Jurnal Inovasi Akademik

Pendidikan Inklusi pada Anak Berkebutuhan Khusus “Tunadaksa”

Ika Fitri Andini — 2024-12-30

Anak dengan kebutuhan khusus adalah anak yang mengalami kalainan atau penyimpangan (fisik, mental-intelektual, sosial-emosional) dalam proses pertumbuhan dan perkembangannya dibandingkan dengan anak-anak lain seusianya sehingga mereka memerlukan pelayanan pendidikan khusus. Penelitian ini bertujuan untuk mengetahui bagaimana pendidikan inklusi pada anak tunadaksa. Metode penelitian yang digunakan adalah penelitian kualitatif dengan metode wawancara, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa tunadaksa merupakan suatu keadaan rusak atau terganggu sebagai akibat gangguan bentuk atau hambatan pada tulang, otot, dan sendi dalam fungsinya yang normal. Ciri ciri sosial inidvidu tuna daksa adalah, biasanya mereka kurang memiliki akses pergaulan yang luas karena keterbatasan aktifitas geraknya. Terkadang menunjukkan sikap yang penuh emosi (marah-marah) yang berlebihan tanpa sebab yang jelas dan merasa frustasi serta merasa berbeda dengan yang lain. Efek tidak langsung dari Tunadaksa yang dialami seseorang dapat menimbulkan sikap harga diri rendah, kurang percaya diri, kurang memiliki inisiatif atau mematikan kreatifitasnya. Terdapat 3 (tiga) jenis kelas di Yayasan Pembinaan Anak Cacat (YPAC) Surakarta, yaitu: (1) SLB-D (penyandang cacat tubuh), (2) SDB-D1 (penyandang cacat tubuh disertai cacat mental), dan (3) Inklusi (kurikulum sesuai Direktorat PSLB Departemen Pendidikan Nasional, sebelum penjurusan kelas terdapat Tes IQ yang harus diikuti oleh calon siswa. Selain itu, juga terdapat ekstrakurikuler yang dapat diikuti antara lain pramuka, kesenian, kepustakaan, musik, olahraga, komputer, tata boga, membatik, serta tata rias. Hambatan utama yang dialami oleh Anak Berkebutuhan Khusus (ABK) di YPAC Surakarta adalah mengenai mobilitas yang terbatas untuk mempelajari lingkungan sekitar. Solusinya dengan mengoptimalkan peran para tentor untuk mengakomodasi hal-hal yang dibutuhkan oleh ABK.

Improving Students Academic Through an Interactive Workshops: Case and Solution

Feda Anisah Makkiyah — 2024-12-30

Last month, the coordinator of the undergraduate medical program held a monitoring meeting to review students’ academics from the previous semester to identify areas for improvement. The meeting found 30 students who had a GPA of less than 3.00 in their second semester. This led to a commitment from the coordinator and faculty members to help these students find solutions to their academic challenges. The solution developed was to organize a series of offline workshop held every week before the end of the semester. The workshops would be hands-on and interactive, with each student accompanied by a mentor to provide guidance and supervision during each session. The aims is to provide students with feedback from their mentors, such as progress, participation, and learning challenges, and mentors report to the program coordinator every two weeks to ensure that each student in receiving the best possible support. By implementing interactive workshops and monitoring progress, educators can create a rich learning environment that not only improves academic outcomes but also develops important life skills.

The Influence of University Governance and Higher College Performance on Student Satisfaction

Erwinsyah Nurhidayat — 2024-12-30

The purpose of this research is to determine the effect of implementing the principles of University Governance and Higher Education Performance on student satisfaction at Semarang State Polytechnic (Polines) and Harapan Bersama Tegal Polytechnic (Polharber).This research is quantitative research. The sampling technique uses simple random sampling. The sample in this research was 100 students from the Semarang State Polytechnic (Polines) and 100 students from the Harapan Bersama Tegal Polytechnic (Polharber). The instrument used was a questionnaire sheet with 30 question items which were filled in by students using Google Form. Analysis techniques The research instruments used are analysis in the form of research instrument testing techniques and data analysis techniques. Research instrument testing techniques include validity tests and reliability tests. The data analysis techniques used in this research are descriptive statistical analysis and multiple linear regression analysis.The results of the research show that: (1) The implementation of University Governance and Higher Education Performance at the Semarang State Polytechnic (Polines) is classified as good with scores of 3.81 and 3.87 or classified as category B and the implementation of University Governance and Higher Education Performance at the Harapan Bersama Polytechnic Tegal (Polharber) is classified as quite good with a score of 3.17 and 3.35 or classified as category C. (2) Student satisfaction at the Semarang State Polytechnic (Polines) is classified as good with a score of 3.82 or classified as category B and student satisfaction at Harapan Bersama Tegal Polytechnic (Polharber) is classified as quite good with a score of 3.39 or categorized as category C.