Inclusive Learning for Digital Natives in Sunan Kalijaga State Islamic University Yogyakarta
Abstract
Since inclusive education is required to develop learning innovations for students with disabilities and special education, it is driven by the equal rights of individuals to pursue higher education. This study thus aims to analyze implemented inclusive learning of students with disabilities at UIN Sunan Kalijaga Yogyakarta. The study of this theme was carried out using a qualitative approach. Data were collected by observation, interviews, and document analysis. All data were then analyzed in stages: reducing the data, presenting the data, and concluding the research results. Through triangulation (multiple sources and methods), the data validity was checked. The study results uncovered that 1) lecturers must design a curriculum that accommodates and suits all students, including students with disabilities. 2) Lecturers must support PLD (Center for Disability Service) by digitizing teaching materials, being actively involved in mid-semester FGDs, collaborating with PLD volunteers to achieve learning goals, and preparing adaptive learning evaluations according to the type of disability.
Keywords
Full Text:
PDFReferences
Abroto, A., Prastowo, & Anantama, R. (2020). Analisis Hambatan Proses Pembelajaran Daring dengan Menggunakan Aplikasi Whastsapp di Sekolah Dasar. Jurnal Basicedu, 3(2), 524–532. https://jbasic.org/index.php/basicedu/article/view/971
Amor, A. M., Hagiwara, M., Shogren, K. A., Thompson, J. R., Verdugo, M. Á., Burke, K. M., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: a systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https://doi.org/https://doi.org/10.1080/13603116.2018. 144530
Ari Pratiwi dkk. (2018). Disabilitas dan Pendidikan Inklusif di Perguruan Tinggi. UB Press.
Aryanti, W. (2014). Difficulties in Learning English Faced By Visually Impaired Students at Center of Language Development (P2B) in State Islamic University (UIN) Sunan Kalijaga. Inklusi, 1(2), 189. https://doi.org/10.14421/ijds.010204
Damsar. (2015). Pengantar Teori Sosiologi. Prenada Media.
Huky, W. (2012). Pengantar Sosiologi. Usaha Nasional.
Juwantara, R. A. (2020). Pemenuhan Hak Difabeldi Uin Sunan Kalijaga Dan Universitas Atma Jaya Yogyakartan,. Journal Of Disability Studies, Vol. 7, No.
Lestari, E. Y., Sumarto, S., & Isdaryanto, N. (2017). Pemenuhan Hak Bagi Penyandang Disabilitas Di Kabupaten Semarang Melalui Implementasi Convention on the Rights of Persons With Disabillities (Cprd) Dalam Bidang Pendidikan. Integralistik, 1, 1–9.
Maftuhin, A. (2019). Pedoman Layanan (Pusat Layanan Difabel). PLD UIN Suka.
Muthohar, S. (2019). Inclusive Islamic Education; Analysis Commodification Case Study of Cahaya Ilmu Primary School, Semarang. Edukasia : Jurnal Penelitian Pendidikan Islam, 13(2), 249–272. https://doi.org/10.21043/edukasia.v13i2.3355
Nasdian, F. T. (2015). Sosiologi Umum. Yayasan Obor Indonesia.
Riyadi, E. (2021). Pelaksanaan Pemenuhan Hak Atas Aksesibilitas Pendidikan Tinggi Bagi Penyandang Disabilitas Di Yogyakarta. Jurnal Hukum Ius Quia Iustum, 28(1), 71–93. https://doi.org/10.20885/iustum.vol28.iss1.art4
Sugiono. (2022). Metode Penelitian kuantitatif, kualitatif dan R & D (4th ed.). Alfabeta.
UNESCO. (2005). Guidelines for Inclusion: Ensuring Access to Education for All. United Nations Educational, Scientific and Cultural Organization.
Zunair, Faridah & Chamdani, M. (2017). Pengelolaan Kelas Yang Baik Dalam Meningkatkan Kualitas Pembelajaran di Kelas Inklusi. Prosiding Seminar Nasional Inovasi …, 354–362. https://jurnal.fkip.uns.ac.id/index.php/snip/article/view/11188%0Ahttps://jurnal.fkip.uns.ac.id/index.php/snip/article/viewFile/11188/7974
DOI: http://dx.doi.org/10.21043/edukasia.v18i1.17350
Refbacks
- There are currently no refbacks.
Indexed By:
