ArticlePDF Available

Early Detection of Children with Special Needs by Educators

Authors:
Stephani Raihana Hamdan at Bandung Islamic University
Stephani Raihana Hamdan
Sulisworo Kusdiyati at Bandung Islamic University
Sulisworo Kusdiyati
Andhita Nurul Khasanah
Andhita Nurul Khasanah
Andhita Nurul Khasanah
  • This person is not on ResearchGate, or hasn't claimed this research yet.
Temi Damayanti Djamhoer
Temi Damayanti Djamhoer
Temi Damayanti Djamhoer
  • This person is not on ResearchGate, or hasn't claimed this research yet.
Download full-text PDF
Read full-text
Download citation

Abstract

div class="page" title="Page 1"> The early detection of children with special needs is very important for educators, as they require special handling in the learning process so that they can develop optimally. The first important level for early detection is the early childhood education level. Early childhood teachers become agents who play a major role of early detection. Problems that occur due to late diagnosis of children with special needs often lead to learning and behavioural problems. If not handled properly, these disturbances will continue to the next level of further education. Knowledge of various types of disorders and early intervention in children with special needs must be the responsibility of early childhood education teachers to reduce the negative effects of any disruption that may occur. In order to assist teachers in early detection, this paper presents a study related to various developmental disorders that occur in children with special needs and the skills, techniques and steps that are needed for early detection. </div
Available via license: CC BY 4.0
Content may be subject to copyright.
International Journal of Pedagogy and Teacher Education
Journal Homepage: jurnal.uns.ac.id/ijpte
PAPER | 69 p-ISSN: 2597-7792 / e-ISSN: 2549-8525
DOI: https://dx.doi.org/10.20961/ijpte.v5i2.55896
International Journal of Pedagogy and Teacher Education – 5(2) – 2021, pp50-pp53
Reporting on Qualitative Components of a Research Project
Lyn D. English1*
1 School of Teacher Education & Leadership , Faculty of Creative Industries, Education & Social Justice, Queensland
University of Technology, Australia
ARTICLE INFO
ABSTRACT
Article History
Received: Oct 21, 2021
1st Revision: Oct 24, 2021
Available Online: Oct 30th, 2021
In this brief commentary, I first overview the strengths and weaknesses of qualitative
research in education and also briefly consider mixed methods. I then offer a few
suggestions for reporting on particular methodological components and the results of
qualitative research. I do not address the reporting on other significant components such
as the literature review and theoretical framework, given that these aspects are generic
to both qualitative and quantitative research. The points I make are brief and are by no
means exhaustive. Nevertheless, it is hoped that they offer some guidance for authors in
education who adopt primarily qualitative methods.
Keywords:
methodology
qualitative reporting
qualitative research
*Corresponding Author
Email address:
l.english@qut.edu.au
How to cite: English, L. D. (2021). Reporting on Qualitative Components of a Research Project. International Journal of
Pedagogy and Teacher Education, 5(2), 50-53. https://dx.doi.org/10.20961/ijpte.v5i2.55896
1. INTRODUCTION
Qualitative research methodology has expanded significantly in the last few decades, with several articles
(e.g. Walsham, 2006), books and book chapters addressing the topic (e.g. Bikner-Ahasbahs, Knipping, & Presmeg,
2015; Kaiser & Presmeg, 2019). Mixed methods research has also grown in popularity as researchers capitalise
on the strengths of both qualitative and quantitative approaches (e.g. Buchholtz, 2019). Choosing an appropriate
research methodology depends on the research questions asked and the theoretical framework adopted.
Furthermore, as Cai et al. (2019) emphasised, authors need to justify the research methods chosen.
2. WHY QUALITATIVE RESEARCH?
Qualitative research is undertaken when one wants to discover or learn more about a topic or a particular
phenomenon; it is commonly used to understand people’s experiences and perspectives (Johnson & Christensen,
2017). Qualitative data are far more diverse and complex than quantitative data. Qualitative data may comprise
transcripts of video/audio recordings of classroom interactions, face-to-face interviews, and peer group
reporting, together with students’ written documents. Given the nature of the extensive data corpus, qualitative
research can be very time-consuming and is thus usually confined to a smaller number of cases than would be
addressed in quantitative research. On the other hand, the smaller number of cases in qualitative research
enables greater insights into complex situations or dynamic processes. However, it is usually not possible to
generalise the results or to verify/falsify hypotheses as one can with quantitative research (Buchholtz, 2019). To
draw on the strengths of both research forms, a mixed methods approach is frequently adopted. Kelle and
Buchholtz’s (2015) metaphor for this approach is worth citing:
Quantitative methods provide us with a general picture of the surface of the research field, while
qualitative research can be used to drill deep holes into the field yielding the information necessary for in -
depth explanations (p. 354).
In-depth explanations are most frequently derived from qualitative content analysis, which can apply to
both qualitative and mixed methods approaches. Irrespective of the methodology chosen, it is essential that the
theoretical framework, together with the research questions, inform decisions about the design and conduct of
an education study, including those from mathematics and STEM education. Hence, in reporting a qualitative
study, it is important to indicate how and why the research methodology was adopted.
Vol 5 Issue 2 Oct 2021 Reporting on Qualitative Components of A Research Project - 51 -
PAPER | 69 p-ISSN: 2597-7792 / e-ISSN: 2549-8525
DOI: https://dx.doi.org/10.20961/ijpte.v5i2.55896
3. REPORTING ON QUALITATIVE RESEARCH METHODOLOGY
Given the diversity and complexity of qualitative research, the quality of its reporting is especially important
(Twining, Heller, Nussbaum, & Tsai, 2017). Detailing the nature, number and background of the participants, the
population from which they were drawn, and how they were selected should appear in the methodology section
of a report. Where appropriate, this section should also describe the instruments administered, including their
appropriateness for addressing the research questions, how the instruments were developed or sourced, their
reliability for yielding the required data, and samples of items (or the entire instrument). Furthermore,
information on who conducted the data collection, who was present and the nature of the relationships between
them is often recommended (e.g. Twining et al., 2017). In other words, the context in which the research took
place needs to be included. When authors omit aspects or all of this information, it can be difficult for reviewers
to determine the validity of the results and any subsequent claims made (English, 2019).
Likewise, reports on studies involving treatments or classroom interventions should describe them in
sufficient detail to enable their key features to be identified and applied in interpreting the results (AERA, 2006).
The types of approaches adopted, examples of instructional materials or treatments implemented, and the
duration and frequency of implementation or administration should also be stated. Again, the nature of the
intervention should be guided/supported by the theoretical framework, which enables the reader to see how
the study stemmed from its conceptual foundations.
The nature of the data analysis and how it was conducted are important features to include in the report.
As previously noted, qualitative content analysis is one of the favoured means of data analysis. Several articles
address the nature of qualitative content analysis, describing it as a systematic approach where the focus is on
working with categories (codes) and developing a category system (or a coding frame; Kuckartz, 2019). It is
important to provide examples of responses to illustrate the categories adopted in the coding process. It is
beyond the scope of this commentary to undertake a detailed discussion of qualitative content analysis, but it is
worth noting just a few points from Kuckartz (pp. 195–196). These include:
• The categories of the final coding frame should be described as precisely as possible and the coding
procedure should be reliable, that is, at least two coders agree in their coding. Categories for which no
agreement can be reached must be excluded from the analysis: ‘Content analysis stands and falls by its
categories’ (Kuckartz, 2019, p. 195).
• Qualitative content analysis is conducted in several phases, ranging from preparing data, creating
categories (which often comprises several cycles) and undertaking analysis, through to writing a report
and presenting the results. Qualitative content analysis thus means more than just data coding. While
coding is a key step in the analysis, it is ultimately preparation for the subsequent analytical steps.
• The actual analysis phase ‘consists of summarizing the data, and constantly comparing and contrasting
the data. The analysis techniques can be qualitative as well as quantitative.’ (Kuckartz, p. 195).
• The quantitative analyses may comprise comparing the frequency of certain categories and/or
subcategories for certain groups.
4. REPORTING RESULTS
In reporting the results of data analysis, it is essential to keep in mind the research questions being
investigated. It should be made clear how the analysis addresses the research questions and leads to the
outcomes (AERA, 2006). One approach to reporting the results is to organise them according to each research
question, that is, revisit each question in turn (assuming more than one question). Only those results that actually
answer the questions should be included. Other pertinent findings might emerge from the data analysis, in which
case they could be incorporated within the discussion and cited as unanticipated outcomes. Such results could
serve as one area for further research.
Ensuring that all claims and conclusions made are supported by the data is especially important (AERA,
2006) and is an aspect that can be easily overlooked even by experienced researchers. It is easy to over-interpret
a study’s findings, that is, to make claims that are not supported by the data produced. In documenting data
outcomes, it is recommended that tables should be used only when they clarify or summarise outcomes involving
multiple data points (Saracho, 2013). Generally, the fewer the tables the better, as too many can detract from a
manuscript and extend its length, which can be problematic for those journals that have a strict page limit. While
tables should be readily interpreted, the messages they convey need to be summarised in the related text.
English, L. D. Reporting on Qualitative Components of A Research Project - 52 -
PAPER | 69 p-ISSN: 2597-7792 / e-ISSN: 2549-8525
DOI: https://dx.doi.org/10.20961/ijpte.v5i2.55896
The inclusion of appropriate anecdotes to illustrate aspects of the results can enhance the reporting. Such
anecdotes could be drawn from various data transcripts, teacher and student interviews, students’ written
explanations, and so on. The recent article by Budiyanto et al. (2021) exploring computational thinking in early
childhood education provides powerful examples of such anecdotes. Conducted in children’s homes due to
Covid-19 restrictions, the study revealed how young learners’ home environment and interactions with their
family supported their development of computational thinking. Anecdotes from parent interviews supported the
authors’ three primary constructs on the role of educational robots in early childhood. Other examples of
anecdotal evidence in interpretive research also appear in the case studies explored by Budiyanto, Prananto, and
Tan (2019). Their article highlights how case studies can enable in-depth investigation and rich descriptions.
In concluding this commentary, I think it is worth noting the words of a highly experienced reviewer in her
assessment of a journal submission:
… let me offer my perspective on what constitutes quality empirical research, whether quantitative,
qualitative, or mixed. Fundamentally research is undertaken to question, explore, probe, or to disprove;
ideally research is undertaken with an open mind and with researchers’ inevitable biases held in check to
the extent possible. This means that research can be distinguished from persuasive or promotion writing
where the objective can be to convince, support, or endorse. In empirical research, assumptions are not to
be forwarded but tested and scrutinized.
The reviewer’s words are worth keeping in mind as we embark on any research programme and
subsequently report on its findings.
REFERENCES
American Educational Research Association (2006). Standards for reporting on empirical social science research.
Educational Researcher, 35(6), 33–40. https://doi.org/10.3102/0013189X035006033
Bikner-Ahsbahs, A., Knipping, C. & Presmeg, N. (Eds.) (2015). Approaches to qualitative research in mathematics
education (pp. 75–101). Berlin: Springer
Buchholtz, N. (2019). Planning and conducting mixed methods studies in mathematics educational research. In
G. Kaiser, and N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp.
131–152). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-15636-7_6
Budiyanto, C., Prananto, A., & Tan, F. T. (2019). Designing embedded case study research approach in educational
research. International Journal of Pedagogy and Teacher Education, 3(1), 1–18.
https://doi.org/10.20961/ijpte.v3i1.15002
Budiyanto, C., Shahbodin, F., Ulin Khoirul Umam, M., Isnaini, R., Rahmawati, A., & Widiastuti, I. (2021).
Developing computational thinking ability in early childhood education: The influence of programming toy
on parent-children engagement. International Journal of Pedagogy and Teacher Education, 5(1), 19–25.
https://doi.org/10.20961/ijpte.v5i1.44397
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., ... Hiebert, J. (2019). Choosing and justifying
robust methods for educational research. Journal for Research in Mathematics Education, 50(4), 342–348.
English, L. D. (2019). Removing obstacles to quality research publishing. In K. Leatham (Ed.), Designing,
conducting, and publishing quality research in mathematics education (pp. 199–211). Cham, Switzerland:
Springer.
Johnson, R. B., & Christensen, L. B. (2017). Educational research: Quantitative, qualitative, and mixed approaches
(6th ed.). Thousand Oaks, CA: Sage.
Kaiser, G., & Presmeg, N. (2019) (Eds.). Compendium for early career researchers in mathematics education.
Cham, Switzerland: Springer.
Kelle, U., & Buchholtz, N. (2015). The combination of qualitative and quantitative research methods in
mathematics education: A “Mixed Methods” study on the development of the professional knowledge of
teachers. In A. Bikner‐Ahsbahs, C. Knipping, and N. Presmeg (Eds.), Approaches to qualitative research in
mathematics education: Examples of methodology and methods (pp. 321–361). Dordrecht: Springer.
Kuckartz, U. (2019). Qualitative text analysis: A systematic approach. In G. Kaiser, and N. Presmeg (Eds.),
Compendium for early career researchers in mathematics education (pp. 181–197). Cham, Switzerland:
Springer. https://doi.org/10.1007/978-3-030-15636-7_8
Vol 5 Issue 2 Oct 2021 Reporting on Qualitative Components of A Research Project - 53 -
PAPER | 69 p-ISSN: 2597-7792 / e-ISSN: 2549-8525
DOI: https://dx.doi.org/10.20961/ijpte.v5i2.55896
Saracho, O. N. (2013). Writing research articles for publication in early childhood education. Early Childhood
Education Journal, 41, 45–54. https://doi.org/10.1007/s10643-012-0564-3
Twining, T., Heller, R. S., Nussbaum, M., & Tsai, C. (2017). Some guidance on conducting and reporting qualitative
studies. Computers & Education, 106, A1–A9. https://doi.org/10.1016/j.compedu.2016.12.002
Walsham, G. (2006). Doing interpretive research. European Journal of Information Systems, 15, 320–330.
https://doi.org/10.1057/palgrave.ejis.3000589
... Children with special needs require handling both health and other therapeutic services related to their development, both physical, speech, occupational, to special education services and other special support, including efforts to control their emotions and behavior [2]. In general, children with special needs experience developmental disorders related to medical conditions that affect children's cognitive abilities, learning processes and behavior [3,4]. Types of problems in children with special needs include; children with visual, hearing, intellectual disabilities, physical mobility disorders, emotional and behavioral disorders, specific learning difficulties, autism, attention deficit disorders and hyperactivity as well as children with developmental disorders due to certain environmental conditions [5]. ...
... Delay in diagnosis in children with special needs can cause problems in the development of learning and behavior. This disorder can continue to the next level of education if it is not handled properly [3,10]. Collaboration and communication between parents, health workers, and teachers have an important role in the child's development process [11]. ...
... It is important so that the handling center can be accessed. It increase the service quota" (W, Health Office) "The number of personnel is lacking, for example, cadres for children with special needs are only [1][2][3][4][5] ...
View
... Unlike assessment, early identification is a general initial stage of a more detailed assessment process. The objectives of early identification and assessment differ significantly, relating to competency and professionalism (Hamdan et al., 2021;Soman et al., 2023). ...
Breaking Barriers: Advancing Inclusive Education Through Early Identification of Learning Challenges
Article
Full-text available
  • Mar 2025
This study aims to identify the profiles of students with functional learning disabilities in 30 schools (Elementary Schools/Madrasah Ibtidaiyah) in Lombok Timur, Indonesia, as well as to explore the challenges faced by teachers and principals in providing appropriate interventions. The research methodology employed data analysis from questionnaires, interviews, and Focus Group Discussions with 120 teachers from Elementary Schools/Madrasah Ibtidaiyah. The analysis results indicate that out of a total of 2763 registered students, 283 students experience functional learning disabilities, with the majority being female students (58%) and male students (42%). Cognitive and dyslexia-related disabilities are the most common types of disabilities, followed by behavioural and emotional disabilities. Teachers and principals encounter difficulties in providing appropriate and effective interventions for these students with special needs. Based on the results of the analysis, it is concluded that concerted efforts are required among schools, teachers, parents, and various stakeholders to develop more effective inclusive education strategies. Recommended steps include providing additional training for teachers, creating more structured student support programs, and enhancing communication between schools and parents.
View
... Keterlambatan dalam identifikasi dan deteksi kebutuhan khusus anak dapat berdampak signifikan pada penanganan pendidikan khusus yang diberikan (Centers for Disease Control and Prevention, 2024). Oleh karena itu, peningkatan keterampilan guru dan peningkatan kesadar an orang tua tentang tanda-tanda kebutuhan khusus menjadi langkah krusial dalam meningkatkan deteksi dini dan memberikan intervensi yang lebih efektif (Hamdan et al., 2021). Hal ini diperlukan sehingga bisa dilakukan Tindakan pertama, sebelum dilakukan program pengembangan selanjutnya seperti pemberian terapi (Elisse & Aswanti, 2024). ...
Development Of an Early Detection Module for Children with Special Needs "Arah Bintang: An Excellent Module to Accompany Little Stars with Special Needs"
Article
Full-text available
  • Oct 2024
Teachers in regular schools often face difficulties in early detection of children with special needs, which can hinder the provision of appropriate learning interventions for these children. Interviews indicate that teachers need a simple guide for early detection of children with special needs. Therefore, this study aims to develop a practical and easy-to-understand early detection module for children with special needs, titled "Arah Bintang: An Excellent Module for Accompanying Little Stars with Special Needs." This module is expected to aid in early detection, enable faster intervention, and optimize the development of children with special needs. The study employs a Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The analysis stage comprises needs analysis, curriculum analysis, and analysis of characteristics and environment. The design stage involves determining the design of the developed module. The development stage includes data collection from various sources and module illustration creation. The implementation stage involves trials by subject matter experts, media experts, and language experts. Based on the data obtained from expert assessments using the Content Validity Ratio (CVR), the calculation of CVR values for each item instrument for a total of six validators is 0.99, and the Content Validity Index (CVI) is 0.99 (1), indicating that the early detection module is valid. This module is expected to assist in early detection, allow for quicker intervention, and optimize the development of children with special needs.Guru yang bekerja disekolah reguler mengalami kesulitan dalam melakukan deteksi dini pada anak berkebutuhan khusus sehingga hal ini dapat menghambat pemberian intervensi pembelajaran yang tepat pada anak tersebut. Berdasarkan hasil wawancara menunjukkan bahwa guru membutuhkan panduan yang sederhana untuk deteksi dini anak berkebutuhan khusus. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan modul deteksi dini anak berkebutuhan khusus yang praktis dan mudah dipahami dengan judul "Arah Bintang: Modul Unggul Menemani Bintang-Bintang Kecil Berkebutuhan Khusus". Modul ini diharapkan dapat membantu deteksi dini, memungkinkan intervensi lebih cepat, dan mengoptimalkan perkembangan anak berkebutuhan khusus. Penelitian ini menggunakan pendekatan Research and Development (R&D) model ADDIE, yaitu Analysis (Analisis), Design (Rancangan), Development (Pengembangan), Implementation (Implementasi), dan Evaluation (Evaluasi). Tahap analisis terdiri dari analisis kebutuhan, analisis kurikulum, dan analisis karakteristik dan lingkungan. Tahap perancangan terdiri dari menentukan desain modul yang dikembangkan. Tahap pengembangan terdiri dari pengumpulan data dari berbagai sumber dan pembuatan ilustrasi modul. Tahap implementasi termasuk di dalamnya tahap uji coba oleh ahli materi, ahli media, dan ahli bahasa. Berdasarkan data yang diperoleh dari penilaian oleh ahli dengan menggunakan CVR diperoleh perhitungan nilai CVR setiap butir instrumen untuk total enam validator sebesar 0,99 dan nilai CVI sebesar 0,99 (1) sehingga modul deteksi dini dinyatakan valid. Modul ini diharapkan dapat membantu deteksi dini, memungkinkan intervensi lebih cepat, dan mengoptimalkan perkembangan anak berkebutuhan khusus.
View
... Teachers who already have children suspected of having special needs need to make observations in schools and play environments as well as conduct interviews with caregivers to strengthen the data. The last step in early detection that teachers need to do is write a referral letter to an expert for further examination and treatment (Hamdan et al., 2021). ...
LEGAL REVIEW OF CHILD NUTRITION HEALTH REGARDING THE CHALLENGES OF STUNTING IMPLICATIONS IN CHILDREN WITH SPECIAL NEEDS IN RURAL AREAS THROUGH THE UTILIZATION OF ARTIFICIAL INTELLIGENCE
Article
Full-text available
  • Nov 2024
Children with special needs are vulnerable in rural areas to nutrition problems, including stunting, due to limited access to health services and minimal nutrition knowledge. Article 11 of Law No. 17 of 2023 on Health emphasizes the responsibility of the Central and Local Governments to provide access to healthcare facilities and health education. In this case, the utilization of artificial intelligence (AI) can help monitor, diagnose, and intervene more effectively against stunting through accurate data analysis and timely recommendations. The objective of this study is to analyse the legal challenges related to child nutritional health, especially stunting in children with special needs in rural areas, and explore the potential of utilizing AI in addressing this issue. The research method used is normative juridical, using a statutory approach and an analytical approach. The results show that children with special needs in rural areas face various challenges in accessing health services and nutritional information. Limited access, lack of community knowledge about the importance of nutrition, and lack of effective intervention programs are the main obstacles. On the other hand, the use of AI can help in early detection and treatment of stunting through health data analysis, and provide appropriate intervention recommendations. The use of artificial intelligence has great potential in improving the effectiveness of child nutrition health programs and reducing stunting cases among children with special needs in rural areas. Collaboration between the government, health institutions, and technology is needed to implement this solution effectively and sustainably.
View
... Children who have autism tend to engage in activities and motions that are repetitive, which is one of the defining characteristics of the disorder [5]. Autism manifests itself in a variety of ways, including a lack of social skills and unfocused eye contact when communicating with other people; being told not to turn around; reluctance to socialize and play with friends; being preoccupied with their own world; an absence of empathy in the social environment; and even an inability to understand other people's speech [6]. ...
View
... Children who have autism tend to engage in activities and motions that are repetitive, which is one of the defining characteristics of the disorder [5]. Autism manifests itself in a variety of ways, including a lack of social skills and unfocused eye contact when communicating with other people; being told not to turn around; reluctance to socialize and play with friends; being preoccupied with their own world; an absence of empathy in the social environment; and even an inability to understand other people's speech [6]. ...
Pre QC No. CSRP-22-76806 (PQ)
Article
  • Oct 2022
Throughout this study, the question of the significance of interpersonal interaction between instructors and children with autism in the process of gaining social skills was examined. Because the application of the role of interpersonal communication between instructors and students with autism varies from that of other schools, it is required for teachers and students with autism to assume the role of interpersonal communication. The goal of this study is to investigate the effect of interpersonal interaction between instructors and autistic students on the development of social skills for autistic students as well as the development of social skills for instructors. Observation, interviews, and audio recordings were used to gather data for this descriptive qualitative research with four distinct informants. Miles and Huberman's interactive analysis was used for the data analysis. This analysis includes the presenting of data, the shortening of data, the presentation of data, and the formulation and verification of a conclusion. The results of this inquiry reveal that both verbal and nonverbal means of communication play a role in the teacher's interpersonal communication role. Imagine a discourse in which the teacher facilitates nonverbal communication via body language, sign language, and physical touch. One of the two teachers should include it into a variety of activities that lead to habituation. The development of social skills in autistic children is rather good, as shown by the existence of social skills in autistic students, such as the capacity to communicate with empathy, collaborate well, and make good eye contact.
View
the Implementation of Inclusive Education Policy at the Elementary School Level
Article
Full-text available
  • Apr 2024
Inclusive education in Bogor City is the main focus of achieving equitable and quality education for all, including children with special needs (ABK). Although there are currently inclusion regulations, their implementation is still faced with challenges. The purpose of this study is to describe how inclusion policies are implemented in primary schools. This research uses qualitative methodology with field studies at SDN Perwira, SDN Batutulis 2, and SDN Pakuan. Research informants totaled 14 people who were determined using purposive sampling techniques. Data was collected through observations, documentation, and interviews. Data analysis takes place according to the stages of Miles and Huberman, which include data collection, data reduction, data presentation, and conclusion-making. Research findings show that implementing inclusion policies faces challenges such as uneven distribution of students with special needs and limited resources. Nevertheless, there is commitment and support from local government implementers and regulations. There needs to be improved coordination and better policy structuring to improve performance at the school level.
View
Penerapan Pemeriksaan Psikologis pada Anak Berkebutuhan Khusus untuk Memaksimalkan Potensi
Article
Full-text available
  • Feb 2023
Abstrak: Fenomena yang masih sering dijumpai di sebagian besar sekolah adalah adanya siswa yang tertinggal. Guru dan orang tua tidak mengetahu secara pasti hambatan yang dihadapi anak, sehingga mereka juga tidak mengetahui pengasuhan dan pembelajaran yang tepat untuk memaksimalkan potensi yang dimiliki anak berkebutuhan khsuus. Oleh karena itu, pemeriksaan psikologi yang diberikan bertujuan untuk mengetahui hambatan perkembangan yang dihadapi oleh siswa. Metode yang dilakukan melakukan pemeriksaan psikologis menggunakan wawancara pada siswa, guru, dan beberapa orang tua, observasi pada siswa, dan juga beberapa alat tes psikologi. Hasil dari pemeriksaan psikologis akan memberikan saran dan rekomendasi untuk mengembangkan siswa sesuai dengan kebutuhannya. Pemeriksaan psikologis diberikan kepada 17 siswa yang telah melalui proses skrining dari masing-masing guru kelasnya. Hasil menunjukkan bahwa sebagian besar, yaitu 59% siswa mengalami hambatan dalam intelektual, 52% hambatan dalam sosial, serta 41% hambatan dalam aspek membaca dan menulis, dan 47% hambatan dalam motorik halus. Beberapa saran dan rekomendasi yang diberikan, salah satunya adalah pembuatan Program Pembelajaran Individual (PPI) yang disusun berbeda dengan siswa lainnya untuk menyasar aspek perkembangan yang ingin dicapai oleh masing-masing anak. Hasil juga menunjukkan bahwa guru sekolah dan orang tua mulai memahami bagaimana pola pengasuhan dan juga pembelajaran yang disesuaikan dengan masing-masing kebutuhan siswa.Abstract: A phenomenon that is often found in most schools is the presence of students who are left behind. Teachers and parents do not know exactly the obstacles faced by children, so they also do not know the right parenting and learning to maximize the potential of children with special needs. Therefore, the psychological examination provided aims to determine the developmental barriers faced by students. The method used is to carry out psychological examinations using interviews with students, teachers, and several parents, observation of students, and also several psychological test tools. The results of the psychological examination will provide suggestions and recommendations for developing students according to their needs. Psychological examinations were given to 17 students who had gone through the screening process from their respective class teachers. The results showed that the majority, namely 59% of students experienced intellectual barriers, 52% social barriers, and 41% had difficulties in aspects of reading and writing, and 47% had fine motor skills. Several suggestions and recommendations were given, one of which was the creation of an Individual Learning Program (PPI) which was structured differently from other students to target the developmental aspects that each child wanted to achieve. The results also show that school teachers and parents are beginning to understand how parenting and learning patterns are adapted to each student's needs.
View
Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming-toy to Parent-Children Engagement
Article
Full-text available
  • Apr 2021
Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills throughout programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of early childhood computational thinking development. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early-childhood education curricula. Five stages were administered to reveal parent and children engagement in robotics activities and later interview children cognitive development from parents' perspective. Children were seen exploring various ways by concentrating and paying attention, doing the given activities, and expressing their excitement and happiness. The notion that children learning from their social network environment highlighted that children involved in the KARIN programming toy's hands-on activities drive children to be more actively engaged in the exercise. It turns out that in addition to parent-student engagement, the use of KARIN Programming Toys helps shed light on how early-childhood students learn while away from their social relations during pandemic.
View
Peningkatan Keterampilan Guru PAUD dalam Menstimulasi dan Deteksi Dini Perkembangan Balita
Article
Full-text available
  • Mar 2021
Pendidikan Anak Usia Dini (PAUD) memiliki peran dalam memberikan pembinaan anak sejak usia dini,tujuannya adalah untuk meningkatkan kesehatan dan kesejahteraan fisik maupun mental anak, harapanya akan memberikan dampak pada peningkatan prestasi belajar, etos kerja, produktivitas, pada akhirnya anak akan mampu lebih mandiri dan mengoptimalkan potensi yang dimilikinya. Peserta didik PAUD berada pada masa golden age (usia keemasan). tahap perkembangan otak pada anak usia dini menempati posisi yang paling vital yakni mencapai 80% perkembangan otak. (Kemdikbud 2016). Analisa masalah, RW 09 Gondoriyo Ngaliyan Kota Semarang memiliki 54 balita usia 3-4 tahun yang rata rata memiliki ibu yang berkerja, dimana keseharianya hanya dengan pengasuh (nenek, asisten) atau di Daycare. PAUD Srikandi RW 09 memiliki 42 siswa, pelaksanaan proses belajar mengajarnya satu kali perpekan yakni di hari sabtu, dimana ibu, pengasuh atau keluarga juga mengantar anak balita ke PAUD, sehingga proses stimulasi dan deteksi tumbuh kembang mendapatkan momentum yang sangat tepat untuk dilaksanakan oleh guru PAUD. Guru PAUD Srikandi RW 09 adalah kader kader pokja 2 yang potensial di Rukun Warga (RW) 09 yang dapat diharapkan kontribusinya dalam meningkatkan derajat kesehatan balita. Tujuan dari pelaksanaan Pengabdian Kepada Masyarakat (PKM) ini adalah upaya pendampingan dan pembentukan peran serta guru PAUD dalam melakukan Stimulasi dan deteksi tumbuh kembang balita. Kegiatan yang dilakukan adalah perijinan dari wilayah setempat, Focus Group Discussion (FGD) peran guru PAUD, pelatihan Stimulasi perkembangan anak menggunakan Kartu Kembang Anak (KKA), pembuatan Alat Permainan Edukatif (APE), pendampingan stimulasi saat pelaksanaan PAUD. Hasil, pendampingan pelaksanaan stimulasi telah terlaksana dengan baik, terjadi peningkatan pengetahuan dan peningkatan keterampilan guru PAUD dalam melakukan stimulasi menggunakan KKA, PAUD mendapat tambahan APE.
View
POLA ASUH ANAK BERKEBUTUHAN KHUSUS
Article
Full-text available
  • Nov 2020
Abstrak: Anak adalah anugrah terindah dari tuhan yang maha esa, kehadirannya sungguh dinantikan oleh para orang tua yang menantikannya. Para orang tua pasti menginginkan anaknya akan terlahir dengan keadaan yang baik dan sehat. Namun demikian tak dapat dipungkiri pula banyak anak-anak yang terlahir dengan keadaan yang berbeda dengan anak-anak pada umumnya atau yang biasa dikenal dengan anak-anak erkebutuhan khusus. Dan tak sedikit ditemui para orang tua yang melahirkan anak berkebutuhan khusus mengalami penolakan terhadapa apa yang dialami oleh dirinya. Maka dari itu disinilah perlu juga diperhatikan bagaimana pentingnya penerimaan diri dan pola asuh dari para orang tua yang memiliki anak-anak berkebutuhan khusus. Sebab dengan terciptanya pola asuh oleh orang tua terhadap kondisi anaknya akan mempengaruhi optimalisasi perkembangan untuk para anak berkebutuhan khusus itu sendiri. Hasil penelitian menunjukkan bahwa pada kedua subjek memiliki pola asuh yang berbeda dalam menerima dan menghadapi anak dengan berkebutuhan khusus. Pada subjek AS, memiliki pola asuh yang positif karena subjek pasrah dengan keadaan anaknya namun berusaha untuk memahami kondisi anaknya dengan kekurangan yang dimiliki oleh anaknya. Subjek kedua AR memiliki pola asuh yang kurang kepada anak, subjek merasa kondisi anaknya tidaklah sesuai dengan harapannya dan subjek, selain itu subjek AR adalah orang tua yang bekerja, maka dari itu kurangnya waktu bersama anak dan anak lebih sering bersama orang lain menjadikan subjek AR tidak mengetahui kondisi secara keseluruhan anak, dan anak tidak mendapatkan perhatian khusus dari orang tua. Kata Kunci : pola asuh, penerimaan diri dan anak berkebutuhan khusus PARENTING FOR CHILDREN WITH DISABILITY Abstract: The children are most beautiful gift from one God, their presence is really awaited by the parents who are looking for them. Parents want their children to be born in a good and healthy condition. However, it cannot be denied that many children are born with different conditions from children in general or who are commonly known as children with special needs. And many parents who gave birth to children with special needs experienced rejection of what was experienced by them. Therefore this is where it is also necessary to pay attention to the importance of self-acceptance and parenting of parents who have children with special needs. Because the creation of parenting styles by parents for their child's condition will affect the optimization of development for children with special needs themselves. The results showed that the two subjects had different parenting styles in accepting and dealing with children with special needs. In the US subject, they have a positive parenting style because the subject is resigned to their child's condition but tries to understand the child's condition with the deficiencies their child has. The second subject of AR has a lack of parenting style for children, the subject feels that the child's condition is not in accordance with their expectations and the subject, besides that the AR subject is a working parent, therefore the lack of time with children and children more often with other people makes the AR subject not know the overall condition of the child, and the child does not get special attention from parents
View
View
View
View
Compendium for Early Career Researchers in Mathematics Education
Book
  • Jan 2019
The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work.
View
View
Removing Obstacles to Quality Research Publishing
Chapter
  • Sep 2019
This chapter provides guidance on quality publishing in mathematics education and STEM education journals and books. Consideration is given first to the selection of an appropriate journal outlet and some of the features and requirements that need to be taken into account. Next, a selection of core components of a research journal article in mathematics and STEM education are examined, with suggested ways of addressing these components to avoid manuscript rejection. These components include title and abstract, problem statement, research questions, contribution to the field, research design and methodology, results and discussion, conclusions and limitations, and references and appendices. Responding to reviewers’ concerns is also briefly addressed. Finally, a few points to keep in mind when preparing books and book chapters for mathematics and STEM education volumes are presented.
View
Choosing and Justifying Robust Methods for Educational Research
Article
  • Jul 2019
In our recent editorials (Cai et al., 2019a, 2019b), we discussed the important roles that research questions and theoretical frameworks play in conceptualizing, carrying out, and reporting mathematics education research. In this editorial, we discuss the methodological choices that arise when one has articulated research questions and constructed at least a rudimentary theoretical framework. Just as the researcher must justify the significance of research questions and the appropriateness of the theoretical framework, we argue that the researcher must thoroughly describe and justify the selection of methods. Indeed, the research questions and the theoretical framework should drive the choice of methods (and not the reverse). In other words, a sufficiently well-specified set of research questions and theoretical framework establish the parameters within which the most productive methods will be selected and developed.
View