Pendahuluan Pendidikan inklusi di I

Pendahuluan
Pendidikan inklusi di Indonesia di terapkan mulai dari sekolah dasar sampai perguruan tinggi, hal ini menunjukkan bahwa pentingnya persamaan dalam memperoleh pendidikan bagi seluruh insan khususnya siswa yang berkebutuhan khusus. Di lingkungan sekolah dasar inklusi, siswa-siswa ini masih dalam proses adaptasi menjalin hubungan sosial dengan teman sebayanya termasuk pada siswa yang berkebutuhan khusus. Kondisi saat ini terlihat jelas bahwa penggunaan teknologi (ipad, note book, games, layanan internet yang mudah di akses) berpengaruh terhadap karakter anak yang sangat terasa dampaknya terutama dalam hal sosial emosional. Siswa berkebutuhan khusus yang ada di sekolah reguler dalam wadah pendidikan inklusi memiliki banyak permasalahan salah satunya dalam hal penerimaan teman teman sebaya di sekolahnya. Selain itu banyak permasalahan empati pada siswa SD. Fenomena masalah empati pada tingkat pendidikan SD misalnya, Haryani (2013) siswa SD Negeri Nogotiro menunjukkan fenomena rendahnya berempati hal tersebut terlihat dari senangnya ketika melihat orang lain kesulitan, tidak merasa bersalah ketika menyakiti orang lain baik secara fisik maupun hati, mengutamakan kepentingan sendiri, tidak menghargai orang lain, tidak memikirkan konsekuensi dari perbuatan yang dilakukan serta bersikap sombong. Faridah (2005) mengatakan bahwa kemajuan teknologi saat ini tidak hanya memberikan dampak positif tetapi juga dampak negatif pada perkembangan empati anak. Hal ini terlihat dengan semakin berkurangnya sarana belajar empati bagi anak. Tayangan televisi dan permainan modern yang dibuat untuk anak-anak lebih banyak bersifat individual, tidak menuntut adanya kerjasama sebagai sarana memahami perasaan orang lain yang menumbuhkan empati. Tayangan-tayangan yang banyak ditujukan untuk anak-anak adalah kartun-kartun yang meniadakan pesan sosial yang konstruktif. Sebaliknya, tayangan untuk anak-anak tersebut seolah sengaja diciptakan untuk mengubah kebaikan menjadi keburukan. Tokoh-tokoh kartun yang bersifat antagonis yang menampilkan kekerasan harus dibalas dengan kekerasan, dan intrik-intrik kejahatan lainnya. Hal ini dapat menumpulkan rasa empati pada anak karena anak akan terbiasa melihat bahkan bermain dengan unsur-unsur kekerasan. Akibatnya berbagai kekerasan seperti memukul, menembak atau membunuh akan dianggap hal yang wajar (Anshori, 2006).

Hasil (Inggris) 1:

Introduction Education inclusion in Indonesia applying ranging from elementary school to College, this shows that the importance of the equation in obtaining education for the whole people especially students who are in need. In an environment of inclusion, elementary school students are still in the process of adaptation to establish social relationships with peers including on students in need. The current state is clearly visible that the use of technology (ipad, note book, games, the internet service that is easy to access) the effect on the child's character very pronounced impact, especially in terms of social emotional. Students in need of special is there in a regular school in education inclusion has many problems, one of which in terms of acceptance of peer friends at his school. In addition many of the problems of empathy in ELEMENTARY SCHOOL students. The phenomenon of empathy problem at the level of ELEMENTARY education for example, Haryani (2013) students of State Nogotiro shows the phenomenon of low empathize it is seen from Nice when looking at someone else's trouble, don't feel guilty when others are hurting both physically and heart, its own interests, do not appreciate others, didn't think of the consequences of the acts committed and being arrogant. Faridah (2005) says that current advances in technology not only provides a positive impact but also the negative impact on the development of children's empathy. This can be seen with a devastating means learning empathy for the child. Tv footage and modern games made for older children more individual nature, not demanding cooperation as a means of understanding the feelings of others that foster empathy. Impressions-impressions of many aimed at kids are cartoons who negate socially constructive messages. Instead, the impression to children that seem deliberately created to turn goodness into ugliness. Cartoon characters are antagonists are showing violence must be replied to by force, and the intrigues of other crimes. This may dull the sense of empathy in children because children will be used to seeing even playing with elements of violence. As a result various violence such as hitting, shooting or killing will be considered reasonable terms (925silverbali, 2006).

Hasil (Inggris) 2:

Introduction
Inclusive education in Indonesia applied ranging from elementary school to college, this shows that the importance of equality in education for all beings, especially students with special needs. Inclusion in the neighborhood elementary school, these students are still in the process of adaptation of social relationships with their peers, including on students with special needs. Current conditions it is clear that the use of technology (ipad, note books, games, internet services are easy to access) affect the character of a child who is very pronounced impact, especially in terms of social emotional. Students with special needs in regular schools in containers inclusive education has many problems one of them in terms of acceptance of peers in his school friends. In addition, many problems of empathy for elementary students. The phenomenon of the problem of empathy at the level of elementary education, for example, Haryani (2013) students of SD Negeri Nogotiro exhibit a phenomenon lack empathy it is visible from pleased when he saw other people trouble, do not feel guilty when you hurt other people physically and hearts, put their own interests, not respect for others, do not think about the consequences of the acts committed and arrogant. Faridah (2005) said that the advancement of technology today is not only a positive impact, but also a negative impact on children's development of empathy. This was shown by the decrease in empathy learning tool for children. Television and modern game made ​​for kids more individual, not demanding their cooperation as a means to understand the feelings of others who cultivate empathy. Shows are mainly aimed at children are cartoons negate constructive social message. Instead, the impression on the children as if purposely created to change the goodness into disrepute. Cartoon characters antagonistic that show violence must be met with violence, and other criminal intrigues. It can dull sense of empathy in children because children will get used to seeing even play with elements of violence. As a result, a variety of violence such as hitting, shooting or killing would be considered a natural thing (Anshori, 2006).