The Effectiveness of Early Childhood Inclusive Education Textbook for Students of Inclusive Education Classes in UNIMED

Suri Handayani, Nurmaniah Nurmaniah, Srinahyanti Srinahyanti, Santa Situmorang

Abstract


The purpose of this research is to describe effectiveness of early childhood inclusive education textbook for students of inclusive education classes in Unimed. The development of this textbook is a type of research and development (R&D) with the Four-D (4-D) model. This model consists of 4 stages of development, namely Define, Design, Develop, and Disseminate. The sample for this research was students of inclusive education classes in teacher education of early childhood education FIP Unimed, uses purposive sampling technique. The instrument used was an effectiveness sheet filled in by students of inclusive education classes. Data analysis technique is a descriptive analysis in the form of a percentage, while the development of textbook is done through content analysis. Based on the results of student trial, the developed textbook is categorized as very effective with a value of 76.


Keywords


validity; textbook; inclusive education; early childhood

Full Text:

PDF

References


Berjenjang: Diklat Dasar. Direktorat Pembinaan Pendidik Dan Tenaga Kependidikan PAUD NI Direktorat Jenderal PAUD NI Kementerian Pendidikan Dan Kebudayaan.

American Psychiatric Association.1994. Diagnotic and Statistical Manual of Mental Disorders. 4th ed. Washsington DC: APA

Departemen Pendidikan Nasional. 2003. Undang- Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.

Departemen Pendidikan Nasional. 2009. Undang- Undang Republik Indonesia Nomor 70 Tahun 2009 tentang Pendidikan Inklusif Bagi Peserta Didik Yang Memiliki Kelainan Dan Memiliki Potensi Kecerdasan Dan/Atau Bakat Istimewa. Jakarta: Depdiknas.

Depdiknas, Dirjen Mandikdasmen, dan Direktorat P L B. (2007). Pedoman Umum Penyelenggaraan Pendidikan Inklusif. Jakarta: Depdiknas.

Elliot, S. 2008. The Effect of Teachers' Attitude Toward Inclusion on the Practice and Success Levels of Children with and without Disabilities in Physical Education. International Journal of Special Education

Elisa, S & Wrastari, AT. 2013. Sikap Guru Terhadap Pendidikan Inklusi Ditinjau Dari Faktor Pembentuk Sikap. Fakultas Psikologi Universitas Airlangga Surabaya: Jurnal Psikologi Perkembangan Dan PendidikanVol. 2, No. 01, Februari 2013

Fanu, J.L. 2006. Deteksi Dini Masalah-Masalah Psikologi Anak. Yogyakarta: Think

Florian, Leni 2008. Special or Inclusive Education: Future Trends. Dalam British Journal of Special Education.

Hildayani, dkk. 2009. Penanganan Anak Berkelainan (Anak dengan Kebutuhan Khusus. Jakarta: Universitas Terbuka.

Hwang, Yoon-Suk. 2010. Attitudes towards inclusion: gaps between belief and practice. International Journal of Special Education.

Sunaryo, 2009. Manajemen Pendidikan Inklusif (Konsep, Kebijakan, dan Implementasinya dalam Perspektif Pendidikan Luar Biasa). Jurusan PLB FIP UPI.




DOI: https://doi.org/10.33258/birle.v3i1.754

Article Metrics

Abstract view : 258 times
PDF - 162 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License