Suchergebnisse

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children's needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.

Many children with special needs do not have access to education. The number of children with special needs who have to attend primary school is still very minimal. Most schools only provide regular education, while students are ordinary children who do not need special needs in their education. This study aims to describe the model of implementing inclusive education in Tamansari Elementary Schools and find problems in implementing inclusive education. The research method is qualitative interactive. Data collection use interviews, observation, and documentation methods. Data analysis uses interactive analysis. The results showed that Tamansari Elementary School used a full class model. Identification and assessment are carried out before accepting students with special needs. This is done to gather information before preparing a learning program for students with special needs according to their learning needs. The curriculum is modified to suit the children's needs. The special teacher comes from a special school near the location. Supporting factors are the acceptance of children with special needs, local government support in the implementation of inclusive education, while obstacle factors in the application of inclusive education are limited special teachers and limited infrastructure.

Potensi kandungan gas batubara (Gas Content) Idamanggala, Rantau, Kalimantan Selatan berkisar 6,72 m3/ton. Sumberdaya gas batubara (Gas in Place/GIP) Rantau, Kalimantan Selatan 0,002 tcf (saturasi gas 90%), kisaran kedalaman 50-150 meter. Gas Metana Batubara (GMB) diproduksi dengan cara terlebih dahulu merekayasa batubara sebagai reservoir agar diperoleh cukup ruang sebagai jalan keluarnya gas metana. Proses rekayasa diawali dengan memproduksi air (dewatering) agar terjadi perubahan keseimbangan mekanika. Setelah tekanan turun, gas batubara akan keluar dari matrik batubara. Gas metana kemudian mengalir melalui rekahan batubara dan akhirnya keluar menuju lubang sumur. Puncak produksi Gas Metana Batubara (GMB) bervariasi antara dua minggu sampai dengan tiga tahun. Rencana pengembangan lapangan dimulai dari tiga tahun pertama dengan melakukan lima sumur pilot (pilot well). Pemboran pilot dilakukan untuk mengenal dimensi seam dan kualitasnya, baik secara lateral maupun vertikal. Apabila regulasi pemerintah sesuai dan memungkinkan untuk memulai pengembangan, maka pengembangan sumur produksi dapat dimulai pada tahun 2021. Pengembangan Lapangan Gas Batubara Daerah Rantau Kalimantan Selatan diprioritaskan untuk kebutuhan pasar lokal yaitu kebutuhan tenaga listrik setempat baik industri maupun rumah tangga dan jika memungkinan dapat dialirkan melalui pipa untuk perusahaan gas negara.Coal gas content potential (Gas Content) Idamanggala, Rantau, South Kalimantan is around 6.72 m3/ton. Rantau coal gas resources (Gas in Place/GIP), South Kalimantan 0.002 tcf (90% gas saturation), range of depths from 50-150 meters. Coal Methane Gas (GMB) is produced by first engineering coal as a reservoir in order to obtain enough space as a way out of methane gas. The engineering process begins with producing water (dewatering) so that there is a change in mechanical balance. After the pressure drops, coal gas will come out of the coal matrix. Methane gas then flows through the coal fractures and finally exits into the wellbore. The peak production of Coal Methane Gas (GMB) varies between two weeks to three years. The field development plan starts from the first three years by conducting five pilot wells. Pilot drilling is carried out to recognize the dimensions of seam and its quality, both laterally and vertically. If government regulations are appropriate and allow to start development, the development of production wells can begin in 2021. The development of the South Kalimantan Overseas Coal Coal Field Development is prioritized for the needs of the local market, namely the needs of local electricity both industrial and household and if possible can be channeled through pipes for the state gas company.

The clean water crisis began to emerge recently in the city of Bandung, especially when the water supply did not meet the needs of the residents, resulting in turmoil. Not only users and the government, but also PDAM as a provider are in trouble. Itinerant traders are also experiencing difficulties because demand continues to soar, while water sources are limited. According to Geodesy Expert from the Bandung Institute of Technology, Heri Andreas, Bandung is already experiencing a clean water crisis and currently the condition is getting worse. Without the intervention of the Government and Regional Governments in managing access to clean water, it is certain that the fate of big cities will have the potential for social conflict due to access to clean water.Springs as one of the shared water sources require management that includes mutual understanding and rules, service management and continuous maintenance. Increasing the Capacity of Kopasti to Manage Clean Water from Springs in Pasirjati Village, Ujungberung District, Bandung City through socialization, training and facilitation is expected to provide solutions faced by partners, especially with regard to opening a common understanding of the need for conservation efforts, protection of springs and management of archive administration and facilitation of work facilities. .

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.