Individual Learning Program Research Articles

PENGEMBANGAN MODEL PROGRAM PEMBELAJARAN INDIVIDU (PPI) BAGI ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR INKLUSIF KOTA METRO

Development of Individual Learning Program (PPI) Model for Children with Special Needs in Inclusive Primary Schools in Metro City. The purpose of this research is to analyze and describe the policy of inclusive education in Metro City through the provision of good services and implementation facilities, to increase the competence of special companion teachers for children with special needs, to produce a model for developing Individual Learning Programs for children with special needs in primary schools that provide inclusive education. Produce graduate masters in education management on time. This study uses a research and development, method which is a research method used to produce a lesson plan (RPP) product. The method used is Research and Development (R & D) with a qualitative approach with a descriptive type. Primary and secondary data sources were obtained from informants selected purposively based on their mastery of inclusive education service management. This research was conducted for four months. This research includes research by the research team lecturers in the form of Individual Learning Program Model Development for Children with Special Needs in Inclusive Elementary Schools in Metro City with postgraduate students of the education management study program FKIP University of Lampung as guidance. The results of this study were addressed to the Metro City Government through the Education and Culture Office as a learning material tool(legal draft)of the individual learning program (PPI) model for children with special needs (ABK) through special companion teachers (GPK) in elementary schools (SD) of Metro City.

MƏKTƏBƏQƏDƏR YAŞLI UŞAQLARIN YAŞ XÜSUSİYYƏTLƏRİ VƏ DƏYƏRLƏNDİRMƏ PROSESİNİN APARILMASI

In the article "Aged characteristics of preschool children and conducting their evaluation process" the importance of the precise evaluation of the properities of autistic spectrum disorder by experts and the same time the importance of the accurate usage of evaluation methods conducted by experts is emphasised. Knowing the characteristics of the psychological development according to the age, the possibility of the assessment of the children with general developmental disorder is reflected in the article. Taking into consideration of developmental signs, the vitality of collecting of individual learning programs for a child and the assessment tools which can be applied are interpereted comprehensively in the article. Key words: Autism, development, setback, assessment, object permenance, eye contact, stereotypical behaviours

Inclusive Education: Planning Process in Primary School 20 Mataram

The aim of the study was to describe the planning of inclusive education programs in primary school 20 of Mataram. The study used a qualitative approach and was conducted at Elementary School 20 Mataram. Data sources used are primary data and secondary data. The data validity test in this study includes the credibility, reliability, and validity tests. The results showed that the planning carried out by Elementary School 20 Mataram was carried out by establishing an annual work program with student activities for a year, including students with special needs, these activities include identification and evaluation of students at the time of registration of new students, meetings of routine parents of children with special needs and schools, class promotion meetings, extracurricular exercises, training of managers of children with special needs, the composition of individual learning programs.

Program Pembelajaran Individual: Meningkatkan Keterampilan Mengancingkan Baju pada Anak Disabilitas Intelektual Sedang

This study aims to observe the effectiveness of Individual Learning Program on improving shirt-buttoning skills among children with moderate intellectual disabilities. This study hypothesizes that the students' ability to button their shirts improved after applying the Individual Learning Program approach to the chaining learning method. The participants of this study were four students with moderate intellectual disabilities ranging in age from 10-12 years. The four participants were selected based on interviews with the homeroom teacher and parents as well as observations that showed that participants had low skills in buttoning up their clothes. This research is a quasi-experimental study with a single subject research design in which data analysis uses descriptive statistical analysis consisting of two steps: (1) analysis in two conditions and (2) analysis between conditions. This study's data were analyzed using visual image data analysis techniques. The results showed that the Individual Learning Program with chaining learning strategies, both backward and forward, and the total task presentation could effectively improve buttoning skills in children with intellectual disabilities.

How accounting students within the Thuthuka Bursary Fund perceive academic support offered at one South African university

Recent academic performance of students in their chartered accountancy professional examinations has been under scrutiny by the business community in South Africa, especially examination performance amongst Black, Coloured and Indian (BCI) students (SAICA, 2019a; Ryan, 2019). Noting the importance of preparing higher education students for future professional examinations, this study focused on Thuthuka Bursary Fund (TBF) students in accounting. The study participants were all from BCI groups whilst the study aimed to gain insight into TBF students’ perceptions regarding the value of two academic support structures. These structures involved additional tutorials, only offered to TBF students and individual learning program sessions, offered to all accounting students. The study aimed to understand the support format required to equip students to better prepare for examinations. Student perceptions were analysed to identify those aspects which could potentially make the offered support structures more conducive to the learning needs of students. Understanding student perceptions about the effectiveness of academic support is critical in promoting the study success of students and meeting their learning objectives. The study found that certain aspects of academic support are judged to positively contribute to students’ learning, while others can be improved upon. Students seem to prefer smaller support class sizes, language-specific facilitators, support classes being scheduled during normal class hours instead of after hours, an emphasis on exam writing techniques and, to a lesser extent, course content being covered. The findings suggest more regular student feedback about the academic support offered which could result in revisions to existing support structures. Such revisions might contribute to better assistance to students, potentially increasing their performance – also in continued professional learning after graduation.

Implementasi Pendidikan Inklusi Pada Sekolah Dasar Islam Terpadu Al-Firdaus Banjarmasin

This study aims to determine the implementation and inhibiting factors of the implementation of inclusive education in the Al-Firdaus Integrated Islamic Elementary School Banjarmasin. The research method used is a qualitative approach, and the type of research is case studies. The research informants were the school principal, inclusive school coordinator, class teacher, teacher assistant (special teacher), and students. The results of the study found the implementation of inclusive education in the Al-Firdaus Banjarmasin Integrated Islamic Elementary School including, 1). planning, each teacher is required to make lesson plans individually learning. 2). implementation, learning patterns carried out in the inclusive class consisted of three activities; tahfidz learning, regular classes, individual learning programs. 3). assessment, the school distinguishes the content of the questions and the difficulty level of the questions. Obstacles in the implementation of inclusive education at SDIT Al-Firdaus Banjarmasin occur in the implementation of learning in between classroom management and teachers need to repeatedly explain the material to students who are slow learners.

Pelaksanaan Identifikasi dan Asesmen Bagi Anak Berkesulitan Belajar di SD Negeri 63 Surabayo Lubuk Basung Kabupaten Agam

This study based on to find out and describe the identification and assessment design, implementation of identification and assessment, evaluation of identification and assessment for children with learning disabilities in SD Negeri 63 Surabayo Lubuk Basung Kabupaten Agam. This study used a descriptive research method with a qualitative approach conducted at SD Negeri 63 Surabayo Lubuk Basung Kabupaten Agam. The research subjects are Special Education Teachers (SET). The technique of collecting data uses are observation, interviews and documentation. The validity of the data is tested using triangulation techniques. The results of this study indicate that the process of identifying learning difficulties is carried out by classroom teachers, then the problematic identified students are reported to special education teachers, after that special education teachers at the school with the source center special education teachers work together to carry out the assessment. After the assessment process has been completed, the center's special education teacher will prepare an individual learning program which will be given to special education teachers and classroom teachers of each difficulty learning students to carry out.

PLB’s Teachers Pedagogical Competence Analysis Based on Participation Intensity in Education Training

This study aims to map the competencies of teachers in inclusive schools based on the participation of teachers in attending inclusive education training. The subjects of this study were classroom teachers in inclusive schools. Around 38 teachers were selected as samples through purposive random sampling technique. Data were collected using a competency measurement instrument with a reliability value of 0.91. The results obtained were then analyzed using ANOVA one way. Descriptive statistical results show that from the respondents, the mean value of 61.50 was obtained where the lowest value (minimum) was 40 and the highest value (maximum) was 88. Based on One Way ANOVA results, teacher competency scores indicated P (P-value) = 0,000 where P-Value 0,000 <0.05 and F-Value> FTable 24.993> 3.27. This means that there is significant difference in teachers' pedagogical competence based on the involvement in the inclusion training. The findings also showed that 61% of 38 respondents felt it was very necessary to hold training on inclusive education, while 37% said it was necessary enough and 3% said it was not necessary. The materials needed for inclusive education teachers, are in the themes of the understanding of children with special needs, types of children with special needs, the characteristics of children with special needs, how to do identification of special needs, curriculum adaptation for special needs, Individual Learning Program (ILP), learning strategies for special needs, evaluation of learning, the Regulation on education, understanding of full inclusion and segregation, and the inclusive teachers’ role on supervising the students’ assignments.

FORMULASI PEMBELAJARAN MATEMATIKA BAGI ANAK TUNAGRAHITA

This study aims to determine the learning formulation that is suitable for students with mental disabilities. This type of research is qualitative research. Data analysis uses the process of data reduction, data presentation, and conclusion drawing. Planning mathematics learning for mentally disabled children at BC SLB Hamong Putro uses the 2013 curriculum implementation plan (RPP). The learning process of mathematics for mentally disabled children contains several aspects, namely the material taught is material learning that is concrete to material that is abstract, then positive giving reinforcement so that students are enthusiastic in learning, besides learning programs that are given to students individually, after that the learning evaluation process is carried out to find out the ability of students, then the material conveyed must be material that supports the achievement of set goals, and the material conveyed must be material that is useful for everyday life. The evaluation and follow-up steps that must be done are the preparation of an Individual Learning Program (PPI) and follow-up activities after conducting an evaluation in the form of special guidance carried out by teachers for mentally disabled students.

Sexual Education for Parents and Teachers of Teenagers with Special Needs

Yayasan Wahana Inclusive Indonesia (YWII) is an institution engaged in providing services for children with special needs, people with disability, and inclusive society. YWII provides services that include counseling, development of individual learning programs (PPIs), support services for children with special needs, and training for educators, schools, parents, and communities. Educational and training activities are conducted by helping children with special needs to learn a few things they need most in their daily lives. Based on the children’s needs, the Master’s Program of Child and Adolescent Psychology Professionals, Faculty of Psychology, Atma Jaya Catholic University, designed training-based interventions to improve the knowledge of students, teachers, and parents about sexual behaviors. Prior to the intervention, the researcher conducted an assessment to determine the causes of "inapproriate" sexual behavior problems that occurred in the YWII environment. The data was collected through instruments such as interview, observation, and FGD. The collected data was then analyzed using the concepts of problem tree and destination tree. Based on the assessment results, it can be concluded that one of the challenges faced by YWII is related to the provision of sexual education to students or children. Adolescents with special needs have not yet had an awareness of their development from children to adolescents that is followed by sexual change or development and how they should respond to the changes. As a result, they are often considered to exhibit behaviors considered rude and vulnerable to sexual harassment. Training-based interventions were provided to parents and teachers at YWII to give them guidance and assistance to handle children with special needs on sexual education

ANALISIS PROSES PEMBELAJARAN MATEMATIKA ABK HIPERAKTIF DI KELAS II INKLUSIF

: Mathematical difficulties in children with special needs (ABK) hyperactivity become a challenge for mathematics teachers in learning. The existence of curriculum targets and demands must be adjusted to the conditions of hyperactive ABK who have difficulties in terms of concentration. The purpose of this study was to describe the strategies and constraints of teachers in teaching mathematics to hyperactive ABK in inclusive class II, as well as their suitability with the conditions and needs of hyperactive ABK. This research is a qualitative field research research with purposive sampling. Samples from this study are classroom teachers who teach mathematics, Special Guidance Teachers (GPK) shadow and hyperactive ABK. The instruments used are observation, documentation and interviews. The results showed that mathematics learning for hyperactive ABK was accompanied by GPK Shadow with the approach of Individual Learning Program (PPI) in inclusive classes allowing hyperactive ABK to focus more on learning and feel comfortable because they could be with their classmates. The curriculum model used is a modified regular curriculum, including modification of goals, materials, processes and evaluations. Keywords: Mathematics Learning, Hyperactive Abk, Inclusive Class.

Desain Pengembangan Kurikulum Madrasah Inklusif Dengan Pendekatan Humanisme Religius

Discrimination in education should be abolished. Every child is entitled to a proper education in accordance with the type of needs and talents of interest as mandated. Through an inclusive madrasah model with its learning model bringing together regular and special needs learners in an educational environment, the educator can realize the values ​​of humanism in the learning process. The manifestation of humanism values ​​can be set forth in the design of inclusive madrasah curriculum development with the approach of religious humanism consisting of four models of curriculum development is duplication model, modification, substitution, and omission. The four curriculum models are described in the Lesson Plan and Individual Learning Program (PPI) designed by internalizing the values ​​of religious humanism through modeling, modeling and habituation activities in the learning process in the classroom or outside the classroom.

Agent-based Individual Network Teaching System for Modern History Outline of China

Individual distance teaching introduces individual services in traditional network teaching, overall considers learning conditions of students at different levels and the relevance of teaching contents so as to make the individual learning program for students in the learning process. Meanwhile, it provides students with the most matched teaching resources. At present, the common network teaching system has the problems of insufficient intelligence and lack of individuation. Agent-based individual network teaching system is an autonomous intelligence system with immediate feedback. It is provided with real-time monitoring and information filtering function as well as teaching analysis and collaborative learning function. Based on the study on Agent technology and current situation of network teaching, Agent-based individual network teaching system was constructed in this paper. The practical application effect of the network teaching system was analyzed by taking the course Modern History outline of China as the object of experiment. This paper provided theoretical and data support for the research on individual distance teaching and network teaching system so as to exploit the potential development direction of future network teaching.

Anak Berkebutuhan Khusus (ABK) Bukan Sampah dan Musibah di Sekolah Penyelenggara Pendidikan Inklusif (SPPI)

<p>Inclusion schools provide opportunities to all students of various backgrounds and conditions within a school system and try to discover and develop the potential of multiple students. In developing the potential of students is not only applied to the students special need but also not special need. For the purposes of developing inclusive education teaching, the special needs of learners need to identify and assess the benefits and constraints, as well as the needs of learners. In its capacity as an educator, academic assessment is the main task and function of the teacher. Therefore, teachers can do an academic assessment. But for other assessments such as medical assessment, psychological, of course must be done by professionals who competence in the field.</p><p>The curriculum needed for learners with special needs is determined from the assessment results, whether a learner requires modification of the Learning Program Design (RPP) or Individual Learning Program (PPI). Curriculum development in inclusive settings includes duplication, modification, substitution and omission. Teachers in particular schools of inclusion should be provided with knowledge of inclusiveness for children with special needs. Sehinggan ABK can get optimal service.<strong> </strong><strong></strong></p>

Scalable Service for Predictive Learning based on the Professional Social Networking Sites

Professional social networking sites are widely used as a tool for obtaining specific information such as technology trends and professional skills demand. The article is aimed to consider the evolution of services for professional communities through integration of analysis of the patent activity, analysis of the academic research activity and analysis of the labour market trends. Authors have developed the prototype of a predictive learning software service which intended to fill the gap between professional social networking sites and e-learning systems, including massive open online course systems. It includes functionality for monitoring of professional skills demand on the labour market and analysis of patents for each corresponding technology. The software service will help to determine demand for professional skills, to actualise an applicant’s skillset, to organise professional communities and to build individual learning programs for studying of skills and technologies which are predicted to grow in demand on the labour market.

Intelligent tutoring system of the university department

The aim of the research is intelligent tutoring system for planning and development of individual learning programs for students. One of the important components of modern training programs is the individual practice programs that are formed from the first course and built up in the process of learning in the subsequent courses. Each individual practice program is formed on the basis of the Working program of practice for a specific group. At later practice stages planning and adjustment of the individual program are worked out for a particular student. The agent-oriented approach for the planning of individual learning programs is used for the formation of individual practice program. Agents of the intelligent learning systems are created according to the requirements of service-oriented architecture. To apply knowledge there used an integrated approach to represent knowledge. As a result of research, the authors propose the architecture of intelligent educational systems of the University Department, using the repository of learning objects, telecommunication systems and such agents as: the learner, the assessment of the student’s knowledge, the formation of individual programs for learning, the personal learning environment, the methodical support, the businesses. The authors demonstrate the possibility for the formation of individual practice programs using an agent of the methodical support. Application of the approaches and technologies which were considered in the article will allow to solve problems of the formation of individual practice programs. The use of such applications will extend the possibilities of intelligent tutoring systems of the University departments.

The Impact of Technological Innovation Cycles on Organizational Learning

In today’s constantly changing business environment, the ability to acquire knowledge, and to do it quickly, is often the difference between surviving and not surviving. Organizational learning is therefore being recognized as a critical organizational function of considerable interest to corporate leaders. This interest in organizational learning has been encouraged by the perception that learning and innovation are essential for the survival of organizations due to the dynamics of external environments. Despite continued interest by researchers in innovation and organizational learning, there is a gap with regard to considering both issues concurrently. This paper describes how information technology (IT) innovations have brought new capabilities to E-commerce which can potentially improve individual and organizational learning. Focused training programs can ensure organizational learning is realized, and that staff members have the requisite skills to update products and services to keep pace with the market place as new innovative technologies are introduced. Successful organizations are considered the ones that can learn, and learn quickly. Knowledge has become an organizations most important intangible asset since it is accumulated through organizational learning. New tools are available that can support collaboration efforts, but the organization must eliminate policies that inhibit information sharing and collaboration among team members. If an organization has a structural problem due to norms and values that discourage the sharing of information, innovative IT approaches will not improve the organizational performance since the underlying institutional problems will still be in place. The need for organizations to develop dynamic capabilities that can span innovation cycles is clear. If IT investments must be tied to strategic business plans and legitimate value propositions, then individual and organizational learning programs should focus on developing the skill to integrate business value propositions into product investment strategies. Organizations must assess which learning techniques will ensure staff can adapt the firm’s products and services as new innovative technologies are introduced. Ongoing, focused, training can ensure staff has the capabilities to implement product updates that achieve value propositions tied to the new technologies.

A Typology for Analyzing Digital Curricula in Mathematics Education

Digital content is increasingly present in U.S. K-12 classrooms, with a current push by federal officials to increase the rate at which digital textbooks are adopted. While some teachers’ use of electronic resources involves locating activities and lessons from various internet sites, textbook and educational software companies have begun to develop comprehensive programs that can supplement if not fully replace traditional paper textbooks. Digital platforms can be transformative, with possibilities for frequent updating, access to multimedia resources, connection to virtual communities, lower production and distribution costs, and customized instruction. However, there have been no attempts to analyze specific programs in mathematics education with respect to these and other features, a gap we seek to address. In this article, we developed and applied a framework to analyze a representative sample of digital curriculum programs in order to help educators better understand characteristics of these materials. We documented two distinct curriculum types, individualized learning programs and digitized versions of traditional textbooks. While the programs offered some of the features identified as transformative, particularly with respect to assessment systems that rapidly and visually report student performance, there were many features that did not take full advantage of the digital medium.

Teaching in Vocational Schools: Educational Alignment versus the Promotion of Talents

Teaching and learning has fundamentally changed in the last thirty years. In this period, a wide range of novel teaching theories has been established. Recent research states that a teachers professional identity consists of a cognitive, psychological and also a social perspective. The identity of a teacher emerges when s/he interacts with his/her students or other people. As a result of these interactions, teachers treat the questions “who are they? and who do they want to become?. These questions pose different views on educational methodologies today. On the one side some professionals argue for learning in a community which supports establishing an average basis of knowledge among all pupils. This approach especially helps the struggling pupils, since a key component is that pupils learn from each other and align their knowledge. On the other side, however, others vote for an individual learning program. Here, in particular talents are promoted. The question is, what approach is more promising for the society of tomorrow. This work deals with the underlying theories, discusses the advantages and disadvantages of these learning theories and, as an example, additionally incorporates a focused view on the Austrian education system

Meeting Your Own Deadlines: Introducing Flexibility into Student Assessment

ABSTRACT This paper will report on the development, implementation, and evaluation of an innovative teaching approach used in a tourism policy and planning class that offered students options to design their own assessment schedule based on a tourism planning simulation. This flexible, student-directed, problem-based approach allowed students to tailor an individual learning program and required them to act as if they were presenting completed documents for a tourism planning group. The evaluation used both class administration data, student performance data and the results of surveys of students to assess a range of indicators including student support for the system, outcomes in terms of enhanced student performance, and the costs of the innovation in terms of class administration time and resources. Overall the results supported the use of the innovation, and the evaluation provided some directions for improved design.