Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.33
D. Susanti, S. Rudiyati
Student with visual impairment have special needs in the form of Braille to support their reading and writing skills. The ability to read and write Braille is a basic thing that must be mastered by student as the basic skill in the learning process. If the basic skill of reading and writing has been mastered well, it will be easy for children to learn knowledge and information in a more complex learning process. Therefore, it is important to know various ways that can be done in Braille learning for student with visual impairment who are in elementary school. The purpose of this study to examine various ways to learn writing and reading Braille include strategy, method, approach and media. This study was designed use a systematic review method by analyzing 13 articles related to the topic of this study by analyzing data using descriptive analysis. The results of the data analysis in this article content focus of the Braille learning to teaching reading and writing Braille for student can be master reading and writing skills as basic asset in the learning process. However, there are various ways to learning Braille such as strategies, approaches, methods and media that can be used in reading and writing learning, including: word instruction vocabulary, oral Braille reading decoding, individual meaning centered approach, vocabulary flashcards, mangold systems, and short writing (Tusing). Keywords— learn, writing and reading, braille, visual impairment, elementary students.
{"title":"Learn Writing and Reading Braille for Elementary Student with Visual Impairment: A Systematic Review","authors":"D. Susanti, S. Rudiyati","doi":"10.2991/ICSIE-18.2019.33","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.33","url":null,"abstract":"Student with visual impairment have special needs in the form of Braille to support their reading and writing skills. The ability to read and write Braille is a basic thing that must be mastered by student as the basic skill in the learning process. If the basic skill of reading and writing has been mastered well, it will be easy for children to learn knowledge and information in a more complex learning process. Therefore, it is important to know various ways that can be done in Braille learning for student with visual impairment who are in elementary school. The purpose of this study to examine various ways to learn writing and reading Braille include strategy, method, approach and media. This study was designed use a systematic review method by analyzing 13 articles related to the topic of this study by analyzing data using descriptive analysis. The results of the data analysis in this article content focus of the Braille learning to teaching reading and writing Braille for student can be master reading and writing skills as basic asset in the learning process. However, there are various ways to learning Braille such as strategies, approaches, methods and media that can be used in reading and writing learning, including: word instruction vocabulary, oral Braille reading decoding, individual meaning centered approach, vocabulary flashcards, mangold systems, and short writing (Tusing). Keywords— learn, writing and reading, braille, visual impairment, elementary students.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130483624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.67
Niken Farida, H. Rasyid
The social development becomes one important factor in childhood development especially in the society. This study is conducted to find out the effectiveness of Project-based Learning for childhood social development. The project-based learning approach is an active learning centered in children with several characteristics, such as prioritize children dependency, constructive investigation, determination of purposes, cooperations, communications, and practices. This study uses post-test only control design. There are tow random classes selected and each class consists of 33 students. The control group continue their common learning activity while another group uses project-based learning approach. The study results that the project-based learning approach can significantly improved the social development and becomes more active in the classroom using project-based learning approach. For further result the project-based learning approach is not only use to stimulate cognitive side but also stimulate social development in early childhood education. Keywords—project-based learning approach 1. social development, early childhood.
{"title":"The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood","authors":"Niken Farida, H. Rasyid","doi":"10.2991/ICSIE-18.2019.67","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.67","url":null,"abstract":"The social development becomes one important factor in childhood development especially in the society. This study is conducted to find out the effectiveness of Project-based Learning for childhood social development. The project-based learning approach is an active learning centered in children with several characteristics, such as prioritize children dependency, constructive investigation, determination of purposes, cooperations, communications, and practices. This study uses post-test only control design. There are tow random classes selected and each class consists of 33 students. The control group continue their common learning activity while another group uses project-based learning approach. The study results that the project-based learning approach can significantly improved the social development and becomes more active in the classroom using project-based learning approach. For further result the project-based learning approach is not only use to stimulate cognitive side but also stimulate social development in early childhood education. Keywords—project-based learning approach 1. social development, early childhood.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127778464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.48
Ni Nyoman Fefi Suciarthasih, Effendie Tanumihardja
The study aimed to describe the Learning Together (LT) Methods of Cooperative Learning Approach in making accessories including the implementation, the production of patchwork headbands, and the findings the learning approach on mild intellectual disability. This Classroom Action Research used an action research model consisting 4 cycles. A research cycle was carried out through the planning stage, continued to acting stage and developing stage, and then ended with reflecting stage. The subjects were students of mild intellectual disability in the Beauty Management class of Public SLB (extraordinary school) Pembina Yogyakarta. Data collection used instruments of assessment sheets for group performance, observation, and documentation. Data analysis technique was descriptive analysis. The results showed that the learning together (LT) methods of cooperative learning approach can complete the performance of making the patchwork headbands accessories. The quantity of accessories production in the cycle I produced 9 pieces and met the criteria of success. In the cycle II, there was an increase to 12 or 33.33% and the result was above the criteria of success. In Cycle III and IV, there increased the criteria of success, but the results of the performance can meet the criteria and there was consistency in the results of the performance. Keywords— learning together (lt) methods of cooperative learning approach, intellectual dissability
{"title":"Learning Together (LT) Methods of Cooperative Learning Approach in Making Accessories for Intellectual Disability","authors":"Ni Nyoman Fefi Suciarthasih, Effendie Tanumihardja","doi":"10.2991/ICSIE-18.2019.48","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.48","url":null,"abstract":"The study aimed to describe the Learning Together (LT) Methods of Cooperative Learning Approach in making accessories including the implementation, the production of patchwork headbands, and the findings the learning approach on mild intellectual disability. This Classroom Action Research used an action research model consisting 4 cycles. A research cycle was carried out through the planning stage, continued to acting stage and developing stage, and then ended with reflecting stage. The subjects were students of mild intellectual disability in the Beauty Management class of Public SLB (extraordinary school) Pembina Yogyakarta. Data collection used instruments of assessment sheets for group performance, observation, and documentation. Data analysis technique was descriptive analysis. The results showed that the learning together (LT) methods of cooperative learning approach can complete the performance of making the patchwork headbands accessories. The quantity of accessories production in the cycle I produced 9 pieces and met the criteria of success. In the cycle II, there was an increase to 12 or 33.33% and the result was above the criteria of success. In Cycle III and IV, there increased the criteria of success, but the results of the performance can meet the criteria and there was consistency in the results of the performance. Keywords— learning together (lt) methods of cooperative learning approach, intellectual dissability","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117126183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.38
Atik Setyowati, Wuri Wuryandari
Literacy is a vital competency in solving daily life problems. Early, child needs stimulation of problemsolving competencies, one of the competencies is literacy. Environment highly affects educational success of preschool children. Family is the smallest environment widely playing a role in literacy education for children. Home Literacy Program is literacy program at home that parents/family try to support literacy competency development for children. The research method used is literacy study in order to acquire information regarding to home literacy program and its influence towards preschool children’ literacy development. The consistent implementation of home literacy program by parents at home will support the readiness of children in reading and writing. Keywords— preschool, emergent literacy skill, home literacy
{"title":"Preschool children’ Emergent Literacy Skill and Home Literacy Program","authors":"Atik Setyowati, Wuri Wuryandari","doi":"10.2991/ICSIE-18.2019.38","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.38","url":null,"abstract":"Literacy is a vital competency in solving daily life problems. Early, child needs stimulation of problemsolving competencies, one of the competencies is literacy. Environment highly affects educational success of preschool children. Family is the smallest environment widely playing a role in literacy education for children. Home Literacy Program is literacy program at home that parents/family try to support literacy competency development for children. The research method used is literacy study in order to acquire information regarding to home literacy program and its influence towards preschool children’ literacy development. The consistent implementation of home literacy program by parents at home will support the readiness of children in reading and writing. Keywords— preschool, emergent literacy skill, home literacy","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"47 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126016961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.36
Nuraini Fauziah Zain, Mumpuniarti Mumpuniarti
Writing is a tool for communication that used to convey ideas in the form of words and is essential skill that everybody need. The ability to write is needed for success in academic, workplace setting and daily living. Writing is so challenging for students with learning disability. Writing difficulties that are not detected until middle school will influence their academic performance. Intervention to overcome writing difficulties should be given as soon as possible. It is important for teacher to choose intervention that suitable for the needs of each student. The purpose of this study was to examine the writing strategies used to help students with learning disability. This study was designed using a systematic review method. The 8 study reviewed contain various interventions, such as: self-regulated strategy development (SRSD) instruction, co-teaching program, sentence-combining intervention, problem solving approach and multi-component intervention. Keywords— early writing, intervention, learning disability.
{"title":"Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review","authors":"Nuraini Fauziah Zain, Mumpuniarti Mumpuniarti","doi":"10.2991/ICSIE-18.2019.36","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.36","url":null,"abstract":"Writing is a tool for communication that used to convey ideas in the form of words and is essential skill that everybody need. The ability to write is needed for success in academic, workplace setting and daily living. Writing is so challenging for students with learning disability. Writing difficulties that are not detected until middle school will influence their academic performance. Intervention to overcome writing difficulties should be given as soon as possible. It is important for teacher to choose intervention that suitable for the needs of each student. The purpose of this study was to examine the writing strategies used to help students with learning disability. This study was designed using a systematic review method. The 8 study reviewed contain various interventions, such as: self-regulated strategy development (SRSD) instruction, co-teaching program, sentence-combining intervention, problem solving approach and multi-component intervention. Keywords— early writing, intervention, learning disability.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132545008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Minsih Minsih, Nur Amalia, Slamet P. H., S. Suparno, Imam Mujahid
Inclusive education is an educational service system that provides opportunities for all children to study together in the school with attention to diversity and individual needs. This research aims at knowing about how school doing identifying all children as special individual needs. This study uses descriptive qualitative research methodology. The authors observe directly to the field to obtain the primary data and conducted documentation studies to collect secondary data. In addition, the researchers employ direct and indirect interviews. This work concludes that the implementation of inclusive education, especially the identification of special individual needs of all new students in al-Firdaus elementary school, going through five steps; (1) mapping assignment of new students with special individual needs, (2) appointing teacher who is in charge of classification of new students with special individual needs, (3) Implementation of the mapping, (4) tools preparation for mapping, and (5) following-up mapping with learning needs of new students with special individual needs. Keywords— special individual needs; inclusion; learning.
{"title":"Mapping of New Student Admission in Inclusive Education Learning at Al-Firdaus Elementary School Surakarta","authors":"Minsih Minsih, Nur Amalia, Slamet P. H., S. Suparno, Imam Mujahid","doi":"10.2991/ICSIE-18.2019.5","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.5","url":null,"abstract":"Inclusive education is an educational service system that provides opportunities for all children to study together in the school with attention to diversity and individual needs. This research aims at knowing about how school doing identifying all children as special individual needs. This study uses descriptive qualitative research methodology. The authors observe directly to the field to obtain the primary data and conducted documentation studies to collect secondary data. In addition, the researchers employ direct and indirect interviews. This work concludes that the implementation of inclusive education, especially the identification of special individual needs of all new students in al-Firdaus elementary school, going through five steps; (1) mapping assignment of new students with special individual needs, (2) appointing teacher who is in charge of classification of new students with special individual needs, (3) Implementation of the mapping, (4) tools preparation for mapping, and (5) following-up mapping with learning needs of new students with special individual needs. Keywords— special individual needs; inclusion; learning.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125944667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.39
Endah Tri Wahyuningsih, S. Suparno
Children learns language through a pleasant learning experience in kindergarten. This study aims to describe the vocabulary mastery of children aged 4-5 years in role-playing activities in the Role Play Center. This type of research is descriptive qualitative. The study was conducted at Tiara Chandra Kindergarten located in Bantul Regency, Yogyakarta for 2 weeks. The instrument used to collect data is observation and documentation sheets. Observation of vocabulary mastery is observed through oral language skills that appear when the child starts a conversation and responds in each role-playing activity in the Center of Playing Role, the ability to initiate conversation and the ability to respond in conversation reveals that role-playing activities create many opportunities to develop vocabulary mastery through oral language skills in children aged 4-5 years at the Role Play Center rather than in the regular class or other centers. Keywords— children, play center, bantul regency.
{"title":"Mastery of 4-5 Years Old Children Vocabulary in Role-playing Activities at the Role Play Center","authors":"Endah Tri Wahyuningsih, S. Suparno","doi":"10.2991/ICSIE-18.2019.39","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.39","url":null,"abstract":"Children learns language through a pleasant learning experience in kindergarten. This study aims to describe the vocabulary mastery of children aged 4-5 years in role-playing activities in the Role Play Center. This type of research is descriptive qualitative. The study was conducted at Tiara Chandra Kindergarten located in Bantul Regency, Yogyakarta for 2 weeks. The instrument used to collect data is observation and documentation sheets. Observation of vocabulary mastery is observed through oral language skills that appear when the child starts a conversation and responds in each role-playing activity in the Center of Playing Role, the ability to initiate conversation and the ability to respond in conversation reveals that role-playing activities create many opportunities to develop vocabulary mastery through oral language skills in children aged 4-5 years at the Role Play Center rather than in the regular class or other centers. Keywords— children, play center, bantul regency.","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123785924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.41
Meta Silfia Novembli, N. Azizah
Dyslexia is a specific learning disability in aspects of reading and spelling that originate from neurological and genetic. Reading is some sub-skills in the form of attention, letter or word recognition, organizing in the way of words and sentences, text transfer activities, and understanding the text. To develop reading skills, dyslexia requires a lot of structured practice and corrective feedback. Nevertheless, there are still many learning approaches or strategies that must be considered by the teacher, such as approaches that involve the use of Information, Communication, and Technology (ICT), one of which is Mobile Learning (M-Learning). The aim of this is to examine relevant empirical studies of studies related to Mlearning to improve the ability to read dyslexia. The research method uses the Systematic Literature Review. The results showed that the overall use of M-learning was effective in enhancing the ability to read. The aspects that are developed are also in accordance with the learning needs of dyslexia. Keywords—dyslexia, reading ability, mobile learning
{"title":"Mobile Learning in Improving Reading Ability Dyslexia: A Systematic Literature Review","authors":"Meta Silfia Novembli, N. Azizah","doi":"10.2991/ICSIE-18.2019.41","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.41","url":null,"abstract":"Dyslexia is a specific learning disability in aspects of reading and spelling that originate from neurological and genetic. Reading is some sub-skills in the form of attention, letter or word recognition, organizing in the way of words and sentences, text transfer activities, and understanding the text. To develop reading skills, dyslexia requires a lot of structured practice and corrective feedback. Nevertheless, there are still many learning approaches or strategies that must be considered by the teacher, such as approaches that involve the use of Information, Communication, and Technology (ICT), one of which is Mobile Learning (M-Learning). The aim of this is to examine relevant empirical studies of studies related to Mlearning to improve the ability to read dyslexia. The research method uses the Systematic Literature Review. The results showed that the overall use of M-learning was effective in enhancing the ability to read. The aspects that are developed are also in accordance with the learning needs of dyslexia. Keywords—dyslexia, reading ability, mobile learning","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130580249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.30
Isti Nurhidayati, E. Purwanta
This article aims to describe the results of the content analysis of high order thinking skills on student’s text book of curriculum 2013 mentally retarded grade IV SDLB (elementary level of special school). This research used qualitative research with content analysis design. The results of the analysis carried out on student’s book of curriculum 2013 mentally retarded grade IV SDLB theme "Playing at my Environment", the activities included in it already contain activities that are oriented to high order thinking skills with 3 indicators (analysis, evaluation and creation), but not evenly distributed in any learning. Operational verbs on the indicator of the ability to create with a total of 35 operational words, on the indicator of the ability of analysis as many as 24 operational verbs and operational verbs in the evaluation ability of 9 operational verbs so that the student’s text book is still oriented to lower order thinking ability because the number of operational verbs used as a reflection of high order thinking skills is still little. That results also shows that the student’s text book is in accordance with the standard of the educational process because it already contains high order thinking skills and can also be used as a reference in learning for mentally retarded children, however, more likely for mild mentally retarded children to remember the characteristics that are still able to be given functional academic learning with modifications and adjustments according to their capacity. Keywords— high order thinking skills, student’s text book,
本文旨在描述2013年智障四年级(特殊学校小学阶段)学生教材高阶思维技能的内容分析结果。本研究采用定性研究和内容分析设计。对2013年智障四年级SDLB学生课程书主题“Playing at my Environment”进行分析的结果显示，其中包含的活动已经包含了以分析、评价和创造3个指标为导向的高阶思维技能活动，但在任何学习中都没有均匀分布。操作动词在创造能力的指标上总共有35个操作词，在分析能力的指标上多达24个操作动词，在操作动词的评价能力上有9个操作动词，这样学生的课本仍然是面向低阶思维能力的，因为作为高阶思维能力反映的操作动词使用的数量仍然很少。这一结果也表明，学生的教科书符合教育过程的标准，因为它已经包含了高阶思维技能，也可以作为智障儿童学习的参考，但轻度智障儿童更有可能记住的特征仍然可以根据自己的能力进行修改和调整，以获得功能性学术学习。关键词:高阶思维能力;学生课本;
{"title":"A Content Analysis of High Order Thinking Skills on Student’s Textbook of Curriculum 2013 for Mentally Retarded","authors":"Isti Nurhidayati, E. Purwanta","doi":"10.2991/ICSIE-18.2019.30","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.30","url":null,"abstract":"This article aims to describe the results of the content analysis of high order thinking skills on student’s text book of curriculum 2013 mentally retarded grade IV SDLB (elementary level of special school). This research used qualitative research with content analysis design. The results of the analysis carried out on student’s book of curriculum 2013 mentally retarded grade IV SDLB theme \"Playing at my Environment\", the activities included in it already contain activities that are oriented to high order thinking skills with 3 indicators (analysis, evaluation and creation), but not evenly distributed in any learning. Operational verbs on the indicator of the ability to create with a total of 35 operational words, on the indicator of the ability of analysis as many as 24 operational verbs and operational verbs in the evaluation ability of 9 operational verbs so that the student’s text book is still oriented to lower order thinking ability because the number of operational verbs used as a reflection of high order thinking skills is still little. That results also shows that the student’s text book is in accordance with the standard of the educational process because it already contains high order thinking skills and can also be used as a reference in learning for mentally retarded children, however, more likely for mild mentally retarded children to remember the characteristics that are still able to be given functional academic learning with modifications and adjustments according to their capacity. Keywords— high order thinking skills, student’s text book,","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"15 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134392847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.2991/ICSIE-18.2019.60
Uswatul Hasni, S. Suparno
The aim of this study is to reveal form method of learning sex education in Islamic kindergarten. This is done so that schools and other parents have information in providing sex education to children. This study use a qualitative approach with the teachers and principles as key informant through interview and observation method. The results show that sex education given through habituation, demonstration, picture of picture and talking (teachers with children) that are guided by Islamic values. Conclusion is the provision of sex education to make children better understand the values of good norms that apply around it. However, there is still less of variation of teaching models in the form of games for child sex learning. Keywords—sex learning, children, method
{"title":"Method of Sex Learning for Children 5-6 years","authors":"Uswatul Hasni, S. Suparno","doi":"10.2991/ICSIE-18.2019.60","DOIUrl":"https://doi.org/10.2991/ICSIE-18.2019.60","url":null,"abstract":"The aim of this study is to reveal form method of learning sex education in Islamic kindergarten. This is done so that schools and other parents have information in providing sex education to children. This study use a qualitative approach with the teachers and principles as key informant through interview and observation method. The results show that sex education given through habituation, demonstration, picture of picture and talking (teachers with children) that are guided by Islamic values. Conclusion is the provision of sex education to make children better understand the values of good norms that apply around it. However, there is still less of variation of teaching models in the form of games for child sex learning. Keywords—sex learning, children, method","PeriodicalId":355279,"journal":{"name":"Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115065801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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