap pengetahuan anak mengenai disabilitas tersebut dilakukan pada saat pretest dan posttest serta follow-up 1 minggu setelah diberikan intervensi. Hasil yang diperoleh menunjukkan bahwa terjadi peningkatan pengetahuan pada anak usia 5-6 tahun setelah dilakukan pembacaan buku cerita bergambar mengenai disabilitas.

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Acceptance of regular children to children with disabilities is in line with the childs knowledge of disability. Efforts to foster acceptance of children with disabilities is to provide knowledge about disability through picture books about disability. The compilation of picture books in this study contains information related to disability. The figures in the illustrated story books that have been compiled are described as disability figures by giving special characteristics to the disabilities introduced in the book content. The reading of a picture story book about disability using reading dialogue storytelling techniques. This study aims to examine the effectiveness of picture story books. In increasing the knowledge of children aged 5-6 years about disability. Measuring instrument used to measure the level of knowledge based on knowledge provided by the achievement test. Measurement of children's knowledge about disability is done at the pre-test and post-test and follow-up 1 week after the intervention is given. The results obtained indicate that there is an increase in knowledge in children aged 5-6 years after reading a picture story book about disability."

"Penelitian ini menjelaskan mengenai gambaran dukungan sosial yang diterima olehPenelitian ini menjelaskan mengenai gambaran dukungan sosial yang diterima oleh Remaja Berkesulitan Belajar Spesifik di Sekolah Talenta. Penelitian ini adalah penelitian kualitatif dengan desain deskriptif. Di dalam penelitian ini dijelaskan mengenai dukungan sosial yang diterima oleh remaja dari pihak sekolah.Hasil penelitian menunjukkan bahwa selama menjalani pendidikan di Sekolah Talenta, bentuk-bentuk dukungan sosial yang diterima oleh remaja berkesulitan belajar spesifik di sekolah ini adalah dukungan emosional dan penghargaan, dukungan nyata/instrumental, dukungan informasi, dan dukungan kebersamaan /persahabatan. Bentuk dukungan yang diterima oleh setiap remaja juga tergantung pada situasi-situasi yang dihadapi oleh remaja tersebut.

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This study explain about description of social support that be accepted by adolescent with specific learning disabilities in Talenta School. This study is a qualitative research with descriptive design. In this study explained about social support that accepted by adolescent from the school.The result from this study show that during their study in School, the forms of social support received by the adolescent with specific learning disabilities in this school is emotional and esteem support, tangible support, informational support, and companionship support. Form of social support received by every adolescent also depend on the situations faced by the adolescent."

"ABSTRAKPada siswa yang mengalami kesulitan belajar, kesulitan menguasai keterampilan akademik dapat bersumber dari domain psikososial. Salah satu bagian dari domain psikososial yang menjadi tugas perkembangan di fase remaja adalah pembentukan identitas diri. Siswa remaja yang tidak mencapai kejelasan mengenai tujuan serta perannya akan mengalami masalah-masalah psikologis dan perilaku yang semakin menghambat proses belajarnya. Konsep possible selves (PSs) menawarkan pembahasan identitas diri dari sudut pandang arah masa depan, yaitu self-knowledge mengenai aspek hopes, expectations, dan fears yang individu miliki. Penerapan konsep PSs salah satunya adalah dalam bentuk konseling. Penelitian ini dilakukan untuk mengetahui apakah konseling PSs dapat membantu menguatkan identitas diri partisipan. Penelitian ini merupakan penelitian single case subject dengan desain kuasi eksperimental. Partisipan penelitian adalah F, siswa kelas 9 (laki-laki, usia 13 tahun). Partisipan mengikuti 5 tahapan intervensi dalam 3 kali pertemuan dalam rentang waktu 9 hari dengan tiap pertemuan terdiri dari 1-2 jam. Berdasarkan kuesioner Open-Ended Possible Selves dan analisis kualitatif terhadap pelaksanaan konseling, peneliti menyimpulkan bahwa konseling PSs mampu menguatkan identitas diri partispan, khususnya ide mengenai masa depan. Setelah mengikuti intervensi, partisipan memiliki gambaran diri yang lebih jelas mengenai hal yang ingin ia capai di masa depan dan mengetahui langkah yang dapat ia lakukan untuk mencapai hal tersebut.

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ABSTRACT

Psychosocial domain is one factor that contribute on the difficulties mastering academic skills in students with learning disabilities. A part of psychosocial developmental tasks that have to be fulfilled by adolescents is forming identity. Students who have no clear goals and roles will getting psychological and behavioral problems that can disrupt their learning process. Possible selves (PSs) concept offers explanations about self-identy from future perspective. It is about individuals self-knowledge regarding their hopes, expectations, and fears. PSs theory can be implemented in counseling form. This study was conducted to see the PSs counseling ?s support in strengthening participant?s identity, specifically the idea about future. Participant was F, a ninth grade student (male, 13 years). Participant involved in a five-phase intervention for three days of 1-2 hours meeting during 9 days. Based on the Open-Ended Possible Selves questionnaire and qualitative analysis result throughout the counseling, it is concluded that the PSs counseling is able to strengthen participant?s identity, specifically the idea about future. After following the intervention, participant had more obvious picture on the things he want to accomplish in the future and the steps to achieve it."

"Skripsi ini membahas tentang faktor-faktor yang berhubungan dengan tindakan guru sekolah dasar terhadap siswa dengan kesulitan belajar. Penelitian dilakukan dengan pendekatan kuantitatif. Pengumpulan data dilakukan dengan cara penyebaran angket pada 121 guru yang dipilih secara acak. Berdasarkan hasil analisis multivariat diketahui bahwa keberadaan kebijakan sekolah adalah faktor yang paling berpengaruh terhadap tindakan guru sekolah dasar (OR = 2,866). Faktor lain yang berhubungan yaitu jenis kelamin, sikap, jabatan, keaktifan program UKS, dan keberadaan program pemerintah.

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The focus of this study is factors related to elementary teacher's practice toward students with learning difficulty. This study use quantitative methods. Data collecting is done through questionnaire distribution to 121 teachers randomly selected from those schools. Multivariate analysis performed find that school policy existence is the most dominant factor associated with elementary teachers' practice (OR = 2,866). Other related factors are gender, attitude, organizational function, school health's program activeness, and government's program existence."

"Penelitian ini bertujuan untuk mengukur efektivitas pelatihan mengenal siswa berkebutuhan khusus dalam menumbuhkan sikap positif calon guru PAUD dalam kontekspendidikan inklusif. Penelitian ini menggunakan within-subject one group pretest posttest design. Partisipan penelitian adalah mahasiswa PG-PAUD semester 7 di salah satu universitas di Jakarta (n=19). Pelatihan berlangsung selama 675 menit dengan topik anak berkebutuhan khusus dan pendidikan inklusif. Modul pelatihan dirancang berdasarkan hasil studi literatur, landasan teori, dan analisis kebutuhan. Sebagai langkah untuk mengetahui efektivitas program pelatihan, sikap calon guru diukur menggunakan Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Hasil uji signifikasi Wilcoxon Signed Rank menunjukkan bahwa terdapat perbedaan yangsignifikan pada sikap calon guru setelah pelaksanaan pelatihan (p=0,004). Terdapat beberapa faktor yang dapat menjelaskan efektivitas pelatihan dalam menumbuhkan sikappositif, diantaranya dilihat dari sudut pandang pembentukan sikap, strategi mengubah sikap, dan penggunaan experiential learning Kolb. Berdasarkan hasil uji statistik juga diketahui bahwa tidak terdapat perbedaan skor sikap yang signifikan setelah tiga minggupelaksanaan pelatihan (p=0,219). Faktor yang diduga menyebabkan belum efektifnya pelatihan dalam mempertahankan sikap positif calon guru diantaranya berkurangnya paparan terhadap anak berkebutuhan khusus setelah pelatihan, tidak diterapkannya strategi partisipasi aktif secara penuh selama pelatihan, dan proses penerapan daur belajar Kolb yang kurang ajeg. Temuan pada penelitian ini memberikan saran kepada peneliti selanjutnya untuk memberikan penguatan setelah pelaksanaan pelatihan.

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This study aimed to examine the effectiveness training of recognizing student with special needs in fostering positive attitudes pre-service teachers of early childhood education in inclusive education context. A within-subject one group pretest posttest was designed inthis study. Training was developed for the semester 7 pre-service teachers of early childhood education program at one of the universities in Jakarta (n=19). Trainingconsisted of a 675 minutes face to face training session comprising topics such as children with special needs and inclusive education. Training module was designed based on literature studies, the theoretical foundation, and need analysis. In order to know the effects of the training program, the pre-service teachers attitude was measured using the Multidimentional Attitudes Toward Inclusive Education Scale (MATIES). Wilcoxon Signed Rank significance test revealed that there are significant differences in the preservice teachers attitude after training (p=0,004). There are several factors that canexplain the effectiveness of training in fostering positive attitude, such as aspects of attitude formation, strategies to change attitudes, and the Kolbs experiential learning approach. The results of statistical tests also revealed that there are no significant differences in the pre-service teacherss attitude after three weeks of training (p = 0.219).Factors that might have caused the ineffectiveness of training in maintaining positive attitude, such as reduced exposure to children with special needs after the training, not implementing a full active participation strategy during training, and the lack of steadyimplementation of the Kolb learning cycle. These findings suggest that the future researcher also can consider to conduct strengthening after training program wasperformed."

"[Menghadapi tantangan pada abad ke 21, anak-anak perlu dipersiapkan mencapai tingkat perkembangan yang optimal meliputi seluruh aspek perkembangan dan mencapai tujuan pembelajaran yang meliputi tidak hanya pemahaman serta ketrampilan, namun juga pembawaan diri dan perasaan. Guru-guru sebagai ujung tonggak pendidikan anak di sekolah perlu diberi pembekalan pemahaman dan kemampuan merancang pembelajaran yang dapat mempersiapkan anak menghadapi abad ke 21. Pendekatan proyek atau Project Approach merupakan sebuah pendekatan dengan pembelajaran aktif yang bermanfaat bagi anak. Subyek pada penelitian ini adalah guru-guru TK di sekolah TK Dwi Matra dan TK Kirana Preschool. Penelitian ini merupakan penelitian kuantitatif dengan before and after study design. Hasil penelitian menunjukkan bahwa melalui program pelatihan awal mengenai pembelajaran dengan pendekatan proyek yang diikuti oleh guru-guru TK, maka kemampuan menjelaskan pendekatan proyek termasuk pengertian, manfaat dan tahapan pendekatan proyek meningkat signifikan Selain itu, peningkatan yang signifikan juga terjadi pada kemampuan merancang pembelajaran dengan pendekatan proyek. Dari hasil rancangan pembelajaran menunjukkan pencapaian hasil yang cukup baik untuk perancangan tahap pertama pendekatan proyek, namun hasil perancangan tahap kedua dan tahap ketiga menunjukkan hasil yang belum optimal. Kendala dan tantangan yang dialami dalam penelitian ini selanjutnya dipaparkan dalam diskusi penelitian.;In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion., In facing the 21st century, children need to be prepared in reaching their optimum development level which encompas all aspect of growth and to achieve the learning goals which include not only knowledge and skill, but also disposition and feeling. Teachers as the forefront of education need to be equipped with the understanding and skill of a learning method which can prepare the children to face this 21st century challenge. Project approach is an approach which utilizes active learning which is beneficial for the children. Subject to this research are kindergarten teachers at Dwi Matra Kindergarten and Kirana Preschool Kindergarten. This research is a quantitative research using before and after study design. The result suggest that through preliminary training program on learning with project approach, the kindergarten teachers ability to explain project approach including understanding, benefit and stages of project approach have increased significantly, the teachers ability to design learning with project approach have also improved significantly. The result of learning design that the teachers had made shows a remarkable result for the first stage of the project approach; however the second and third design result was not as optimal. Obstacle and challenges faced in the research will be elaborated further in the research discussion.]"