Teacher Information Literacy for Inclusive Early Childhood Education (ECE) to Provide Literacy and Numeracy for Special Needs Children in Central Java-Indonesia

Neneng Tasu’ah, Diana ., Sugiariyanti ., Tias Martika

Abstract


Digital teaching emphasises information literacy as one of the competencies critically required in the education community. It marks the starting point of information management to acquire comprehension and achieve learning objectives, as an attempt to support individual abilities in facing any challenges. The increasing number of special needs children at inclusive schools challenges teachers to provide the best education services. Teachers are urged to learn in diverse ways to acquire skills in handling special needs children in their classrooms. This study used a mixed methods approach, using quantitative data to present participants’ demographic data and observation on literacy-numeracy skills of special needs children and qualitative data on the teachers’ information literacy for facilitating literacy-numeracy activities for special needs children in inclusive classrooms. This study purposively selected 20 Early Childhood Education teachers from five regions in Central Java who were experienced in handling inclusive classrooms. The data were collected through interviews, observations and documentation studies. Meanwhile, the data analysis interpreted all aspects that correlated to each other. The findings confirmed that teachers with information literacy on special needs children could facilitate play-based activities for literacy-numeracy skill learning. Teachers used the outcome of this information literacy to manage learning, starting from identifying the learning needs, designing learning programmes, implementing programmes, to conducting evaluations. Therefore, teachers urgently require necessary training that supports their information literacy in managing classroom learning, especially for special needs children.

https://doi.org/10.26803/ijlter.22.12.12


Keywords


English as a Second Language (ESL) learners; verbal communication skill; virtual reality; engagement; motivation; and autonomy

Full Text:

PDF

References


Alberta. (2019). Literacy and Numeracy Progressions. Understanding Special Educational Needs, 1–15.

Anggraeni, F. D., & Rola, F. (2018). Literasi Informasi pada Guru [Information Literacy among Teachers]. SEMNAS Penguatan Individu Di Era Revolusi Informasi, April, 153–158. https://www.researchgate.net/publication/324273910_Literasi_Informasi_pada_guru

Association of College & Research Libraries. (2000). Information literacy competency standards for higher education. Community and Junior College Libraries, 1–17. http://www.ala.org/acrl/standards/informationliteracycompetency.

Chang, I. H. (2012). The effect of principals’ technological leadership on teachers’ technological literacy and teaching effectiveness in taiwanese elementary schools. Educational Technology and Society, 15(2), 328–340.

Chasanatun, F., Afifah, S., N. (2008). Kelas Unggulan Berliterasi: Program Literasi di TK dan SD [The Literacy Excellence Class: Literacy Programs in Kindergarten and Primary School].

Diana, D., Pranoto, Y. K. S., & Rumpoko, A. U. T. (2022). Persepsi Guru terhadap Aktivitas Bermain Anak Berkebutuhan Khusus di PAUD Inklusi se-Jawa Tengah [Teachers’ Perceptions of Play Activities for Special Needs Children in Inclusive ECE in Central Java]. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 7347–7358. https://doi.org/10.31004/obsesi.v6i6.3559

Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020). Preschool Teachers’ Attitude Toward Inclusive Education in Central Java, Indonesia. 397(Icliqe 2019), 1361–1368. https://doi.org/10.2991/assehr.k.200129.166

Fatmawati, E., & Safitri, E. (2020). Kemampuan Literasi Informasi Dan Teknologi Mahasiswa Calon Guru Menghadapi Pembelajaran Di Era Revolusi Industri 4.0 [Information and Technology Literacy Skills of Education Department Students in Facing Learning in the Era of the Industrial Revolution 4.0]. Edukasi: Jurnal Pendidikan, 18(2), 214. https://doi.org/10.31571/edukasi.v18i2.1863

Fellianti, M., & Billah, H. Z. (2017). Pengaruh Efikasi Pada Sikap Guru Terhadap Pendidikan Inklusif [The Effects of Efficacy on Teacher Attitudes towards Inclusive Education]. JPPP - Jurnal Penelitian Dan Pengukuran Psikologi, 6(1), 26–34. https://doi.org/10.21009/jppp.061.04

Grizzle, Alton ; Moore, Penny; Dezuanni, Michael ;Asthana, Sanjay; Wilson, Carolyn; Banda, Fackson; Onumah, C. (2013). Policy and Strategy Guidelines.

Haerudin. (2018). Pengaruh Literasi numerasi Terhadap Perubahan Karakter Siswa [The Impacts of Numeracy Literacy on the Improvement of Students’ Characters]. Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika (Sesiomadika), 401–409.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Heng, A., Heal, C., Banks, J., & Preston, R. (2018). Information literacy programs and research: an international review. International Journal of Transgenderism, 19(04), 359–378.

Jurmang, J. L. (2014). Teacher competencies for inclusive education: The case of management and instructional function. In National Journal of Inclusive education (Vol. 2, Issue 1).

Kartini, A., & Aprilia, I. D. (2022). Challenges and Opportunities for Regular Teachers in the Implementation of Assessments for Students with Special Needs in Inclusive Education Provider School. Journal of Education for Sustainability and Diversity, 1(1), 29–38. https://doi.org/10.57142/jesd.v1i1.4

Kurnianingsih, I., Rosini, dan Ismayati, N. (2017). (literacy)Upaya Peningkatan Kemampuan Literasi Digital bagi Tenaga [Improving Digital Literacy Skills for Education Practitioners]. Jurnal Pengabdian Kepada Masyarakat, 3(1), 61–76. http://jurnal.ugm.ac.id/jpkm

Leu, Jr., D. J., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2005). Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies. July, 1570–1613. https://doi.org/10.1598/0872075028.54

Mahardhini, O., & Sanny Rahmawati, N. (2021). Peningkatan Kemampuan Literasi Informasi Melalui Pelatihan Literasi Informasi: Sistematik Review [Improving Information Literacy Skills through Information Literacy Training: A Systematic Review]. Tahun, 10(1), 2614–3534.

McGowan, A. L., Chandler, M. C., & Gerde, H. K. (2023). Infusing Physical Activity into Early Childhood Classrooms: Guidance for Best Practices. Early Childhood Education Journal, 0123456789. https://doi.org/10.1007/s10643-023-01532-5

McGuire-Schwartz, M. E., & Arndt, J. S. (2007). Transforming universal design for learning in early childhood teacher education from college classroom to early childhood classroom. Journal of Early Childhood Teacher Education, 28(2), 127–139. https://doi.org/10.1080/10901020701366707

Movahedazarhouligh, S. (2018). Teaching Play Skills to Children with Disabilities: Research-Based Interventions and Practices. Early Childhood Education Journal, 46(6), 587–599. https://doi.org/10.1007/s10643-018-0917-7

Mumpuniarti, M. (2017). Challenges Faced by Teachers in Teaching Literacy and Numeracy for Slow Learners. Journal of Sustainable Development, 10(3), 243. https://doi.org/10.5539/jsd.v10n3p243

Ningsih, S., Gunayasa, I. B. K., & Dewi, N. K. (2022). Pengaruh Literasi Numerasi Terhadap Hasil Belajar Matematika Pada Siswa Kelas III SDN Lingkok Lima Tahun Ajaran 2021/2022 [The Impacts of Numeracy Literacy on Mathematics Learning Outcomes in Third Year Students of SDN Lingkok Lima in the 2021/2022 Academic Year]. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1938–1943. https://doi.org/10.29303/jipp.v7i3c.881

Ojaranta, A. (2019). Information Literacy Conceptions in Comprehensive School in Finland Curriculum , teacher and school librarian discourses. In Curriculum, teacher and school librarian discourses … (Issue October). https://core.ac.uk/download/pdf/231663044.pdf

Purwanta, E. D. I. (2010). Kemampuan Guru dalam Melakukan Identifikasi Anak Berkebutuhan Khusus di Sekolah Dasar Penyelenggara Inklusi [Teachers' Ability to Identify Children with Special Needs in Primary Schools Organizing Inclusion]. Thesis, Universitas Negeri Yogyakarta.

Ranaweera, P. (2008). Importance of Information Literacy skills for an Information Literate society. NACLIS 2008, Colombo, 1–13.

Ranti, L., Fadilla, R., & Marhayati, N. (2016). Calistung Learning Cincepts in Early Children Based on a Circular Letter No . 1839 / C . C2 / TU / 2009. 1839.

Rao, K. (2021). Inclusive Instructional Design: Applying UDL to Online Learning. Journal of Applied Instructional Design, 10(1), 89–102. https://doi.org/10.51869/101/kr

Rashid, S. M. M., & Ghani, N. A. (2023). Special Education Teacher’s Application of Entrepreneurial Elements in Teaching and Facilitation. International Journal of Learning, Teaching and Educational Research, 22(1), 55–71. https://doi.org/10.26803/ijlter.22.1.4

Rosidin, D. N. (2021). Evaluasi Pembelajaran Literasi Informasi Di Madrasah Aliyah [Evaluation of Information Literacy Learning in Madrasah Aliyah]. In Sekolah Tinggi Ilmu Ekonomi. http://repository.syekhnurjati.ac.id/7248/1/SK Penerima penelitian 2021.pdf

Saadillah, A., Mutmainnah, M., Mahendika, D., & Diah Astuti, E. (2023). The Analysis of Lecturers Information Literacy Skill to Support Competence in Teaching Learning Activities. Journal on Education, 05(04), 10754–10762.

Sahalessy, Arnorld; Titabano, R. M. V. (2022). The Influence of Education Training and Teaching Experience on Teacher Professionalism in State High Schools in Seram Barat District, Seram Barat District Arnold. 5(4), 373–384.

Sanches, T. (2018). Required Skills for Teachers: Information Literacy at the Top. Communications in Computer and Information Science, 810, 634–644. https://doi.org/10.1007/978-3-319-74334-9_65

Sanchez-Ruiz, L., & Blanco, B. (2018). Importance of Information Literacy. 1142, 596–608. https://doi.org/10.4018/978-1-5225-7365-4.ch047

Selvi, K. (2010). Teachers’ competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133

Setyanta, B. Y. (2020). Literasi Sekolah: Tantangan Dan Strategi Pelaksanaan [Challenges and Implementation Strategies]. Jurnal Guru Dikmen Dan Diksus, 2(2), 105–118. https://doi.org/10.47239/jgdd.v1i2.30

Stopar, K., & Bartol, T. (2019). Digital competences, computer skills and information literacy in secondary education: mapping and visualization of trends and concepts. Scientometrics, 118(2), 479–498. https://doi.org/10.1007/s11192-018-2990-5

Subekti, H., Herawati Susilo, I., Suwono, H., Martadi, & Purnomo, A. R. (2019). Challenges and expectations towards information literacy skills: Voices from teachers’ training of scientific writing. International Journal of Learning, Teaching and Educational Research, 18(7), 99–114. https://doi.org/10.26803/ijlter.18.7.7

Suharsiwi. (2017). Pendidikan Anak Berkebutuhan Khusus [Education for Special Needs Children]. CV. Prima Print.

Tatkovic, N., Ruzic, M., & Pecaric, D. (2006). Pre-School Teachers’ Informatics and Information Literacy. Online Submission. http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED494149

Terral, R. (2013). Framework for Information Literacy for Higher Education. Outre-Mers, 100(378), 77–85. https://doi.org/10.3406/outre.2013.5000

Trujillo-Torres, J. M., Gómez-García, G., Navas-Parejo, M. R., & Soler-Costa, R. (2020). The development of information literacy in early childhood education teachers. A study from the perspective of the education center’s character. Journal of Technology and Science Education, 10(1), 47–59. https://doi.org/10.3926/jotse.728

United Nations ECLAC. (2021). technologies new future Thank you for your interest in. Cepal. https://www.cepal.org/sites/default/files/publication/files/46817/S2000960_en.pdf

Wahyuni, I. (2022). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini [Numeracy Literacy Skills Based on Learning Styles in Early Childhood]. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 5840–5849. https://doi.org/10.31004/obsesi.v6i6.3202

Wardhani, B., Adi, E. S., Rengganis, N., Mariyam, L., Pratiwi, W. C., & Wulandari, R. (2021). Buku Saku Pengembangan Numerasi untuk Anak Usia 5-6 Tahun [Numeracy Development Handbook for 5-6 Year Old Children]. 1–70. paud@kemdikbud.go.id

Wijayati, P. H., Rizqiana, N. U., & Bukhori, H. A. (2023). Digital and Information Literacy Skills As a Base for University-Level Self-Regulated Learning. Premise: Journal of English Education, 12(2), 522. https://doi.org/10.24127/pj.v12i2.6543

Wiranti, R. (2021). Pengaruh pengalaman mengajar dan motivasi mengajar terhadap profesionalisme guru taman kanak-kanak se-kecamatan Way Jepara [The impacts of teaching experience and teaching motivation on the professionalism of kindergarten teachers in Way Jepara sub-district]. Jurnal Humaniora Dan Ilmu Pendidikan, 1(1), 27–37. https://doi.org/10.35912/jahidik.v1i1.297

Yuliantina, I. (2022). Mengembangkan kemampuan literasi dan numerasi sejak anak usia dini [Developing literacy and numeracy skills from childhood]. Jurnal Pendidikan Dan Konseling, 5(2), 537–540.

Yunus, M. (2021). Teacher Empowerment Strategy in Improving the Quality of Education. International Journal of Social Science and Human Research, 04(01). https://doi.org/10.47191/ijsshr/v4-i1-05

Zagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2021). Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives. Journal of Special Education, 55(1), 34–44. https://doi.org/10.1177/0022466920936671


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493