Analisis Layout Ruang Kelas pada Sekolah Montessori untuk Anak Usia Dini dengan Gangguan Spektrum Autisme

Siti Febrina Rahmadani; Layla Nurina Kartika Iskandar; Silviana Amanda Aurelia  Tahalea; Rosidianti Alifah; Fathya Aulia Shabrina

doi:10.55681/jige.v5i4.3579

Authors

Siti Febrina Rahmadani Universitas Trisakti
Layla Nurina Kartika Iskandar Universitas Trisakti
Silviana Amanda Aurelia Tahalea
Rosidianti Alifah Universitas Trisakti
Fathya Aulia Shabrina Universitas Trisakti

DOI:

https://doi.org/10.55681/jige.v5i4.3579

Keywords:

Autism, Classrom Layout, Inclussion, Montessori

Abstract

Autism Spectrum Disorder (ASD) is an emotional and psychological disorder that results in children's inability to communicate and interact socially and limited interests. This research aims to analyse the arrangement of Montessori Inclusive Early Childhood Education (PAUD) classrooms which take into account the physiological (physical) and psychological (non-physical) aspects of children on the autism spectrum. This research examines how classroom layouts can support the activities of children on the autism spectrum, by prioritizing their needs both physically and psychologically. The method used in this research is a descriptive analysis of the classroom layout and observation of children's behaviour during classroom activities. The research results show that appropriate classroom arrangements can help increase social interaction and independence for children on the autism spectrum. This research contributes to the development of inclusive education methods that can be applied in various PAUD schools in Indonesia

Downloads

Download data is not yet available.

References

Astuti, NLS., Sandra, Lidia. 2021. Prepared Environment as the Key Success Factor in Building Clean and Healthy Habit in Early Childhood Education, Jurnal. Jakarta: Universitas Kristen Krida Wacana.

Arthur Waser Foundation. 2018. Montessori Architectural Patterns, Lucerne University of Applied Sciences and Arts, Association Montessori Internationale.

Cullinane, Michael., et. al. 2022. Autism Good Practice Guidance for Schools, Supporting Children and Young People. Government of Ireland

Davies, Simone. 2020. The Montessori Toddler Penterjemah Ade Kumalasari. Yogyakarta: Bentang Pustaka.

Desiningrum, Dini Ratri. 2016. Psikologi Anak Berkebutuhan Khusus. Yogyakarta: Psikosain.

Gutek, GL. 2015. Metode Montessori: Panduan Wajib untuk Guru dan Orang Tua Didik PAUD (Pendidikan Anak Usia Dini). Yogyakarta: Pustaka Pelajar.

Manika, Johanna. 2015. Autism: A Guide for Early Years Settings. ASD National Development Lead, Welsh Local Government Association.

Maya, S. 2020. Psikologi Perkembangan Anak. Yogyakarta: C-Klik Media.

Montessori, Maria. 2020. Dr. Montessori’s Own Handbook. Yogyakarta: Bentang Pustaka.

Nienhuis Montessori Catalogue. 2015. Netherlands: Heutink International.

Nuraeni, Siti., et.al. 2018. Prosedur Standar Pendidikan Anak Usia Dini Inklusif. Jakarta: Direktorat Pembinaan Pendidikan Anak Usia Dini.

Rahmadani, Siti Febrina., 2022. Kajian Konsep Desain Interior PAUD Berkebutuhan Khusus (Inklusi) dengan Pendekatan Metode Montessori. Jurnal Seni & Reka Rancang, Jurnal Ilmiah Magister Desain.

Smith, J. David. 2018. Sekolah Untuk Semua: Teori dan Implementasi Inklusi. Bandung: Nuansa Cendikia.

Susanto, Ahmad. 2018. Pendidikan Anak Usia Dini: Konsep dan Teori. Jakarta: Bumi Aksara.

Sriyanti, Lilik. 2014. Psikologi Anak: Mengenal Autis Hingga Hiperaktif. Salatiga: Stain Salatiga Press.

Thenius, Hilda Priskila., 2019. Kajian Dampak Elemen Interior pada Fasilitas Ruang Belajar Taman-Kanak-Kanak Terhadap Perkembangan Kreatifitas Anak. Jurnal Seni & Reka Rancang, Jurnal Ilmiah Magister Desain.

Yunitasari, Septiyani Endang., et al. 2023. Implementasi Metode Montessori dalam Pengenalan Literasi pada Anak dengan Autism Spectrum Disorder. Jurnal Ilmiah Permas: Jurnal Ilmiah STIKES Kendal.