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"Anak tunagrahita adalah anak yang mengalami hambatan atau keterlambatan dalam perkembangan mental disertai ketidakmampuan / kekurangmampuan untuk belajar dan untuk menyesuaikan diri. Sekolah Luar Biasa memiliki peranan penting di dalam perkembangan anak tunagrahita, sebagai lembaga pendidikan formal untuk mempersiapkan kehidupan dewasa anak sehingga dapat berintegrasi dalam masyarakat. Untuk itu, Sekolah Luar Biasa harus merespon kebutuhan dan kemampuan dari setiap elemen di dalamnya.Masalah arsitektural muncul mengenai keberadaan Sekolah Luar Biasa sebagai wadah pendidikan formal bagi anak berkebutuhan khusus, khususnya bagi anak tunagrahita untuk mewadahi kegiatan pendidikan dan pelatihan secara baik. Rendahnya kualitas dan kuantitas ruangan dalam Sekolah Luar Biasa menyebabkan rendah pula hasil pendidikan dan pelatihan yang diselenggarakan selama ini.Dalam tulisan ini saya mengkaji kondisi fisik Sekolah Luar Biasa dengan pendekatan Post-Occupancy Evaluation (POE). Jenis penilaian ini sebagai pijakan utama dalam menentukan pengaruh kualitas dan kuantitas ruang Sekolah Luar Biasa terhadap proses pendidikan dan pelatihan anak. Selanjutnya kajian ini dapat menjadi dasar pemikiran dalam menciptakan lingkungan binaan baru yang mampu mendukung program pendidikan dan pelatihan bagi penggunanya.Mental Retarded childs are kids that have a barrier or slowness of their mental development process, along with disability to learn and adaptation. School for exceptional children has an important functional on their development, as a formal education center, to prepare their growing up life that can integrate with the community. As that function, the school must respond this need and ability from all of the aspect.

Architectural problems come from this school, as a formal education center specially for mental retarded childs, are for how to facilitating all the education and training activity well. The low quality and quantity of this school has been impact to the result of the education and training that been done for last days.

In this paper, I do analyse the physical condition of this school with Post-Occupancy Evaluation approvement method. This subject will considered as first step on determining the result of quality and quantity of this school in relation of the educating process for the kids. For the next, this analysis can be fixed as the raw material for creating new environment that able to support the educating and training program for its participants."

"Penelitian ini dilakukan untuk mendapatkan gambaran mindfulness guru dan mastery motivation pada Siswa Berkebutuhan Khusus di Sekolah Luar Biasa (SLB). Mindfulness guru diukur dengan Mindful Attention Awareness Scale (Brown dan Ryan, 2003) yang diisi oleh 69 orang guru. Mastery Motivation siswa diukur dengan Dimensions of Mastery Questionnaire 18 (Morgan, 2015) yang dinilai oleh guru terhadap 258 siswa berkebutuhan khusus dari kelas satu hingga kelas enam. Hasil penelitian menunjukkan bahwa skor mindfulness guru cenderung tinggi. Skor mindfulness cenderung berbeda pada usia guru yang berbeda. Sedangkan jenis kelamin, pendidikan terkahir, dan lama mengajar tidak dapat menunjukkan perbedaan mindfulness yang signifikan. Berdasarkan dimensi-dimensi yang ada pada mastery motivation (cognitive/object persistence, gross motor persistence, social persistence with adult, social persistence with children, mastery pleasure, frustration/anger, sadness/shame, general competence), ditemukan perbedaan yang signifikan berdasarkan jenis kebutuhan khusus siswa. Penelitian ini juga menemukan perbedaan yang signifikan pada dimensi frustration/anger dan sadness/shame berdasarkan jenjang kelas siswa. Sementara tidak ada perbedaan yang signifikan pada dimensi-dimensi mastery motivation pada siswa SLB berdasarkan jenis kelamin, usia siswa, dan tingkat keparahan kebutuhan khusus yang dialami oleh siswa.

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The purpose of this study was to investigate the teachers` mindfulness and special needs student`s mastery motivation in special school. Mindfulness was measured using Mindful Attention Awareness Scale (Brown and Ryan, 2003) to 69 teachers. Mastery motivation was measured using Dimensions of Mastery Questionnaire (Morgan, 2015) rated by teachers on 258 students which was enrolled on 1st until 6th grade in special school.

The results showed that most of the teachers have high score in mindfulness. This study found that teacher`s age affect teacher`s mindfulness while gender, level of education, and teaching time have no effect on teacher`s mindfulness score.

It was also found that student`s mastery motivation is significantly different based on the type of special needs in all dimensions. The dimensions of frustration/anger and sadness/shame are significantly different based on school level. There were no differences on mastery motivation based on gender, age, and the severity of needs."

"Yobiko adalah sekolah persiapan yang memberikan pendidikan untukmembantu siswanya dalam menghadapi ujian masuk universitas. Siswa yangmengikuti yobiko pada umumnya adalah ronin dan siswa kelas tiga SekolahMenengah Atas. Ronin adalah istilah untuk `samurai yang tak bertuan' pada jamanTokugawa, namun istilah ini kemudian ditujukan kepada seseorang yang telah gagal pada ujian masuk universitas namun ia berusaha untuk mengikuti ujian masuk tersebut di tahun depan. Para ronin pada umumnya belajar di yobiko selama satu tahun penuh, sedangkan siswa kelas tiga biasanya mengikuti bimbingan belajar separuh waktu, yakni pada sore hari atau pada akhir pekan.Para siswa yang ingin mengikuti yobiko harus mengikuti test penempatan terlebih dahulu. Hal ini bertujuan untuk mengetahui kemampuan para siswa, serta agar di dalam satu kelas semua anak mempunyai tingkat kemampuan yang sama. SeteIah mengikuti test penempatan, para siswa akan dibagi ke kelas-kelas yang sesuai dengan kemampuannya serta ke dalam kelas yang sesuai dengan pilihannya.Setiap yobiko mempunyai kurikulum dan jadual mata pelajaran selama setahun. Kurikulum tersebut biasanya terbagi atas tiga tahap. Yobiko mengajarkan latihan soal-soal ujian masuk kepada para siswanya. Hal ini bertujuan untuk membiasakan mereka mengerjakan soal ujian secara cepat, tepat, dan logis. Para pengajar yobiko pun merupakan lulusan universitas elite yang mempunyai keahlian pada suatu mata pelajaran tertentu."

"In order to increase the performance of trademark examiners, the development and implementation of clear and appropriate professional accountability system needs to be fulfilled. As the result the intellectual property registration process can be faster and betterly satisfy the applicants. Accountability is one principle of good governance. Goverment is expected to report all the results of the completed programs in order to justify the performace of it whether it is efficient and effectively conducted. Trademark examiners serve as functional officials who are authorized by the Minister of Law and Human Rights to perform examination on trademark registration documents with fully accountable.This research investigated the correlation between professional accountability and the performace of trademark examiners. Therefore, this resarch aimed to reveal and describe the professional accountability of tramark examiners and its correlation on their work performance. Quantitative descriptive approach was chosen based on the purpose of the research with population of 46 examiners.The results of the research showed significantly positive correlation between professional accountability and performance. However, the existence of other variables such as independency of the examiners are also influence the performance. Thus, it can be concluded that further improvement especially in terms of work disribution system, information and technology system and its training, recruitment, and equal and reward punishment system are mandatory to create better and faster service."

"The purpose of this research is to acquire an objective and comprehensive information about the implementation of Islam religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islam religion at special school (SLB) are not teachers with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher of Islam religion at special schools are department of religion, department of National education (provincial office) and controllers on the executors in the field, have not played optimal role yet."