Relevant bibliographies by topics / ABK

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  1. Journal articles

Academic literature on the topic 'ABK'

Author: Grafiati
Published: 10 July 2021
Last updated: 12 June 2025

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Journal articles on the topic "ABK"

1

Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
 Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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2

Da Silva, Laline Oliveira. "Dinâmica da alteração do índice técnico do arremesso jump e sua relação com a aptidão neuromuscular de potencia no basquete feminino." Revista Brasileira de Fisiologia do Exercício 12, no. 3 (2013): 142. http://dx.doi.org/10.33233/rbfe.v12i3.3326.

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O objetivo do estudo foi investigar a alteração do índice técnico do arremesso jump (ITA) e sua correlação com a aptidão neuromuscular de potencia (ANMP), adquiridas através de dois modelos distintos de treinamento: cargas seletivas (GS) x cargas concentradas (GC), em 16 atletas profissionais do sexo feminino (22,49 ± 5,2 anos; 71,42 ± 11,47 kg; 180,12 ± 10,25 cm). Foi considerado ANMP os saltos verticais Squat Jump (SJ); Abalakov (ABK); Contra Movimento (CMJ) e arremesso de medicine ball (AMB). Como ITA as variáveis técnicas temporais (VTT), posicionais (VTP), velocidade (VTV) e velocidade da bola (V). A ANOVA revelou diferenças significativas na ANMP entre GS e GC (P=0,000). Em GC o tamanho do efeito de treinamento foi: ABM (d = 0,54), SJ (d = 0,76), ABK (d = 0,62) e CMJ (d = 0,66). Em GS foi ABM (d = 0,69), ABK (d = 0,66), SJ (d = 0,12) e CMJ (d = 0,22). O GS apresentou um nível forte de correlação em V (p = 0,82) e moderado positivo em VTT (P = 0,79), ABK (P = 0,77) e CMJ (P = 0,63). Já o GC apresentou um nível forte de correlação em V (P = 0,84), ABK (P = 0,81), moderado positivo em VTT (P = 0,71), e VTP (P = 0,63). Os resultados sugerem que o treinamento com cargas concentradas refletiu de maneira mais eficaz no ITA, produzindo um ajuste cinemático mais completo.Palavras-chave: basquetebol feminino, jump, potência muscular.
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3

Hidayatulloh, M. Agung. "Inclusive education in Islamic kindergarten, why not?" MUDARRISA: Journal of Islamic Education 9, no. 2 (2018): 145. http://dx.doi.org/10.18326/mdr.v9i2.145-162.

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This work shows the implementation of inclusive education in Islamic Kindergarten Taruna al-Qur’an (IKTQ), the assessment of child development in inclusive class, and supporting and restriction of the implementation of inclusive education in IKTQ. This qualitative descriptive research used observation, interview, and documentation as the technique of collecting data. The results are only the ABK with less in terms of social skills that were included in the non-ABK class. IKTQ pointed the special guides that monitored the development of ABK. The development of the child was assessed through observations and notes. These notes were documented as reports of child development communicated to the parents. The assessment did not touch the ABKs who joined in learning with other children. The development of ABK was assessed when they were in a special place of ABK therapy. The factors supported the implementation of inclusive education in IKTQ were: (1) the communication between teachers and ABK guides, (2) a good relationship through weekly meeting for all teachers, and (3) the communication between IKTQ and parents either verbally or through a liaison document. Regarding the restriction, the teachers explicitly express that there were no obstacles in the implementation of inclusive education in IKTQ.
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4

Alifah, Sifa, Nur Faizah Romadona, and Rita Mariyana. "BEST PRACTICE PROGRAM PENGELOLAAN ANAK BERKEBUTUHAN KHUSUS DI TAMAN KANAK-KANAK INKLUSI." Edukid 14, no. 2 (2017): 352–63. http://dx.doi.org/10.17509/edukid.v14i2.20605.

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Penelitian dilatarbelakangi karena kurangnya data program pengeloaan ABK di taman kanak-kanak inklusi. Beberapa permasalahan terjadi di TK inklusi, sehingga penanganan ABK tidak sesuai dengan teori yang ada. Penelitian ini bertujuan untuk mengetahui program pengelolaan anak berkebutuhan khusus di taman kanak-kanak Gagas Ceria. TK Gagas Ceria diharapkan dapat menjadi Best Practice ABK. Metode yang digunakan adalah studi kasus. Hasil penelitian menunjukan, persiapan TK Gagas Ceria dalam menangani ABK mempunyai kurikulum sekolah tersendiri, adanya program ABK, adanya tim khusus penanganan ABK, mempersiapkan sarana dan prasarana untuk ABK, persiapan media untuk ABK, serta penguatan kompetensi guru. Pelaksanaan dalam menangani ABK dilakukan oleh tim khusus (kepala sekolah, wakil kepala sekolah, guru individual, guru LSU kelompok, dan psikolog). Pelaksanaan program dalam penanganan setiap aspek perkembangan, interaksi guru dengan ABK dan interaksi anak dengan ABK. Mengadakan rapat evaluasi setiap semester, dan diskusi setiap minggunya oleh guru ABK. Hasil evaluasi berbentuk rapor dan laporan untuk orang tua. Adanya kendala-kendala yang dihadapi guru dalam menangani ABK serta belum adanya prestasi yang di raih oleh ABK. Rekomendasi ditujukan kepada sekolah agar dapat menambah guru LSU kelompok, dan menambah media khusus untuk ABK yang cukup berat.
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5

Aktifah, Nurul, Rifqi Sabita, Dzikra Nurseptiani, and Candra Arum Pratiwi. "Peningkatan Keterampilan dengan Latihan Dasar Motorik Halus (Aktivitas Menulis) Pada Guru SLB Negeri Wiradesa Kabupaten Pekalongan." Community Empowerment 6, no. 3 (2021): 438–43. http://dx.doi.org/10.31603/ce.4490.

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Anak berkebutuhan khusus (ABK) merupakan anak yang mengalami hambatan untuk pencapaian tujuan dan potensi secara fisik, psikis, kognitif, dan sosial. Salah satu masalah yang dialami ABK adalah gangguan perkembangan, termasuk perkembangan motorik halus. ABK membutuhkan pelayanan dan pendidikan khusus sesuai dengan kebutuhan dan potensi ABK. Dalam Pendidikan, guru mempunyai peran penting dalam mengajarkan ABK untuk menulis. Siswa seharusnya menguasai kemampuan menulis. Pengabdian masyarakat ini bertujuan untuk memberikan latihan dasar motorik halus sebagai faktor penting dalam mendukung kemampuan aktivitas menulis ABK. Teknik pengabdian masyarakat ini dengan pemberian pelatihan secara teori dilanjutkan dengan praktik latihan motorik halus. Hasil dari kegiatan ini mengungkapkan bahwa pelatihan adalah strategi yang efektif untuk meningkatkan kompetensi guru. Saran yang diberikan adalah guru dapat melakukan latihan dasar motorik halus kepada ABK secara teratur sehingga kemampuan menulis dapat meningkat.
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6

Maisarah, Siti, Julianto Saleh, and Nurul Husna. "ANAK BERKEBUTUHAN KHUSUS DAN PERMASALAHANNYA (STUDI DI KEMUKIMAN PAGAR AIR KECAMATAN INGIN JAYA KABUPATEN ACEH BESAR)." JURNAL AL-IJTIMAIYYAH 4, no. 1 (2018): 9. http://dx.doi.org/10.22373/al-ijtimaiyyah.v4i1.4781.

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In this study, it examines children with special needs and their problems. The problem experienced by one crew member was that parents did not provide education to ABK, parents abandoned ABK and also parents did not provide good service to ABK. Although parents receive ABK in the family, parents do not provide education for various reasons. One family does not provide education on the grounds that the school specifically ABK does not want to accept children with ABK with Palsy. The schools that want to accept children with special needs are far from their homes. This study aims to determine the problems experienced by ABK in the Water Fence Settlements of Ingin Jaya District, Aceh Besar District. This study uses a descriptive method with a qualitative approach. The results of this study the problems experienced by ABK are not properly educated, not taken care of as other children and neglected. But on the other hand, ABK has the potential and expertise even the potential it has exceeds other normal children. Parents in Islam are required or make sure their children are normal or not normal to not be weak children. In every Pagar Air Settlement Village, there are different crew members.Keywords: Children with Special Needs, Problems
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7

Hafidh, Fathul, Mirza Yogy Kurniawan, and Mirnawati Mirnawati. "PKM APLIKASI ASESMEN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH LUAR BIASA DAN INKLUSI KABUPATEN BANJAR." GERVASI: Jurnal Pengabdian kepada Masyarakat 3, no. 2 (2020): 190. http://dx.doi.org/10.31571/gervasi.v3i2.1353.

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Anak berkebutuhan khusus (ABK) diistilahkan kepada anak yang memiliki kelainan/penyimpangan dalam hal fisik, mental maupun karakteristik anak pada umumnya. Pada kabupaten Banjar, untuk memfasilitasi pendidikan dasar bagi ABK terdapat Sekolah Dasar Luar Biasa, dan Sekolah Dasar Inklusi (Pendidikan dasar seperti biasa, akan tetapi juga menerima siswa ABK). Setiap Awal tahun ajaran dan akhir semester, diadakan asesmen kepada anak untuk mengetahui perkembangan tumbuh ABK. Kegiatan asesmen selama ini dilakukan oleh Guru Pendamping Khusus (GPK) dengan keterbatasan personil, media pembantu, keterbatasan waktu dan juga keterbatasan pengetahuan penunjang untuk proses asesmen itu sendiri. Pelaksanaan kegiatan PKM terdiri dari 3 kegiatan utama yaitu pengembangan aplikasi APBAKUS, training pada kedua mitra dan workshop mengenai anak berkebutuhan khusus, asesmen dan pelatihan penggunaan APBAKUS. Dengan adanya PKM ini GPK dapat dengan mudah melakukan asesmen terhadap ABK, mereview asesmen yang telah dilakukan terhadap ABK, memudahkan pencarian data dan mendapatkan informasi dari data asesmen agar pendidikan yang diberikan kepada ABK dapat dimaksimalkan.
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8

Parajuli, Narayan Prasad, Chandra Sekhar Mandava, Michael Y. Pavlov, and Suparna Sanyal. "Mechanistic insights into translation inhibition by aminoglycoside antibiotic arbekacin." Nucleic Acids Research 49, no. 12 (2021): 6880–92. http://dx.doi.org/10.1093/nar/gkab495.

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Abstract How aminoglycoside antibiotics limit bacterial growth and viability is not clearly understood. Here we employ fast kinetics to reveal the molecular mechanism of action of a clinically used, new-generation, semisynthetic aminoglycoside Arbekacin (ABK), which is designed to avoid enzyme-mediated deactivation common to other aminoglycosides. Our results portray complete picture of ABK inhibition of bacterial translation with precise quantitative characterizations. We find that ABK inhibits different steps of translation in nanomolar to micromolar concentrations by imparting pleotropic effects. ABK binding stalls elongating ribosomes to a state, which is unfavorable for EF-G binding. This prolongs individual translocation step from ∼50 ms to at least 2 s; the mean time of translocation increases inversely with EF-G concentration. ABK also inhibits translation termination by obstructing RF1/RF2 binding to the ribosome. Furthermore, ABK decreases accuracy of mRNA decoding (UUC vs. CUC) by ∼80 000 fold, causing aberrant protein production. Importantly, translocation and termination events cannot be completely stopped even with high ABK concentration. Extrapolating our kinetic model of ABK action, we postulate that aminoglycosides impose bacteriostatic effect mainly by inhibiting translocation, while they become bactericidal in combination with decoding errors.
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9

Redaktion, AEundL. "Abk�rzungen - Abbreviations." �GYPTEN UND LEVANTE Internationale Zeitschrift f�r �gyptische Arch�ologie und deren Nachbargebiete / EGYPT AND THE LEVANT International Journal for Egyptian Archaeology and Related Disciplines 1, no. XIV (2005): 9–10. http://dx.doi.org/10.1553/aeundl14s9.

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10

Pramudita, Aditia Sovia, Tamadara Hilman, and Asaretkha Adjane Annisawati. "Pengembangan Social Engagement Melalui Media Situs Jejaring Untuk Our Dream Indonesia." Competitive 14, no. 1 (2019): 41. http://dx.doi.org/10.36618/competitive.v14i1.507.

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Anak berkebutuhan khusus (ABK) tunarunggu merupakan individu-individu yang mempunyai karakteristik yang berbeda dari individu lainnya yang dipandang normal oleh masyarakat pada umumnya. Secara lebih khusus, ABK tunarunggu menunjukkan ketidakberfungsinya indera pendengaran dan menjadikan bebrapa anak menjadi tunawicara pula. Oleh karena itu, dibutuhkan penangan yang khusus bagi ABK sehingga kelak di masa yang akan datang ABK bisa diperlakukan sama pentingnya dengan anak normal lainnya. Our Dream Indonesia sebagai salah satu pusat terapi kembang anak dan remaja berkebutuhan khusus. Berbagai macam pelatihan dilakukan Our Dream Indonesia untuk mendidik ABK agar ABK dapat mengembangkan kemampuan yang mereka miliki sehingga kelak kemampuan tersebut dapat menjadi manfaat bagi lingkungan sekitar. Pelatihan yang diberikan pada PKM ini ada bertujuan membantu Our Dream Indonesia dalam mengembangkan social engagement untuk meningkatkan awareness masyarakat, terutama dalam hal pentingnya mendukung pelatihan yang dibutuhkan oleh ABK. Social engagement merupakan pengembangan hubungan dengan masyarakat untuk membantu memberdayakan aktivitas yang ditawarkan oleh Our Dream Indonesia melalui pelayanannya dan komunikasi kepada komunitas. Salah satu media yang diharapkan dapat membantu pengembangan social engagement tersebut melalui situs jejaring (website) untuk Our Dream Indonesia.
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