“We are the same, we are equal”: Plant diversity knowledge in Indonesian elementary special school textbooks

 

Abstract

Background: Education for students with disabilities continues to develop to meet the demands of changing times so that students with disabilities can receive learning in an inclusive environment and their talents and interests continue to develop. The research aims to determine plant diversity in Indonesian textbooks based on class, disability specifics, and book themes at the elementary school level.

Methods: The data was collected from 190 books from six grades and five disability categories (blind, deaf, autistic, physically disabled, and mentally disabled).

Results: The results found 172 plant species from 61 families. The total frequency was 3642 from all textbooks, and the species that had the highest relative frequency levels was Cocos nucifera (8.79%). The book with the highest species frequency was fifth grade autistic, with 387. Based on content analysis in each chapter, it was found that the cultural score in first grade and instrumental in sixth grade was the highest, with 80 chapters. The dominant plant type was herbaceous at 63.95%. Plants were also categorized into several different types. Several types of threatened species were also found in the textbook. Most of the plants discussed were in the horticultural category.

Conclusions: The results of this research can be a reference regarding plant content to better explore threatened species as a conservation education effort. Apart from that, the low level of introduction of plants in textbooks could be reviewed for more effective methods for introduction.

Keywords:  disability, diversity, plant, special school, textbook   

https://ethnobotanyjournal.org/index.php/era/article/view/6161

INTEGRASI NILAI KARAKTER DIPONEGORO DALAM PEMBELAJARAN UNTUK MEMBENTUK PROFIL PELAJAR PANCASILA DI SEKOLAH DASAR (DWITYA SOBAT ADY DHARMA, GALIH ISTININGSIH))

 

Abstract

Permasalahan dalam penelitian ini adalah bagaimana mengintegrasikan keteladanan karakter Pangeran Diponegoro ke dalam kurikulum di Sekolah Dasar? Tujuan penelitian untuk mendeskripsikan nilai karakter Pangeran Diponegoro dan langkah-langkah mengintegrasikan nilai karakter tersebut pada pembelajaran di sekolah dasar. Hal ini sebagai salah satu inovasi kegiatan Penguatan Pendidikan Karakter (PPK) berbasis kearifan lokal sebagai perwujudan revolusi karakter bangsa. Penguatan pendidikan karakter dilakukan untuk mewujudkan profil pelajar Pancasila dan sebagai upaya membentuk watak positif peserta didik. Penelitian menggunakan metode kualitatif dengan jenis penelitian pustaka (library reseach). Sumber primer untuk menggali nilai karakter Diponegoro ialah Babad Dipanegara (Diponegoro) yang diterjemahkan oleh Gunawan (et al), sedangkan sumber sekunder berupa buku-buku Peter Carey, buku sejarah, dan paper bertema Diponegoro. Hasil penelitian menunjukkan bahwa karakter Pangeran Diponegoro relevan dengan profil pelajar Pancasila, yaitu kebinekaan global, bergotong royong, kreatif, bernalar kritis, mandiri, beriman, bertakwa kepada Tuhan YME, dan berakhlak mulia. Sedangkan pengintegrasian nilai karakter Pangeran Diponegoro dalam kurikulum dapat dilakukan dengan empat tahapan, yaitu perencanaan, pelaksanaan, evaluasi, serta implikasi pada sekolah, guru, orang tua, dan siswa.

 

 https://jurnalpuslitjakdikbud.kemdikbud.go.id/index.php/kebudayaan/article/view/447

 

 

Involvement of Children with Special Needs in Learning in Inclusive Schools (Dwitya Sobat Ady Dharma, Hermanto Hermanto)

 

Abstract

Children with Special Needs who process in Inclusive Education Organizing Schools (SPPI) often seem left out not to develop their best potential, are shackled with labels, and marginalized socially and academically. This negative impression can be minimized by increasing the involvement of children with special needs in learning. However, many schools still do not know the level of involvement of children with special needs in SPPI. This study aims to determine the level of involvement of children with special needs in learning by using an intrinsic case study approach to nine children with special needs with a variety of mental retardation, autistic, slow learner, disabled and low vision in semester 1 of 2018/2019 academic year at an SPPI. This article describes the level of student involvement in terms of cognitive, emotional, and behavioral aspects. The results showed that the level of involvement of children with special needs varied greatly depending on cognitive abilities and the environment's role in creating creative learning.

 

 http://journal2.um.ac.id/index.php/icsar/article/view/6655

KEBIJAKAN PENGURANGAN RISIKO BENCANA COVID-19: PENGALAMAN SEKOLAH TUMBUH https://doi.org/10.24832/jpkp.v13i2.350

 DWITYA SOBAT ADY DHARMA

Abstract

All educational institutions, both private and public, have a role and responsibility to continue to provide quality education. In the context of policy, educational institutions must be able to produce strategic policies that are not only student-centered, but also able to facilitate school members to carry out their functions optimally. This study focuses on policies taken on COVID-19 disaster risk reduction (PRB) in Yogyakarta Tumbuh Schools (SD Tumbuh 1, SD Tumbuh 2, SD Tumbuh 3, SD Tumbuh 4, SMP Tumbuh, and Tumbuh High School). This study used qualitative methods with a literature and empirical approach. The data is obtained from the COVID-19 disaster emergency response policy formulated by the School Principal, HRM, and phenomena that occur in schools. The data used are in the form of circular letters as policy products, and various documents. The results showed that the DRR policies in Growing Schools applied humanist principles that were able to accommodate the needs of school residents (students, teachers, and staff). Policy implementation is carried out in a systematic flow so that it is easily understood by school residents and is made by prioritizing the deliberations of the leaders.

 

 https://jurnalpuslitjakdikbud.kemdikbud.go.id/index.php/litjak/article/view/350

Jurnal Difabel Vol. 4/2018: Difabilitas & Desa (Desa dan Pembangunan Inklusif)

DWITYA SOBAT ADY DHARMA

Jurnal Difabel Vol. 4/2018: Difabilitas & Desa (Desa dan Pembangunan Inklusif)

Desa merupakan organisasi terkecil dalam sistem tata kelola pemerintah negara. Untuk mengatur tata kelola pemerintahannya, negara menyusun Undang-undang nomor 6 tahun 2014 tentang Desa. Sebagian besar dari regulasi tersebut mengatur tentang alokasi dana desa, yang sekitar tujuh puluh persennya untuk pembangunan infrastruktur dan tiga puluh persen sisanya diperuntukkan untuk pemberdayaan mayarakat. Dalam implementasinya, difabel merupakan bagian dari masyarakat yang terabaikan kebutuhannya, baik infrastruktur maupun pemberdayaannya.

Untuk mengakomodir kebutuhan difabel akan kebutuhannya terkait aksesibilitas infrastruktur dan pemberdayaan masyarakat, maka difabel harus terlibat sebagai subyek pembangunan. Untuk mewujudkan hal tersebut bukanlah merupakan hal yang mudah. Banyak difabel yang bermukim di desa, namun desa pulalah yang sering menjadi tempat peminggiran dan diskriminasi bagi difabel.

Meskipun demikian, bukan berarti melibatkan difabel sebagai subyek pembangunan tidak dapat diwujudkan. Saat ini telah banyak lembaga yang mempunyai program terkait pelibatan dalam subyek pembangunan. 

Jurnal diulas oleh penulis:

1. M Rizal D.I. M.Sc (UGM - Yogyakarta)
2. Edy Supriyanto (Sehati - Sukoharjo)
3. Muhammad Karim Amrullah, S.H (PPDI Sleman )
4. Karel Tuhehay (Yayasan Karina Kas - Yogyakarta)
5. Tunjung Atika Fahmi (UGM - Yogyakarta)

6. Dwitya Sobat Ady Dharma (UNY - Yogyakarta)

7. Tenti Novari Kurniawati (Perkumpulan IDEA)

Yang berminat silahkan hubungi kontak person:
Telp: 0274 2840056
email: sekretariat@sigab.or.id

Halaman : x - 147
Ukuran : 16 x 24 cm
Cover : Softcover
ISBN : 9-772460-603008
Edisi: 1- 4 - 2018
Harga : Rp 50.000,-

Belum termasuk ongkos kirim,
SIGAB memakai paket JNE

The implementation of Self-Assessment of Student with Special Educational Needs at Inclusive School

Authors

Dwitya Sobat Ady Dharma, Hermanto Hermanto

Corresponding Author

Dwitya Sobat Ady Dharma

Available Online April 2019.

Keywords

self-assessment, SEN, inclusive school

Abstract

This research aims to find out the implementation of self-assessment and ability of self-assessment of student with special educational needs (SEN) at inclusive school. This research applies study-case approach to 10 SEN with mental retardation variation, autism, muscular dystrophy, slow learner, and low vision in semester 2 in 2017/2018 school year in Tumbuh High School (THS). This article defines the implementation and ability of self-assessment of SEN viewed from aspects of attitude, motivation, anxiety, concentration, time-management, self-assessment, and searching of learning source. The research results shows that the ability of self-assessment is quite varied since THS applies the medium self-assessment with project strategy adapted from International Middle Years Curriculum (IMYC).

Open Access

This is an open access article distributed under the CC BY-NC license.

 full paper downlload di:

 https://www.atlantis-press.com/proceedings/icsie-18/55917547

DOI

https://doi.org/10.2991/icsie-18.2019.29