Digital Learning based on Hypermedia for Special Teacher Assistance in Junior High School

Abstract

In inclusive education, in addition to teachers, there are also subject-specific assistant teachers. Inclusive education is education that brings together children with special needs with normal children in general to carry out learning activities. In other words, inclusive education stipulates that schools must provide accommodation to all children regardless of their physical, intellectual, social-emotional, linguistic or other conditions. This study aims to analyse the needs of special teacher assistance as a strategy to improve their pedagogic competence in the digital era. This research uses a qualitative approach through a case study of special teacher assistance at School of Human Junior High School. In-depth interviews, observation and documentation were conducted in stages. This research collaborated with 15 special teacher assistance. The results of this study show that at the time of the replacement of special assistant teachers who have an educational background that is not from the special education study programme. In this case, of course, special assistant teachers cannot directly understand the situation in the classroom and also the situation of students with special needs. Therefore, a training guide for special teacher assistance is needed. The use of digital learning is needed to facilitate special teacher assistance in conducting training and independent learning. Thus, the development of hypermedia as a digital learning