Problems Of Implementing Assessment Of Students With Special Needs In Elementary Schools Providing Inclusive Education
DOI:
https://doi.org/10.57142/jesd.v2i2.103Keywords:
Assessment, Inclusive School, Students With Special Needs, ProblematicAbstract
The purpose of this study was to obtain an overview of the problems faced or felt by teachers in the implementation of the assessment of students with special needs in primary schools providing inclusive education. This study uses a qualitative approach with a descriptive type of research. Sources of data in this study were teachers at SDN Semangat Dalam 1 Batola. Data collection techniques used interviews, questionnaires, and documentation. Data analysis used the Miles and Huberman model which consisted of data reduction, data presentation and conclusion drawing. The data validity technique uses member checks and triangulates data sources. The results of the study indicate that there are several problems or problems faced and felt by teachers in the implementation of the assessment of students with needs at SDN Semangat Dalam 1 Batola at this time, namely 1) the teacher's low understanding of the concepts and procedures for compiling comprehensive assessment instruments for children with special needs; 2) low participation of parents/families of students with special needs in providing information when collecting information on assessment implementation; 3) the teacher's low understanding in carrying out the analysis of the assessment data.
References
Amka, A., Mirnawati, M., & Damastuti, E. (2023). Analysis of the Influence of Culture, Policy, and Practice Index on the Quality of Inclusive School Education in South Kalimantan. Journal of ICSAR, 7(1), 44. https://doi.org/10.17977/um005v7i12023p44
Amka, Mirnawati, Utomo, & Ekasari Kusumastuti, D. (2019). Kontribusi Pemerintah Daerah Provinsi Kalimantan Selatan Dalam Implementasi Pendidikan Inklusi. Issn. 2355-8911, 5(2), 91–96. www.jurnalsagacious.net
Binarani B, Zahara D, & Setiawan D. (2021). Asesmen perkembangan sosio-emosi pada anak berkebutuhan khusus. Prosiding Seminar Nasional Dan Call Paper Mahasiswa. https://www.mendeley.com/catalogue/7a0b33cd-90ed-3521-b5a6-3a36b718a07b/
Dewi D. (2018). Asesmen Sebagai Upaya Tindak Lanjut Kegiatan Identifikasi Terhadap Anak Berkebutuhan Khusus. WAHANA, 70(1), 17–24. https://www.mendeley.com/catalogue/d8f3c12a-bf5f-3301-baa7-c454ee61911c/
Hafidh, F., Kurniawan, M. Y., & Mirnawati, M. (2020). Pkm Aplikasi Asesmen Anak Berkebutuhan Khusus Di Sekolah Luar Biasa Dan Inklusi Kabupaten Banjar. GERVASI: Jurnal Pengabdian Kepada Masyarakat, 3(2), 190. https://doi.org/10.31571/gervasi.v3i2.1353
Hamzah, S. I., Djuko, R. U., & Juniarti, Y. (2020). Asesmen terhadap Anak Berkebutuhan Khusus (Abk). Jambura Early Childhood Education Journal, 2(1), 109–123. https://doi.org/10.37411/jecej.v2i1.120
Irvan, M. (2020). Urgensi Identifikasi dan Asesmen Anak Berkebutuhan Khusus Usia Dini. Jurnal Ortopedagogia, 6(2), 108. https://doi.org/10.17977/um031v6i22020p108-112
Kartini, A., & Aprilia, I. D. (2022). Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School. Journal of Education for Sustainability and Diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4
Mariga, L., Mc Conkey, R., & Myezwa, H. (2014). Inclusive education in low–income countries: A resource book for teacher educators, parent trainers and community development workers. In Inclusive Education in Low-Income Countries: A Resource Book for Teacher Educators, Parent Trainers and Community Development Workers (Issue January). https://doi.org/10.1080/1034912x.2015.1074391
Mirnawati, M., Amka, A., & Yuwono, I. (2020). Implementasi Pendidikan Inklusif di Universitas Lambung Mangkurat “Perspektif Mahasiswa Disabilitas Terhadap Kinerja Volunteer.” Jurnal Ortopedagogia, 6(2), 88. https://doi.org/10.17977/um031v6i22020p88-93
Mujahid, F. (2019). The Use of Academic Assessment Instruments for Students with Intellectual Disability in Special Schools. IJDS Indonesian Journal of Disability Studies, 6(1), 47–52. https://doi.org/10.21776/ub.ijds.2019.006.01.7
Nasution, E. (2013). Problematika pendidikan di indonesia. Edu-Bio.
Nugroho, W. S. (2021). Melalui Program Identifikasi Dan Asesmen. 2(1).
Pradibta H, Nurhasan U, & Purnama Putra H. (2020). Pengembangan Aplikasi Deteksi Dini Pada Anak Berkebutuhan Khusus Di Sekolah Luar Biasa. Petir, 14(1), 17–27. https://www.mendeley.com/catalogue/2eda034a-d349-3f9a-96a0-13cf3a405757/
Rahmawan D. (2020). Analisis Asesmen Pendidikan Inklusi untuk Anak Berkebutuhan Khusus. The Indonesian Conference on Disability Studies and Inclusive Education. https://www.mendeley.com/catalogue/8a962157-0ed1-382a-9f61-9a9f16a13f0b/
Soendari T. (2010). Asesmen Keterampilan Menulis dalam Pendidikan Anak Berkebutuhan Khusus. JASSI ANAKKU, 9(1), 97–106. https://www.mendeley.com/catalogue/96793476-a637-317e-b403-82db6190536a/
Syah Lampah N, & Setiawan E. (2019). Aplikasi Asesmen Anak Berkebutuhan Khusus di SLB Rafaha Arjasari Menggunakan Progressive Web App. Ultima Computing, 10(2), 65–74. https://doi.org/10.31937/sk.v10i2.958
Xie, Y. H., Potměšil, M., & Peters, B. (2014). Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. In Journal of Deaf Studies and Deaf Education. https://doi.org/10.1093/deafed/enu017
Zahroh S. (2019). Pengembangan Sekolah Inklusi dan Pengaruhnya Terhadap Strategi Asesmen Anak Difabel. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 2(2), 83–99. https://www.mendeley.com/catalogue/74d73a92-b5c0-3898-accc-c11bff1092d1/