AKSESIBILITAS ANAK BERKEBUTUHAN KHUSUS DI ERA PENDIDIKAN 4.0
Keywords:
Character education; discipline; tolerance; special education schools; positive reinforcement.Abstract
This study aims to examine the role of teachers in developing student character and discipline, as well as the influence of discipline on tolerance among students at SLB Al Hidayah Mejayan. The study employed a qualitative descriptive approach, with data collection techniques including in-depth interviews, participatory observation, and document analysis. The research subjects consisted of five teachers and twenty students selected using purposive sampling. The findings indicate that teachers play an essential role in character education by serving as role models through positive reinforcement and the consistent application of discipline. The discipline fostered by teachers contributes to the development of tolerance among students, as more disciplined students tend to demonstrate greater respect for differences and collaborate more effectively with their peers. However, challenges arise when students with special needs experience difficulties in internalizing rules, highlighting the need for more personalized and needs-based approaches to character education. This study contributes to the literature on character education in special education schools and offers recommendations for strengthening teacher training and enhancing collaboration between schools and parents in supporting student character development.
Downloads
References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A content analysis of peer-reviewed journal papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning, 16(3), 39–56. https://doi.org/10.14434/josotl.v16i3.19295
Felder, R. M., & Brent, R. (2016). Teaching and learning STEM: A practical guide. Jossey-Bass.
Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884. https://doi.org/10.1080/13603116.2017.1412513
Hidayat, D., & Syah, M. (2021). Pendidikan inklusif dan tantangannya di Indonesia. Jurnal Pendidikan Khusus, 17(2), 85–96.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education.
OECD. (2019). Education 2030: The future of education and skills. OECD Publishing.
Pellas, N., Mystakidis, S., Kazanidis, I., & Palaigeorgiou, G. (2021). Exploring the educational potential of virtual reality and augmented reality for inclusive learning. Interactive Learning Environments, 29(2), 246–259. https://doi.org/10.1080/10494820.2019.1688333
Putri, R. A., & Nugroho, Y. A. (2022). Pemanfaatan teknologi pendidikan dalam pembelajaran anak berkebutuhan khusus. Jurnal Pendidikan Inklusif, 6(1), 45–56.
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Rose, D. H., & Meyer, A. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education – All means all. UNESCO Publishing.
Widiyastono, H., Pratama, A. R., & Lestari, S. (2023). Assistive technology-based learning for students with special needs in inclusive schools. International Journal of Instruction, 16(2), 355–370. https://doi.org/10.29333/iji.2023.16219a
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Dwi Rahayu Ningsih, Siti Latifah, Istikomah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
