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"ABSTRAKArtikel ini membahas mengenai keterlibatan orangtua dalam pendidikan anak penyandang disabilitas. Pendidikan dianggap sebagai salah satu upaya inklusi bagi anak disabilitas, mengingat mereka rentan terhadap diskriminasi. Melalui pendidikan mereka diharapkan mampu berinteraksi dan berpartisipasi dalam masyarakat. Keberhasilan pendidikan anak disabilitas tidak serta merta hanya memasukkan anak pada lembaga pendidikan dan menyerahkan proses pembelajaran pada guru, namun perlu keterlibatan orangtua. Beberapa penelitian melihat bahwa keterlibatan orangtua dalam pendidikan anak disabilitas hanya pada hubungan anak-orang tua di rumah atau hubungan orang tua dengan sekolah. Namun penulis berargumen bahwa hubungan orangtua-anak di rumah, hubungan orangtua-pengajar, dan orangtua-komunitas merupakan hal yang penting sebagai upaya keterlibatan orangtua dalam pendidikan anak. Penelitian ini menggunakan metode kualitatif, dengan pengumpulan data melalui wawancara kepada orangtua yang memiliki anak disabilitas. Dari penelitian ini menunjukkan bahwa hubungan antara orangtua dengan pengajar terjalin melalui komunikasi bersifat dua arah, dan hubungan antara orangtua dengan anak terlihat dari pengawasan, sosialisasi, dan pembelajaran kepada anak. Namun, hubungan orangtua dengan lingkungan ketetanggaan dalam mendukung pendidikan anak disabilitas tidak banyak terjalin.

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ABSTRACTThis article discusses about parent involvement in the education of children with disabilities. Education is regarded as one of the efforts disability inclusion of children, considering the child 39 s disabilities are vulnerable to discrimination in society. Through the education of children expected to be able to interact and participate in society. Successful of educational for children with disabilities are not necessarily just to put children at the institution and submit a learning process on the teacher, but need parental involvement. Some studies found that parental involvement in children 39 s education only on child parent relationships at home or parent educator relationship. This article attempts to look at the parent child relationship in the home, parent educator relationships, and parent community as an effort to parental involvement in children 39 s education. This study used a qualitative method with in depth interview to parents who have children with disabilities. From this research indicates that the relationship between parent and educator intertwined through two way communication, and the relationship between parent and child is seen from control, socialization, and learning at home. However, parental relationships with neighborhoods in supporting education for children with disability are not widely established."

"Research'sain is to know the influence of baby gym to the development of rude motorik and soft motorik in baby's age 4-12 months, in Kelurahan Mataram Timur, the reason is there is no research before. The research is by using quasi experimental approach with "Pretest-Post test with Control Group Design". Target population of health babies on 4-12 months that fill the vriteria inclusi and record in 5 posyandu. The result of selection from 162 babies, 38 respondence which is devide into 19 babies group of treatment and 19 babies group control. Collecting independent data by plan observation with checklist, and depedent data observation by DDST. Analysis that used is t-test in sample and one sample test in free with level P<0.05. The research are 19 babies intervention group and 19 babies control group, there is influence of baby gym and development of rude motorik baby who exercise and do not exercise with t-test. The result test P=0.000. There is influence in development of soft motorik baby who exercise and do not exercise with t-test. The result test P=0.001. There is deference between development of rude motorik and soft motorik in post intervention group and control group with the valve of P=0.000 which is meaningfil. From this research we hope for all of official medic can give socialization about healty gyn for all mothers who have bany onclude bursing student"

"Pada masa pendudukan Jepang di Indonesia 1942-1945, pemerintah pendudukan Jepang melarang penggunaan bahasa Belanda dan menutup sekolah-sekolah. Banyak orang Belanda, Indo termasuk anak-anak dimasukkan dalam kamp interniran. Bagaimana anak-anak Belanda mendapatkan pendidikan di kamp interniran menjadi permasalahan penelitian ini. Metode penelitian yang digunakan adalah metode penelitian sejarah yaitu heuristik, kritik sumber, sintesis dan historiografi. Beberapa anak-anak penyintas kamp interniran mencatat kenangan mereka dalam artikel dan buku harian. Catatan kenangan mereka yang kemudian dimuat dalam majalah dan catatan harian yang menjadi buku menjadi sumber primer penelitian ini. Hasil penelitian menunjukkan bahwa anak-anak Belanda di dalam kamp interniran masih bisa menerima pendidikan meskipun dilarang. Upaya pengajaran yang dilakukan oleh orang tua mereka dan orang dewasa lainnya di dalam kamp berhasil, meskipun harus dilakukan secara diam-diam dan sembunyi-sembunyi. Berbagai upaya seperti melakukan pengajaran di sela waktu tugas kamp dan juga belajar di malam hari telah dilakukan oleh orang tua dan penghuni kamp lainnya juga anak-anak Belanda.

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During the Japanese occupation of Indonesia from 1942 to 1945, the Japanese occupation government banned the use of the Dutch language and closed the schools. Many Dutch, Indos, including children were put in internment camps. How Dutch children get an education in internment camps is the problem of this research. The research method used is historical research methods, namely heuristics, criticism, synthesis and historiography. Some of the children who survived the internment camp recorded their memories in articles and diaries. Their memoirs which were later published in Aanspraak magazine and diaries which became books were the primary sources of this research. The results showed that Dutch children in internment camps could still receive education even though it was prohibited. The teaching efforts that were made by their parents and other adults within the camp were successful, although it had to be carried out discreetly and clandestinely. Various efforts, such as teaching between camp assignments and studying at night, have been carried out by parents and other camp residents as well as Dutch children."

"Tujuan penelitian ini untuk mengkaji faktor-faktor yang berpengaruh terhadap aksesibilitas memperoleh pendidikan bagi anak-anak di Indonesia. Penelitian ini menggunakan data SUSENAS 2014 dengan unit analisis anak berusia 7-18 tahun, jumlah responden sebanyak 372.142 anak. Penelitian ini menggunakan metode regresi logit dengansoftware pengolah data STATA 13. Setelah dilakukan olah data dengan menggunakan software STATA 13 dari 372.142 anak diperoleh Prob>chi2 =0.0000, artinya bahwa model yang diujikan dalam penelitian ini signifikan dengan nilai correctly classified sebesar 89,93persen. Dengan demikian, model ini mampu memprediksi aksesibilitas anak memperoleh pendidikan serta variabel terikatnya dapat dipengaruhi oleh variabel-variabel bebasnya sebesar 89,93 persen. Dapat disimpulkan bahwa anak perempuan yang bertempat tinggaldi perkotaan, latar belakang pendidikan Ibu yang semakin tinggi, jarak ke sekolah yang dekat, orang tua yang menikah di usia produktif, semakin besarnya pendapatan per kapita rumah tangga, dan semakin sedikitnya jumlah anggota rumah tangga merupakan faktor faktoryang berpengaruh terhadap aksesibilitas memperoleh pendidikan bagi anak-anak di Indonesia."