Surya Kumala Dewi; Fikri  Nazarullail; Dwi Nurhayati  Adhani

Authors

Surya Kumala Dewi Early Childhood Teacher Education, Faculty of education, Universitas Trunojoyo Madura, East Java, Indonesia
Fikri Nazarullail Early Childhood Teacher Education, Faculty of education, Universitas Trunojoyo Madura, East Java, Indonesia
Dwi Nurhayati Adhani Early Childhood Teacher Education, Faculty of education, Universitas Trunojoyo Madura, East Java, Indonesia

Abstract View:

52

PDF downloads:

30

Keywords:

Inclusive Education, Learning, Play Activities

Abstract

This research is motivated by the existence of PAUD institutions that are not optimal in implementing learning, especially in inclusion-based PAUD institutions. The purpose of this study was to determine the strategy for implementing learning through play activities at the Anna Husada Inclusion PAUD school. The subjects in this study were Anna Husada's early childhood education staff and students. The research approach used is qualitative with a case study approach. The main data collection techniques used in this study were interviews, observation, and documentation. Data analysis for this research is data collection, data reduction, data presentation and conclusion, as well as recall or validation. The data validation techniques were extended participation, observer persistence, and triangulation. The results showed that the implementation of Anna Husada PAUD inclusive school learning used the central learning model strategy. Play activities that are packaged in the center learning model aim for children to be able to play with a feeling of calm, mingle with their friends and accept each other between normal good friends and those with special needs.

References

Herawati, N. I. (2016). Pendidikan Inklusif. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 2(1).

Hibana, H., & Surahman, S. (2021). PELAKSANAAN MODEL PEMBELAJARAN AREA DI PAUD PUTRA HARAPAN KALIDENGEN KECAMATAN TEMON KABUPATEN KULON PROGO YOGYAKARTA. EARLY CHILDHOOD: JURNAL PENDIDIKAN, 5(2), 213-222.

Hidayati, S. (2021). Strategi Pembelajaran Anak Usia Dini. Surabaya: CV. KANAKA MEDIA.

Kemendikbud, B. P. (2014). Model PAUD inklusi 2014.

Latif, M. A. (2019). Model Pembelajaran PAUD Inklusi (Studi Kasus Lembaga PAUD ECCD-RC Yogyakarta). In Annual Conference on Islamic Early Childhood Education (ACIECE) (Vol. 4, pp. 139-146).

Madyawati, L., & Zubadi, H. (2020). Pelayanan Anak Berkebutuhan Khusus di PAUD Inklusi. Insania, 3(1), 34-56.

Nuraeni, N. (2014). Strategi pembelajaran untuk anak usia dini. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 2(2), 143-153.

Purnama, A. (2017). Optimalisasi Keterampilan Sosial ABK Melalui Metode Bermain Kooperatif Pada Paud Inklusi. Prosiding SNasPPM, 1(1), 39-46.

Safitri, D., & Hijriyani, Y. S. (2022). PENDIDIKAN INKLUSIF SEBAGAI STRATEGI MEWUJUDKAN PENDIDIKAN MENYELURUH BAGI ANAK USIA DINI. Prosiding Lokakarya Pendidikan Islam Anak Usia Dini IAIN Ponorogo, 1, 27-39.

Saputra, A. (2016). Kebijakan Pemerintah Terhadap Pendidikan Inklusif. Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(3), 3.

Yuwono, J. (2021). TRANSFORMASI SEKOLAH MENUJU SEKOLAH INKLUSI SCHOOL TRANSFORMATION TO INCLUSIVE SCHOOL. Exponential (Education For Exceptional Children) Jurnal Pendidikan Luar Biasa, 2(2), 254-263.

Widiyanto, W. E., & Putra, E. G. P. (2021). Pendidikan jasmani adaptif di sekolah inklusif bagi anak berkebutuhan khusus. Sport Science And Education Journal, 2(2).

Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. Jurnal Thufula, 3(3), 130-131